The Education Fund's Mdcps Teachers Share Easy-To-Use

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. THE EDUCATION FUND’S 2004-2005IdeasWith Impact MDCPS TEACHERS SHARE EASY-TO-USE PROJECTS

Coming Soon... The Ultimate Teacher Conference

• FCAT lessons students love! • $$$ for your classroom! • Win prizes - look inside! 04594 TEF IdeaCatCvr 10/4/04 12:01 PM Page 2

The Education Fund currently offers support for Miami-Dade County Public Schools in the following areas:

The Education Fund (The Ed TRAINING & LEADERSHIP free to public school teachers throughout Miami- Fund) is an independent non- Dade County. The Ocean Bank center has made DEVELOPMENT more than $5 million in donated goods available profit organization established IMPACT II to teachers, benefiting 390,985 students and in 1985 with a one-time Gives teachers the resources and the network to thousands of classrooms. seed grant from the Ford share successful classroom-tested projects with other teachers through the Ideas With IMPACT Teacher Mini-Grants Foundation. Our mission is to catalog, distributed to 20,000+ teachers and Awards small cash grants to teachers who want to design and implement administrators in Miami-Dade public schools, and try something new in the classroom to stimulate initiatives that involve the at the Idea EXPO - The Teacher Conference, learning. More than 1,000 outstanding projects private sector in improving our one of the largest local teacher conferences. have been developed with these grants. schools and bringing excellence New Teacher Mentoring READING & LIBRARY to public education. The Program PROGRAMS Education Fund’s first program A program that pairs veteran retired teachers with new teachers for their first year of school. AmeriCorps Dade READS! awarded mini-grants to This mentoring initiative aims to increase Places 34 AmeriCorps members as full-time classroom teachers. Today, The professional development opportunities and one-on-one reading tutors in up to eight Education Fund’s 14 programs improve teacher retention. elementary schools to raise the reading levels of reach 300+ schools and Superintendent’s Urban children in low-income families. Principal Initiative 19,000+ teachers in In this pilot initiative, The Education Fund and COMMUNITY & FAMILY Miami-Dade County and have MDCPS will launch an innovative internship ENGAGEMENT INITIATIVES attracted the support of local program for aspiring urban high school and national companies administrators. The intensive program features an Community/Town Hall Meetings 11-week shadowing experience with an urban As part of an ongoing effort to facilitate and foundations. high school principal, subsequent multi-day community discussion around public education shadowing at other urban schools and district issues, The Education Fund is committed to offices, and additional leadership training and holding a series of community meetings. The first research. The objective is to place a cadre of of these meetings was a well-received live highly-trained, confident leaders as principals in broadcast on CBS4, which garnered more than 14 selected urban high schools. 10.4 million audience impressions. The Town Hall Meeting teacher recruitment and retention focused Teachers Network Policy on teacher recruitmnet and retention. Institute (TNPI) Enables the teacher’s voice to be a factor in Parent Resource Guide educational policy-making by training teachers to The Education Fund’s Parent Resource Guide undertake school-based action research projects provides parents with everything they need to and then to disseminate the research implications know about navigating the public school system. to policy-makers. This trilingual Guide was distributed to more than 1/2 million households in Miami-Dade County CLASSROOM SUPPORT through The Miami Herald/El Nuevo Herald. Citibank Success Fund Washington Mutual Parent Awards mini-grants for teaching projects that Resource Centers encourage at-risk students to stay in school. One of the cornerstone pieces of a large school More than 155,000 students have benefited improvement effort, this program creates and from Success Fund grants, totaling more than supports family centers in the Miami Central $1/2 million. feeder pattern schools to encourage leadership in parents. Citigroup Team Mentor Grants Grants that encourage collaboration between TECHNOLOGY INITIATIVES For more information, veteran teachers (with more than 5 years of logon to our Web site: teaching experience) and beginning teachers (with AT&T TeachNet www.educationfund.org. less than 3 years of teaching experience). This Encourages teachers to become technology collaboration centers on student learning projects leaders through a peer-to-peer training network. that provide common ground for veteran and This program is part of a national effort taking The Education Fund also raises place in six cities. funds for projects in the public beginning teachers to work together. The goal is to encourage peer-to-peer learning opportunities Citibank FamilyTech schools, acts as a fiscal agent, and ongoing dialogue among teachers. and is interested in new Opens the world of computer technology to more Ocean Bank Center for than 5,000 low-income students and their families projects and ideas that help Educational Materials by placing donated Internet-ready computers in our public schools educate all their homes and training parents and teachers to use Collects surplus inventory and supplies from the the computers and supervise their children’s work. of our children. business community and makes them available for 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 1

WE HAVE WHAT YOU NEED! How you can help Mark these dates on your calendar*! AUGUST Coming your way… The Education Fund’s Ideas With IMPACT catalog The Education Fund – chock full of proven teaching strategies to pump life into your classroom. This catalog also contains many grant applications. Read it carefully!! Buy an Education License Plate! The $$$ for your classroom! Look for your Teacher Mini-Grants application – in Education Fund receives $20 from the schools this month. 1 sale of each education license plate sold Free supplies!! The Education Fund’s Ocean Bank Center re-opens in Miami-Dade County - and from this month. Go to www.educationfund.org/obcempass.html to sign up renewals each year! (See page 15 of the for a pass. insert pages in this catalog.) SEPTEMBER New to teaching this year? Ask us about our New Teacher Mentoring Program. Designate The Education Fund as the For information, logon to www.educationfund.org/ntmp.html. recipient of your United Way OCTOBER 2contribution (see page 2 of the insert The largest local teacher conference by teachers for teachers is here!! The Education pages in this catalog). Fund’s IMPACT II Idea EXPO – The Teacher Conference will be held October 9, 2004 – preregister before October 1st! Look for the application in the insert Honor a loved one by making a pages of this catalog or apply online at www.educationfund.org/expo.html donation in their name. $$$ Remember that $$$?? Teacher Mini-Grants applications are due October 3 12, 2004. Applications are online at www.educationfund.org/apply.html. $$$ Art teachers, you can win $$$ for your classroom! This month, art teachers Designate The Education Fund as a can obtain a special pass to visit The Education Fund’s Ocean Bank Center for Educational Materials to pick up supplies to enter the Art Exhibition. Visit 4beneficiary in your will. www.educationfund.org/ocean.html for more information or look for news in INK. NOVEMBER Give donations of stock or property. $$$ Need $$$and a great idea? Apply for The Education Fund’s IMPACT II Adapter Grant -- applications are due November 4, 2004. You’ll find an application form in the insert pages of this catalog.

5 $$$ Art teachers, you can win $$$ for your classroom! This month, art teachers can obtain a special pass to visit The Education Fund’s Ocean Bank Center for Make a cash donation or use your Educational Materials to pick up supplies to enter the Art Exhibition. Visit credit card on our Web site: www.educationfund.org/ocean.html for more information or look for news in INK. 6www.educationfund.org and click DECEMBER “Donate now!” $$$ We give $$$ for great, proven teaching ideas. Apply for The Education Fund’s IMPACT II Disseminator Grant – applications are due December 1, Call The Education Fund (305-892-5099, 2004. You’ll find an application form in the insert pages of this catalog. ext. 21) to find out how you can make JANUARY charitable giving part of your portfolio. $$$ Calling all art teachers… The Education Fund’s Ocean Bank Center Art Exhibition submissions are due this month! Win money for your classroom!

MARCH/APRIL $$$ The Education Fund’s Ocean Bank Center Silent Art Auction raises funds TO CONTACT US. . . for arts education in MDCPS. To find out more, logon to www.educationfund.org/artbookwrk2004.pdf. The Education Fund $$$ Got a drop-out prevention idea? Apply for The Education Fund’s Citibank 900 NE 125th St., Suite 110 Success Fund grant and get it going in your classroom! Applications are available in North Miami, FL 33161 schools this month or you can apply online at www.educationfund.org/apply.html. 305-892-5099 (phone) JUNE/JULY 305-892-5096 (fax) $$$ Don’t forget… The Education Fund’s Citibank Success Fund applications are www.educationfund.org due June 1, 2005. Applications are online at www.educationfund.org/apply.html. Visit www.educationfund.org today to find out what we can do for you!!

*Dates are subject to change 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 2 The Education Fund’s IMPA IMPACT II is a program of The Education Fund IMPACT II Disseminator that focuses on strengthening curriculum, student achievement & Adapter Grants - Teachers Sharing and leadership in Miami-Dade County Public Schools by Proven Practices identifying and connecting teachers who exemplify Disseminator grants are available to professionalism and creativity in their classrooms. Teachers teachers to further develop and disseminate exemplary programs that they who have developed successful classroom teaching methods have used in their classrooms. Grant are given grants to package and market their proven projects award winners are recognized at award ceremonies and publication parties; through the Ideas With IMPACT catalog, the Idea EXPO - provided with support to prepare The Teacher Conference and Idea Packets that contain materials for dissemination; published in print catalogs and on a national Web site; curriculum materials such as lesson plans, worksheets and supported in learning presentation skills resource lists. Adapter grants are also available to help and leading workshops; and networked with like-minded professionals. teachers incorporate IMPACT II ideas into their classroom. Adapter grants are awarded to teachers to purchase materials to adapt Disseminators’ programs to fit their own classrooms. Applications and more information on these programs are available online at ww.educationfund.org.

The Ideas With IMPACT Catalog – Explore New Teaching Ideas The teaching ideas found in this catalog were developed and used successfully by teachers who applied for and received a Disseminator grant. These projects can be used exactly as they are, or they can be modified to meet a classroom’s special needs. The Ideas With IMPACT catalog is a great resource for ideas and an excellent reference tool throughout the year.

2 www.educationfund.org 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 3 ACT II: A Network of Ideas The IMPACT II Idea BECOME an IMPACT II Disseminator EXPO – The Teacher and be featured in next year’s catalog. IMPACT II awards $750 Disseminator Conference Grants to educators willing to share the Get New Ideas, Make successful teaching strategies that they Connections & Win Prizes designed and have implemented in their With more than 70 workshops to choose classrooms for at least two years. Any from, the Idea EXPO – The Teacher Miami-Dade public school educator may Conference addresses all subject areas for apply to be a Disseminator and become a k-12 teachers who are committed to member of the IMPACT II local and improving student achievement. national network by using the application The IMPACT II Idea EXPO – The found on The Education Fund’s Web site Teacher Conference features grant-winning at www.educationfund.org. workshops, free curriculum packets, gift APPLY for an IMPACT II Adapter bags, exciting door prizes, a luncheon, and Grant! To purchase materials to adapt a display exhibition that provides teachers one of the ideas featured in this catalog or past years’ catalogs*, you can apply for an Adapter Grant. Here’s how to qualify: Select an idea from the IMPACT II 1 catalog (past or current). Request an Idea Packet and discuss your ideas for implementing the 2 project with the Disseminator. Complete the Adapter application found online at 3 www.educationfund.org, in the back of the Idea Packet or on page with the opportunity to interact with 5 of the insert pages in this catalog. Disseminators at the visual displays of their projects. Call 305-892-5099, ext. 18 Submit the application to for a registration form or see the insert The Education Fund, pages in this catalog. 4 900 NE 125th St., Suite 110, North Miami, FL 33161 HOW IMPACT II CAN WORK FOR YOU You may also informally adapt the projects on your own without applying for ATTEND the IMPACT II Idea EXPO funding. If you use a project on your – The Teacher Conference. A registration own, please notify The Education Fund form can be found on pages 7-10 of the so you can be added to the IMPACT II insert pages in this catalog. You may also network. logon to www.educationfund.org or call *For information on the past 14 years of projects, visit The 305-892-5099, ext. 18 to have the Education Fund’s Web site, www.educationfund.org, or call form mailed or faxed to you. The Education Fund at 305-892-5099, ext. 18.

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TABLE OF CONTENTS

AT&T TEACHNET PROJECTS SCIENCE PROJECTS 6 Sponsored by AT&T 20 Building an Aquatic Think-Tank Win Airline 7 iread, iwrite, imovie2 Sherian Demetrius Rosa Duarte 21 Density, the Dynamic Duo of Mass Tickets from 8 Jewels of the Sea and Volume Carol Langford Barbara Zeiler 9 Through the Looking Glass… Life in 22 FCAT Through the Lens of a Colonial Times Magnifying Glass Miriam Gomez Latha R. Murali & Teresa Acosta 23 Our Ancient Fossilized Rock Reef: LANGUAGE ARTS PROJECTS Register today for An Exploration! The Education Fund’s 10 Animal Story Time Song Don Deresz 15th Annual Janet Duguay Kirsten 24 Super Science Sleuths IMPACT II Idea EXPO - 11 Graham Crackers and Books Beth Rosenthal Davis The Teacher Conference Beth Reis & Carole Slonin SOCIAL STUDIES PROJECTS See page 7 of the insert pages 12 Mission to M.A.R.S. – Making or register online at 25 Romancing the Renaissance Accelerated Reader Succeed www.educationfund.org/expo.html Michael Flaum Silvia P. Lopez 13 Plentiful Penguins 26 The Price is Right Sylvia A. McCabe Regina Stuck 14 Text Patterns Made Easy – Fear the TOLERANCE PROJECTS ATTENTION TEACHERS! FCAT no Longer! 27 Drumming from the Heart Win a Prize*!! Please help us help Yvette M. Calleiro Michael F. Canciglia you by filling out the survey located on page 3 of the insert pages in the INTERDISCIPLINARY PROJECTS 28 Entombed, a Holocaust center of this catalog! 15 FUN = Fantastic Units Remembrance Marlene Figueroa & Deedee Toner Josefina P. Novoa 29 Teacher Feature 16 Reflections of Myself: Portfolios as Stephanie Sheir The Education Fund’s Exploration SPECIAL FEATURES Linda Townley IDEAS WITH IMPACT 30 Champions of Active Learning Grants Publisher MATHEMATICS PROJECTS 31 Teachers Network Policy Institute Linda Lecht 17 M and M Buddies (Math and Action Research Production Director/Executive Editor M. Bronwyn Beightol Mentors) IBC What The Education Fund Offers Minerva Santerre Teachers Managing Editor 18 Related Rates Come to Life Lorna Pranger Valle INSERT PAGES Mary Garrastazu Development Officer 19 What’s My Line? 2 How to help The Education Fund Marianne (Mimi) Pink Lilliam V. Bez 3 Survey Contributing Designer Edwina Lau 5 Adapter Grant Application Administrative Assistant 7 IMPACT II Idea EXPO Registration Marisol Walker 11 Disseminator Grant Application Designed & Printed by 15 Education License Plate Original Impressions, Inc. • Miami, FL Did you know? You can designate The 16 Galaxy of Supporters The Education Fund Education Fund as the recipient of your 900 NE 125th St., Suite 110 United Way donation! Please refer to North Miami, Fl 33161 305-892-5099 • 305-892-5096 (fax) page 2 in the insert pages of this www.educationfund.org catalog for more information. 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 5

THANK YOU TEACHERS & ADMINISTRATORS!

any Miami-Dade County Vivian Acevedo Mary Anne Karcher-Turrie Public Schools teachers and Madministrators contributed to Diana L. Adrien Darla A. Koski The Education Fund through their Eileen Angulo Donna Jo Laffitte United Way* donation. The Ilana Ascher-Alamo Mariolga Lebredo Education Fund wishes to thank Lisa A. Bailey-Smitherman Daisy Li these special partners** for their Sonja M. Blackshear-McNeil Lois R. Magnus support. Susan E. Blair Ruthann K. Marleaux Donna G. Book Regina E. Mira Alison K. Burrus Lori D. Nazareno Dara M. Cherry Stephen A. Neckes Cynthia Clay Angela M. Nunez Lynn D. Corson Michelle L. Patti Peggy C. Cushman Patricia J. Perez Elaine J. Davis-Diaz Kathleen O. Pham Sherian E. Demetrius Marilyn T. Polin Heather L. Downs Shalon A. Potts Evelyn C. Ducharme Eduardo R. Rivas Denise L. Elsasser Dianna S. Rose Elaine A. Evans Susan F. Rosenthal Nancy J. Frailey Nancy R. Sale Debra A. Gamundi Aliyah S. Shakirah Frank E. Glover Bonnie L. Sheil Betty J. Gordon Anita S. Slavin Heather K. Gordon Dana C. Tollis Serge Gregory Grace D. Tyson James M. Guthrie Marcia Velazquez Cheryl S. Hall Jacqueline Vila Eva Hernandez Charmaine R. Webb Stacey-Ann M. Holiett James D. Yeatts

* You can designate The Education Fund as the recipient of your United Way donation! Just fill out your United Way contribution card and write in The Education Fund as your donation recipient. Then, send an e-mail to [email protected] or call 305-892-5099, ext. 21 so we can add your name to this list. It’s that simple!

** If you designated The Education Fund during the campaign that took place in the fall of 2003 and your name does not appear on this list, please call Mimi Pink at 305-892-5099, ext. 21. Thank you! 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 6

Technology has changed teaching and learning forever. AT&T Educational reform, technological advancement and the information age have thrust teachers into a whirlwind of change. TEACHNET Teachers are required to keep up with these changes, yet many have not had adequate training or access to new technology. PROJECTS The AT&T TeachNet Project in Miami supports the “new” classroom by supporting the “new” teacher. The project empowers teachers where they teach. By making them technology leaders, it creates an environment of learning and growing among teachers. The AT&T TeachNet Project in Miami is one of six sites nationally and is part of AT&T’s efforts to help families, schools and communities use technology to improve teaching and learning. For more information about AT&T’s support for education, visit the AT&T Foundation Web site: www.att.com/foundation 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 7

iREAD, iWRITE, iMOVIE 2

his project is a fun and easy way to introduce technology Tto teachers and their students. The first step is for students to write summaries of a book they have read in class. The best rendition is then turned into a script. Using a center approach, teams work on various aspects of the production, filming and editing of the movie. In addition, art classes work on backdrops and music classes write and perform original songs. For instance, from The Greedy Triangle, a book about shapes, students made huge cardboard Staff With technology as its costumes of shapes and wrote and vehicle, this interdisciplinary sang songs about shapes to make a Rosa Duarte has taught in MDCPS for project uses project-based unique and funny movie. A school- 28 years. She holds a master’s degree in learning to create authentic wide premiere of the movie is held ESE, specializing in autism. She also is an products. Students work as a – complete with popcorn and a Educational Specialist in Computer team on hands-on, self- special Academy Awards Applications and has been a technology coordinator and webmaster since 1996. motivating activities using presentation for parents and students. She teaches a journalism class that decision-making and critical publishes the Southside Express. Ms. thinking skills. Duarte participates in The Education Students Fund’s Citibank FamilyTech and AT&T TeachNet programs. In addition, she has This can be an individual classroom or a received IMPACT II Disseminator and Contact school-wide project. It is designed for Citibank Success Fund grants from The Rosa Duarte third- through eighth-grade students for a Education Fund. Southside Elementary nine-week period. Low performing 45 SW 13th St. students benefit the most from working in Miami, FL 33130 collaborative groups where everyone has Mail Code: 5321 an equally important role. Materials and Telephone: 305-371-3311 Resources Fax: 305-381-6237 Sponsored by: E-mail: [email protected] Students need access to a digital video Principal: Maria S. Gonzalez camera, movie editing software, a projector, and the Internet.

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JEWELS OF THE SEA

his lively exploration of seashells and their diverse T marine habitats around the world involves hands-on activities that incorporate the five senses as students examine and investigate seashells. Writing is infused into this unit as students create posters and write stories. Technology is integrated through Internet investigation, publishing stories and poems online, visiting Web sites to gather and organize shell data and using “ask an expert” Web sites. Students use science skills to identify and classify various shells as well as recognize and describe their natural marine habitats. Environmental awareness is increased as they compare and contrast habitats From one common natural of the Indian, Atlantic and Pacific Staff item, students find out how Oceans and the Mediterranean, Carol Langford has served as a peer vast, intricate and varied Bering and Caribbean Seas. To mentor and school leader for most of her nature can be. During their display their learning at the end of 20-year career. Her accomplishments exploration, they also the unit, students set up a classroom include numerous awards for her teaching improve reading, writing, and abilities as well as developing and writing display of shells and create a Kid Pix curriculum for the district-wide Gifted science skills as well as word slide show. program and authoring many grants to processing and research provide state-of-the-art science and abilities using classroom computer labs for Avocado Elementary. resources and the Internet. Students First- and second-grade gifted students Materials and Contact participated daily in science, language arts Resources Carol Langford and technology sessions for nine weeks. Avocado Elementary No-cost videos and films are available 16969 SW 294th St. through MDCPS Media Division. Homestead, FL 33030 Sponsored by: Students can view a vast array of seashells Mail Code: 0160 at the Marjory Stoneman Douglas Telephone: 305-247-4942 Biscayne Nature Center on Key Biscayne. Fax: 305-246-9603 The interactive Web sites of Sea World, E-mail: Seashells.org and Yahooligans-Seashells [email protected] are excellent sources. Principal: Dr. Grace Nebb

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THROUGH THE LOOKING GLASS- LIFE IN COLONIAL TIMES

he intent of this project is to Packet. Software by Visions, Life & Times develop historical awareness Staff of Colonial America, is also used. T while providing useful lessons across discipline areas that allow Miriam Gomez is a media specialist who The use of up-to-date students to understand the social, has been teaching for 12 years. She holds a master’s degree in ESOL. She technology to learn about the political and economic development taught an after school advanced past – by comparing and of colonial life in America. Through Academic Excellence program for seven contrasting modern life with the integration of software and use years and currently is the academic Colonial America – keeps of the Internet, the lessons activities sponsor at her school site. Ms. students interested in incorporate several subject areas. Gomez has been an active participant in historical events and their Students place themselves onboard the following programs of The Education connection to our world a Conestoga Wagon writing an Fund: Citibank FamilyTech, AT&T TeachNet and Library Quest. today. expository letter to a friend that details the events taking place during the trip. They take virtual tours of Colonial homes and Materials and Contact compare them to modern homes, Resources Miriam Gomez create a bar graph that shows Lorah Park Elementary occupations in Colonial times, and Access to the Internet, a word processing 5160 NW 31st Ave. make a whizzing whirligig, a program, and HyperStudio or Miami, FL 33142 homemade toy of the colonists. As PowerPoint. A projector and a screen or Mail Code: 3041 SmartBoard are needed for the a culminating activity for the unit, Telephone: 305-633-1424 presentation. Two videos: The Mayflower Fax: 305-636-3075 collaborative groups develop a Voyagers and Sarah Morton’s Day are E-mail: [email protected] sense of historical empathy while used as well as a selection of non-fiction Principal: Mattye Jones conducting research and creating a and fiction books listed in the Idea comprehensive “13 Originals” multimedia presentation. Students This project is suitable for intermediate grades in elementary school. The lessons support a variety of learning activities individually or in collaborative groups.

Sponsored by:

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ANIMAL STORY TIME SONG

his innovative approach to reading links reading with music Tand drama curriculum to encourage students to be more attentive and focused during reading activities. Books with bright, colorful and interesting drawings are read with flourish to capture the children’s attention. An animal puppet is used to act out a staged role in the story at the appropriate time. After reading the book, the teacher demonstrates a related song through careful singing and/or with a recorder. Once the students learn the song, they can incorporate the puppet into the performance to reinforce retention of the story. Staff Music makes stories memorable through rhythm, Students Janet Duguay Kirsten is a National Board rhyme and melody. It sparks Thirty first-grade students met once a Certified Teacher who has been teaching students’ imagination, week during a 30-minute music class. It is for 13 years. She holds a master’s degree strengthens their memory suitable for any primary grade level. from the University of Miami School of and improves their Music and is presently a doctoral candidate. Ms. Duguay Kirsten has used reading skills. this project for four years. She employs the help of interns to manipulate puppets, turn pages or provide musical accompaniment. Contact Janet Duguay Kirsten Claude Pepper Elementary 14550 SW 96th St. Materials and Miami, FL 33186 Mail Code: 0831 Resources Telephone: 305-386-5244, ext. 529 Fax: 305-382-7150 Sponsored by: Necessary materials: books, puppets, keyboard, recorder or guitar. Established E-mail: [email protected] contacts: Education division of local Principal: Angeles Fleites playhouse and art establishments. A comfortable open area is best where the Sponsored by the individuals who purchased the students can view the book and use the “Education” license plate. To find out how you can purchase one, see page 15 of the insert in this catalog. puppets.

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GRAHAM CRACKERS AND BOOKS Originally a Citibank Success Fund grant n this service learning project, intermediate elementary students Iread one-on-one with kindergarten or pre-k students at a monthly evening gathering in the media center while the parents attend discussion sessions with a variety of educational specialists including the reading leader, math leader and school psychologist. The goal is to educate parents on the importance and lifelong benefits of early childhood education – especially the role reading plays. For the students, the buddy system is used so the older students can serve as role models and promote reading learning aspect, the intermediate students in a positive atmosphere. After each can also solicit books through a school session, the book that was read is Staff book or penny drive. Contributions from given to the younger student. By Beth Reis and Carole Slonin are gifted a local grocery store for graham crackers the end of the program, they have facilitators at Bob Graham Education and milk cut costs considerably. accumulated a beginning library. Center. Both have taught for 28 years and have received The Education Fund’s Learning is easier if the Disseminator and Adapter grants, Teacher early years of life are Mini-Grants and Citibank Success Fund Students grants. In addition, Ms. Reis was a enriched. Through service Teacher of the Year Region Semi-Finalist in learning, the older students All students – particularly low achieving 1990 and has received a Retrofit grant promote reading to the students – benefit from this early and a Dade Reading Council grant. youngest in their community intervention program. Thirty to 35 primary and 35 intermediate, middle or and their parents. high school students can participate. Materials and Resources Contact Ownership of books for the beginning Beth Reis & Carole Slonin reader is an integral aspect of the Bob Graham Education Center program. Being resourceful in obtaining 15901 NW 79th Ave. Sponsored by: inexpensive, quality books is an asset. Miami Lakes, FL 33016 Books may be obtained free with points Mail Code: 0091 Florida Matching accumulated from Book Clubs, purchased Telephone: 305-557-3303 inexpensively from Scholastic Warehouse Fax: 305-826-5434 Grants Program sales, and from soliciting book stores to E-mail: [email protected] buy books before they are put out for the [email protected] “last call sales.” To extend the service Principal: Dr. Dawn Hurns 11 Language Arts www.educationfund.org 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 12

MISSION TO M.A.R.S. – MAKING ACCELERATED READER SUCCEED

tudents embark on a Mission high schools. Because the goals are to M.A.R.S., receiving individualized, M.A.R.S. may be applied recognition as they accumulate to any size group. Materials and SAccelerated Reader points on their Resources way to their goal, the Red Planet. M.A.R.S. objectives are threefold: The program may be implemented school- to improve reading comprehension, Staff wide on a computerized network or by familiarize students with electronic individual classrooms. Both the Accelerated Ms. Lopez has been an educator for 27 test-taking and promote reading as a Reader and the STAR testing program, years – 24 of which have been as a pleasurable and rewarding activity. which serve to establish each student’s media specialist. She holds a bachelor’s Goals are based on each student’s reading ability, were purchased for degree in English, master’s degree in reading ability. Media center and countywide use several years ago and Library Science and an Educational classroom displays highlight students should be available at school sites. Books Specialist degree in Technology as they reach percentages of their are identified as Accelerated Readers by Applications. In 1998, she was chosen goals: Pathfinders (25%) Surveyors the use of stickers or labels, and reading as Technology Teacher of the Year by the (50%) and Red Planet Readers levels are placed inside book covers. Florida Association for Computers in (100%). Small prizes and Corresponding quizzes are purchased from Education. More recently, she obtained a recognition during televised morning the Renaissance Learning Company. Teacher Mini-Grant from The Education announcements also serve as positive Supplies and incentives may be purchased Fund for “Super Sunshine Readers,” reinforcement. Teachers and media from Get Smart, Oriental Trading Co., which used Accelerated Reader to specialists can promote the program etc. The school Web site may list the titles promote a DOE program. A part-time with read-alouds, book talks and of available AR books and quizzes. charts showing collective goals or library paraprofessional and usually one or point challenges. two parent volunteers assist with the program. This project has been Mission to M.A.R.S. increased implemented with variations on the theme reading comprehension for the past four years. scores, but more importantly, Students students were eager to take All students in grades two to five enrolled ownership of their book in regular, ESE, ESOL, and gifted language selection. This program also arts classes participate all year, with the first helps facilitate collaborative grade and kindergarten students joining in planning between teachers as they begin to demonstrate emerging and the media specialist. literacy. Since Accelerated Reader quizzes are available for books through adult level, the program is adaptable to middle and Contact Silvia P. Lopez Ethel Koger Beckham Elementary Sponsored by: 4702 SW 143rd Court Miami, FL 33175 Mail Code: 0251 Florida Matching Telephone: 305-222-8161 Fax: 305-222-4900 Grants Program E-mail: [email protected] Principal: Maria E. Tavel-Visiedo

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PLENTIFUL PENGUINS

s part of a larger unit on Antarctica, students Aparticipate in an in-depth study of penguins. Through many activities, students listen, read and write about penguins and publish their findings. They make connections between the penguin families and their own families’ habits of caretaking. Students’ home learning reports were shared with their classmates, which helped to solidify what they had learned.

Students use KidWorks2 Paint program to replicate their hand and Penguin Pete Ahoy by Marcus drawings of the penguin and Pfister, are used in the project. More Students books are available at keyboarding skills to write a fact http://ali.apple.com/ali_sites/deliexhibits/1 about the penguin. Virtual field trips Twenty kindergarten students of varied achievement levels met every day. It can 000140/. Parents helped with home on the Internet were an exciting be adapted for use with elementary age learning projects and volunteered to read way to learn about penguins and students in small and large groupings. to students in class about the featured their habitat. These technology tools topic. facilitate the writing process and develop creativity. Using multiple Staff This project stimulates paths to learning – such as the use learning, develops critical of drawing, writing, computer-aided Sylvia McCabe has been teaching for 13 thinking skills and provides years and is a National Board Certified drawing and other tools – students Teacher. She was selected 2002 Teacher motivation for learning. develop the literacy skills that are of the Year at her school. This project was critical to success in later years. published in the textbook, Early Childhood Today, Sixth Edition, Prentice Hall. Ms. McCabe has Contact presented at the National Board for Sylvia A. McCabe Professional Teaching Standards NBPTS) Assurant Satellite Learning Center annual meeting and at district-wide 11195 SW 196th St. workshops. Miami, FL 33157 Mail Code: 1241 Sponsored by: Telephone: 305-256-3786 Materials and Fax: 305-235-9761 Florida Matching E-mail: [email protected] Resources Principal: Adrienne Wright Grants Program Computers with Internet access, drawing materials and the books, Penguin Pete

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TEXT PATTERNS MADE EASY – FEAR THE FCAT NO LONGER!

nderstanding text patterns is essential for students to easily Staff Students of all ages and Ucomprehend a passage, abilities are capable of whether it is on the FCAT or in a Yvette M. Calleiro, a National Board improving their reading and textbook. This project enhances Certified Teacher, has been teaching for writing abilities when given eight years. She was the 1997 CEC students’ abilities to comprehend strategies. Teaching text Rookie Teacher of the Year and a Miami- patterns reaches students difficult text by helping them Dade County finalist for the Sallie Mae identify the text pattern or style Outstanding First Year Teacher Award. with varying intelligences and being used. Once a student can She holds a master’s degree in both has proven effective with recognize patterns, they will also be Special Education and Reading struggling readers. able to pull out the important Education. She began this project in 2001 and has continued to implement it information using graphic organizers over the past four years. associated with each pattern. Contact Through this process of active Yvette M. Calleiro learning, they improve their reading Barbara Goleman Senior High skills and their ability to identify key, Materials and 14100 NW 89th Ave. relevant information in a text Resources Miami Lakes, FL 33018 needed to answer higher order Mail Code: 7751 thinking questions. This is also a The Idea Packet includes the lessons for Telephone: 305-362-0676, ext.2202 great tool to help non-readers as the four most popular text patterns. Any Fax: 305-827-0249 they begin the process of reading. book can be used to identify text E-mail: [email protected] patterns, although the teacher should first Principal: Marcos M. Moran identify good examples in the book before using it for this purpose. A large Students flip chart and Post-it® notes are the only materials used in this project. This project was used with 40 secondary level students with learning disabilities who met for one hour every day. It has been successful with more than 160 students. It can be easily adapted to any age or achievement level.

Sponsored by: Florida Matching Grants Program

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FUN=Fantastic UNits

un Units is a school-to-home connection that enhances and Freviews all of the objectives and curriculum presented in class. Parents are excited about being involved in and aware of their child’s classroom experiences. With this project, parents find a connection to their child’s work and study habits. The units address all content areas and are packaged in durable plastic boxes with materials that enhance students’ learning experiences and review the information presented in class. The units are checked out and a log is kept of each child’s progress. As a culminating activity, each unit has a project that the student and their parents complete together and the Mini-Grants from The Education Fund and a grant from the Dade Reading Fun Units connects home and student presents to the class. Council. She is working on her master’s school and helps the degree at FIU in TESOL. cognitive as well as the Josefina P. Novoa has been a National affective parts of a student’s Board Certified Teacher since 2000 and Students has taught for 18 years – 13 of them in academic achievement. It relieves the teacher of the Forty fourth-grade students in a bilingual, the gifted program. She has a master’s gifted program participated in this project. and specialist’s degree in reading. Ms. heavy task of review, as Novoa is the Gifted Chairperson and students review while they grade-level chair. “play” at home. Staff Marlene Figueroa, a National Board Materials and Contact Certified Teacher, has taught for 13 years. Ms. Figueroa has received two Teacher Resources Marlene Figueroa & Josefina P. Novoa The school media specialist can help set Coral Way Elementary up and categorize the units and help with 1950 SW 13th Ave. Sponsored by: the check-out procedure. Materials Miami, FL 33145 include clear plastic boxes with lids, Mail Code: 1121 The William J. and cubby hole furniture to display and store Telephone: 305-854-0515 Tina Rosenberg the boxes, math manipulatives, novels, Fax: 305-285-9632 Foundation games, puzzles, index cards, labels, card E-mail: [email protected] stock, and paper. Principal: Dr. Pablo Ortiz

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REFLECTIONS OF MYSELF: PORTFOLIOS AS EXPLORATION

eachers of all disciplines can use student portfolios to learn Tabout a student’s background and interests to better tailor lessons to reach that student. It helps the teacher provide the connections needed for the student to go from where they are now to where they want to be. One student may excel in writing, another in art. No matter what the interest is, portfolios can provide a bridge to the traditional classroom. Usually teachers teach in isolation, but when teachers collaborate on portfolios, each can add information on students to understand their strengths, to build upon them, and their weaknesses, used in decorating the portfolio. Lesson to help overcome them. A group of plans are included in the Idea Packet, teachers may elect to have one Students which serves as an introduction for portfolio per student in a central This has been implemented with 9th- to implementing a portfolio program. location in which they place 12th-grade students in all curriculum materials that illustrate the student’s areas. It is also easily adapted to middle level and growth or they may For the student, a portfolio is and elementary students. This is especially an opportunity for self- choose to keep portfolios on their useful for tracking and helping low own and only occasionally explore performing students. exploration. For the teacher, each other’s portfolios of students. it provides information on Either way, the portfolio provides different facets of a student insights into what the student wants to better address their needs to achieve. Staff and goals. This project also provides step-by- Linda Townley has been teaching at step procedures for a student to South Dade Senior High for 11 years. compile their own portfolio at the She received her master’s in education Contact teacher’s direction. Student from Florida International University. portfolios can explore their roots, Paraprofessionals and volunteers are Linda Townley career choices or be used to helpful but not essential in implementing South Dade Senior High compare past projects with future the project. 28401 SW 167th Ave. ones to determine growth. Homestead, FL 33030 Mail Code: 7701 Telephone: 305-247-4244 Sponsored by: Materials and Fax: 305-248-3867 Resources E-mail: [email protected] Florida Matching Principal: Thomas Halfaker Art supplies, including glue, scissors, Grants Program markers, and specialty papers, can be

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M AND M BUDDIES (MATH AND MENTORS) Originally a Teacher Mini-Grant and M Buddies builds a bridge between older Staff The mentor students produce Mstudents and younger authentic lesson plans and Mickey Santerre is in her 24th year of students as they explore the world projects that enhance critical of mathematics throughout the entire teaching, both in private and public schools in Miami-Dade County. She is a National and creative thinking for school year. Through this Board Certified Teacher and holds a their mentees as well as partnership, knowledge of math, master’s degree in science education and is themselves. self-esteem, and integration of currently working on her doctorate in communication are heightened. All science education. She is a recipient of The stakeholders work together to build Education Fund’s Teacher Mini-Grants and a math community in which math IMPACT II Adapter grants. Contact ideas are communicated and Minerva Santerre investigated and put into action in Frank C. Martin Elementary their everyday world. The mentors Materials and 14250 Boggs Drive participate in “getting to know you” Miami, FL 33176 Resources Mail Code: 3101 interview simulations to prepare Telephone: 305-238-3688, ext. 145 them for building strong working Literature books are a wonderful avenue Fax: 305-232-4068 relationships with the younger for students to obtain language, math and E-mail: [email protected] students. Mentors also research and cultural concepts to use in developing Principal: Pamela Brown create hands-on lesson plans that their lesson plans. Internet sites are also ensure fruitful sessions are helpful: http://www.proteacher.com; http://www.mathgoodies.com and a math conducted with the mentees. This forum at http://forum.swathmore.edu. cross curricula approach using language arts, math and art skills develops content strand proficiencies, providing rich and full experiences for all learners. Students This project is designed for fourth- and fifth-grade students to be teamed up with kindergarten students. It can also be adapted successfully to other groupings.

Sponsored by:

Sponsored by the individuals who purchased the “Education” license plate. To find out how you can purchase one, see page 15 of the insert in this catalog.

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SUPER SCIENCE SLEUTHS

uper Science Sleuths is a way for students to solve real life Sproblems, such as acid rain or erosion, as they follow the scientific method. Students take turns being the project director, assistant director, materials manager, and team member. Each learns that their role in the team is important to solving the science related problem of the day. As they explore, they are addressing the Sunshine State Standards in science, language arts and math. Students learn about simple machines, buoyancy, magnetic fields, sound waves, and much more using hands-on experimental activities – with the results recorded and graphed. teaching for 15 years and has been the science lab teacher at Jack Gordon By making science a fun, Students Elementary for the past eight years. Mrs. hands-on adventure, Davis is also the founder of Kids 4 Kids, students’ attendance, 1,450 students in grades two through a non-profit organization that teaches achievement and interest in young children that they can change the five attend the school science lab once scientific careers increase. every other week for a one-hour period. world one good deed at a time through their acts of kindness toward others. Staff Contact Materials and Beth Rosenthal Davis Beth Davis is a National Board Certified Jack Gordon Elementary Teacher and a member of the Florida Resources 14600 Country Walk Drive League of Teachers. She has been The Idea Packet contains 200+ hands- Miami, FL 33157 on elementary activities that have been Mail Code: 2151 field-tested with students in grades two Telephone: 305-234-4805 to six. The lab sheets are available on a Fax: 305-234-4815 E-mail: [email protected] Sponsored by: CD so they can be customized to meet the needs of any classroom. Fieldtrips to Principal: Maria Pabellon Miami Metrozoo, Fairchild Tropical Botanic Garden and Miami Museum of Science & Planetarium offer a wealth of information.

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ROMANCING THE RENAISSANCE

his study of the Renaissance combines art and social studies Tto make history more vital and meaningful by comparing its everyday life and culture to modern times. A series of interactive activities integrate the history of High Renaissance artists to modern artists, which also works to make the past more engaging and relevant to students. For instance, to start the study of Leonardo da Vinci, students learn about the pervasive presence of the Mona Lisa in the A drawing tour of Vizcaya’s palace contemporary world. Students then and gardens as a culmination of the Materials and create their own versions of the studies is an exciting, first-hand Mona Lisa, which are combined reference for students to view and Resources into a Mona Madness Mural. Then, sketch Renaissance artifacts and Research materials are used from textbooks students make a modern Andy architecture that can later be and Internet searches. A tour of Vizcaya Warhol style Mona Lisa using his incorporated into their own artwork. to see artifacts first-hand and to technique of multiple copies, each understand life in the palace and gardens with different embellishments. In is indispensable. another project, Michelangelo’s Students paintings and sculptures are studied Excite and inspire students and the students work with plaster Fifth-grade students preparing for art to love the history of art – magnet schools participated. Parts of the comparing and contrasting the to experience the three-dimensional project can be used with regular qualities of sculpture. To make a intermediate elementary art classes. artists and art movements of connection to the present, students the past and present by create a paper batik on the style of replicating their art and a modern local artist, Romero Britto, learning how they lived. who also creates murals, paintings Staff and sculptures that are on display Michael Flaum has been an MDCPS throughout Miami. educator for 20 years as an art teacher, Contact art coordinator and assistant principal. He is now teaching art at Jack Gordon Michael Flaum Elementary. Jack D. Gordon Elementary Sponsored by: 14600 Country Walk Drive Miami, FL 33157 Mail Code: 2151 Telephone: 305-234-4805 Fax: 305-234-4815 Sponsored by the individuals who purchased the E-mail: [email protected] “Education” license plate. To find out how you can purchase one, see page 15 of the insert in this catalog. Principal: Maria Pabellon

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THE PRICE IS RIGHT Originally a Catherine Scripps Rodriguez Teacher Mini-Grant tudents examine prices from the past and compare them to Students Materials and Sprices of today using primary sources such as old catalogs and One hundred seventy-five eighth-grade Resources newspapers, and current flyers and students with a wide range of abilities participated in this project in classes of Reproductions of old catalogs can be the Internet to see how prices 35 students at a time. This activity is purchased, current flyers, magazines, and change over time. Using math in a suitable for upper elementary, middle and older magazines can be found at thrift social studies classroom shows senior high school students. stores. Computer with Internet access. students that math is used daily in all walks of life. This project Were “the good old days” reinforces skills that are needed for Staff really so good? Were things and tested by the FCAT. as cheap as they seem? Regina Stuck has taught social studies for Using old advertisements and A small group of students is 10 years. She has participated in catalogs, students examine assigned a specific decade. They numerous summer institutes and has presented a variety of social studies prices and compare them to examine prices for a specific item in workshops at the state and local level. In prices of today. The project previous years, convert those prices addition, she has received grants from The shows students that the value to today’s dollars, and then Education Fund, Teaching Tolerance and of money changes over time. compare it to the price of that item the Robert E. Lee Memorial Foundation. Students learn about culture, today. Students will see that even Ms. Stuck is the 2004 Teacher of the money, inflation and other Year at Homestead Middle and was a though the price seemed “cheap” it economic principles by may actually have been quite high. 2003 finalist for Social Studies Teacher of the Year for the county. shopping! They then rotate to another decade. Students could also track one item’s price changes over a span of time. Wages can also be Contact examined in a similar manner. Using Regina Stuck the inflation calculator on the Web, Robert Morgan Educational Center students are able to track monetary 18180 SW 122nd Ave. Miami, FL 33177 changes. Viewing fashions and Mail Code: 7371 household items from the last two Telephone: 305-253-9920 centuries is also a study in Fax: 305-259-1495 Americana and offers endless E-mail: [email protected] learning experiences. Principal: Antonio Martinez

Sponsored by:

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DRUMMING FROM THE HEART

his program exposes students to an African and Caribbean Staff Materials and Tdrumming curriculum through performing arts and music. Through Michael Canciglia is a graduate of the Resources a team effort, the music and University of Miami School of Music & Jazz Performance and has been a Practical items needed to begin include: academic teachers introduce the professional musician for 21 years. He World Music Drumming, a Cross-Cultural historical context and the impact began teaching in 1996 in Broward Curriculum by Will Schmid Classroom that African and Caribbean cultures County. He is a member of the National Kits, and modern tunable drums based on have on the world. Students direct, Association of Music Educators and the traditional African instruments made by choreograph and develop a Master Chorale. He has received grants Remo World Percussion. Items may be performance that will be viewed by from The Education Fund and Arts for purchased at Interstate Music, Learning. He was a consultant on a www.interstatmusic.com and West Music, fellow peers, faculty and parents. A curriculum kit entitled, “Dancing and www.westmusic.com. multicultural thematic unit includes Drumming in the African Diaspora.” African and Caribbean literature as well as activities that correspond to the music curriculum. Students will Students develop leadership Contact skills, enrich their music skills engage in hands-on drumming Michael F. Canciglia activities using the correct technique and become more culturally Renaissance Elementary Charter for playing all the instruments used aware learning the 8360 NW 33rd St. in the World Drumming curriculum. characteristics of music and Miami, FL 33122 Mail Code: 0400 Students are taught how to play literature of Africa and the Caribbean. Telephone: 305-591-2225 and listen to one another. They Fax: 305-591-2336 learn that drumming is a physical E-mail: [email protected] expression of what it means to be Principal: Ana Cordal together as a group. Students Third- through fifth-grade students participated in the drumming. In a class, each student has an instrument to play and is expected to play as part of an ensemble.

Sponsored by:

Sponsored by the individuals who purchased the “Education” license plate. To find out how you can purchase one, see page 15 of the insert in this catalog.

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ENTOMBED, A HOLOCAUST REMEMBRANCE Originally a JPMorgan Private Bank Teacher Mini-Grant tudying the Holocaust through a first person account is one of Sthe best ways for students to learn of the atrocities and horror of the Holocaust. Included in this study of the Holocaust are the personal memoirs of a holocaust survivor in his book, Entombed, an account of how he and 45 other Jews lived underground to survive the Holocaust. An audio CD of his book brings the story to life and creates a “you are there” experience for the students. This successful strategy holds the students’ attention and interest Students Materials and better than silent reading or reading aloud in class. Coupling the written Students in reading and English classes in Resources word with an audio recording is a grades nine through 12 participated. Ideally, a class set of books and the audio Bernard Mayer, author of Entombed, is powerful and effective teaching tool recording could be housed in the media available for school presentations. The that encompasses two learning styles center for teachers’ use at a school. audio CD of his book is included in the that greatly increases the chances Idea Packet. Dr. Miriam Kassenoff, Director that students will understand and of Holocaust Education, MDCPS and remember what they have heard and Merle Safferstein of the Holocaust Staff Documentation and Education Center can read. Once the book is read, the provide Holocaust information and guest author or another Holocaust survivor Deedee Toner has been a library media speakers. A visit to the Holocaust can appear as a guest speaker to specialist for four years and a social Memorial (www.holocaustmmb.org ) on further impress upon the students studies teacher for six years. She was a Miami Beach provides a powerful lesson the realities of the Holocaust and fellow of the Justice Teaching Institute on the Holocaust. sponsored by the Florida Supreme Court. the lessons learned. She also participated in the Dade Academy of the Teaching Arts, creating the ACE project. Ms. Toner has received Contact IMPACT II and Teacher Mini-Grants from The Education Fund. Deedee Toner Media Specialist South Dade Senior High Sponsored by: 28401 SW 167th Ave. Mail Code: 7701 Robert Russell Telephone: 305-247-4244, ext. 2252 Memorial Foundation Fax: 305-248-3867 E-mail: [email protected] Principal: Thomas Halfaker

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TEACHER FEATURE

he purpose of this writing camera provides photos of each child for project is for every child to Students their booklet. Counselors as guest speakers understand that everyone is a could address the topics of self-concept T and feelings. A program called unique individual and to respect the Thirty-six second-grade students differences that make each person participated in this project weekly. It can “Thumbody,” in which children learn the special. It addresses FCAT writing be adapted to other ages or achievement uniqueness of the thumbprint and use it to skills as students learn to express to levels and can be used with larger or illustrate a story, may also be introduced. their classmates what they like about smaller groups. them by writing detailed sentences. Not only does this project Every Friday morning, a child’s have a positive impact on the name is put on the board. Then the Staff students, but it also elicits class is encouraged to write down delightful responses from what they like about this child – Stephanie Sheir has been teaching for 26 parents. This one activity can possibly elaborating about a years and has used this project for 5 definitely make a memorable particular time when this child years. She received several IMPACT II Adaptor grants and a Disseminator grant difference in the life of helped them in some way, such as a child. sharing their lunch or lending a for creating a classroom newspaper. She received the Golden Poet Award and pencil. These ideas are put together was published in Celebrate! Poets in a friendly letter that is illustrated Speak Out. In addition, 12 of her with crayons and markers. Each second-grade students were published in Contact letter, along with a letter from the an anthology of children’s poetry. Stephanie Sheir teacher, is presented to the child in V.A. Boone Highland Oaks Elementary a booklet form. This activity spreads 20500 NE 24th Ave. goodwill in the classroom as Miami, FL 33180 students learn to look for positive Materials and Mail Code: 2441 attributes in classmates. They soon Resources Telephone: 305-931-1770 realize that a small deed can have Fax: 305-936-5722 an impact on one or more of their The materials needed are notebook paper, E-mail: [email protected] (work) classmates. It further benefits those pencils, crayons, colored pencils or markers, [email protected] (home) with a poor self image as they may construction paper and stickers. A digital Principal: Dr. Kim Rubin learn that they have certain likable qualities they did not know they possessed. Children are often surprised to find that they are respected and liked by their peers.

Sponsored by: Florida Matching Grants Program

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CHAMPIONS OF ACTIVE LEARNING (CAL) A program of The Education Fund he Champions of Active Learning program, funded by CAL GRANTS FOR 2004-2005 TThe J.P. Morgan Chase Foundation, is a national initiative that encourages and supports Getting to Know my Miami The Human Body Book innovative instructional programs Students explore the unique ecosystem of Students will use science lab equipment that result in improved achievement the Everglades and its history through to investigate the seven major systems in experiential learning in an integrated the human body. They will collect data for middle grade students. The goal program of the academic core subjects. about themselves – such as tracking their of the program is to help middle Through the program, students will vital signs – analyze the data, and design school teachers and students create identify and report on local environmental a fitness routine to help them make engaging, interdisciplinary projects issues involving land and water healthy life choices. Students will also that link schoolwork to real life. management, waste management and air learn about job opportunities in various Grant funds enable teachers across pollution. During field studies to the health fields. The culminating activity will Newfound Harbor Marine Institute and be to make a book that contains all of the country to implement hands-on, Everglades National Park, students will their experiences. standards-based learning activities perform GLOBE atmosphere, land and Sandy Witt, Eugene Clapp & that produce high levels of student water protocols including measurement Andrea Walker achievement, foster collaboration and data analysis that they report online Miami Springs Middle between teachers, and provide to scientists. opportunities for local education Sonya Gaiter, Building a Mathematics Culture funds, parents and community Gwen Schoolar, Through the Language of Kim Morgan & members to support public schools. Experiences Marshall Ruffo This project will serve as a catalyst for Centennial Middle motivating students to learn the five major Applications for the $5,000 grant strands covered by the Florida award for the 2005-2006 school Reading Your Palm Comprehensive Assessment Test (FCAT) year will be due in April 2005. This project is a unique collaborative for mathematics. Students will demonstrate approach that encourages students to knowledge of these strands in a For more information, logon to explore their cultural heritage and its impact competitive format as they engage in www.educationfund.org on the South Florida community. Students mental and physical challenges and a partner with a varying exceptionality variety of hands-on activities. By student of the same heritage and together collaborating with the district’s Division of present a PowerPoint slide show of their Math and Science, involved teachers will culture. Using handheld computers to benefit from additional support, training complete research on the Internet, record and resources, such as SECME (Science interviews with their family and capture Engineering Communication Mathematics pictures of cultural memorabilia, they learn Enhancement) programs. Students’ final of the contributions their culture has made projects will be displayed throughout the to the community. By students learning school. from and with their peers, they achieve Valerie Morris increased academic and social integration Campbell Drive Middle and provide a positive proactive learning environment for all. Margaret W. Bastida Cutler Ridge Middle 04594 TEF IdeaCatIns 10/4/04 11:54 AM Page 31

TEACHERS NETWORK POLICY INSTITUTE An Action Research project of The Education Fund

The Teachers Network Policy Institute (TNPI) is an In 2003-2004, The Education Fund worked with the action research initiative of more than 100 teachers from National Board Certified Teachers of Miami-Dade to 10 nationwide affiliates that connects education policy choose seven NBCT teachers to conduct action research. with actual classroom practice to improve student Dr. Jill Beloff Farrell, Director of Graduate Programs at achievement. This mechanism ensures that education Barry University, is the advisor for the program. This policy-making is informed by the realities of schools and year’s topics were: classrooms. • Service Learning TNPI empowers teachers as it trains them to utilize ongoing • Habits of Mind research to improve instruction and influence educational • Social Studies Through Art decisions. Full-time classroom teachers research policy issues • Minorities and Science and develop recommendations, document their work in • Critical Thinking in Mathematics papers and publications, and disseminate their work locally • Learning Communities and nationally. To get the word out, teachers give • Training Teachers in Hands-on Science presentations to schools districts and school boards, participate in major conferences, and join influential task Summaries of these action research projects appear on forces and advisory boards. As a major part of their work, pages 31-35. If you would like to explore conducting the teachers also conduct action research studies addressing action research in your classroom – and receive a grant to the direct link between policy-making and its effects on do so – please contact The Education Fund at 305- student achievement. Additional research summaries – 892-5099, ext. 18 or visit our Web site at including an online video – can be found at www.educationfund.org. To receive a complete copy of a www.teachersnetwork.org/tnpi. teacher’s action research, contact the teacher.

Will teachers who surveyed felt they were not properly trained in Methodology collaborate with a the area of science education and 70 percent Nine 45-minute collaborative sessions felt they lacked the science content knowledge science resource introduced teachers to science concepts and ? to teach science on the elementary level. activities that they could use with their own teacher in the use of hands- Similarly, 70 percent of the teachers surveyed students. Teachers were also encouraged to on science activities, found the Florida Sunshine State Science bring hands-on science into their classroom increase their students’ Standards to be confusing. The challenge is to with a “green slip” requesting materials for find ways for teachers to increase students’ experiments. Teachers were given Pre- and understanding of science science content knowledge while using varied post-science attitude surveys and asked to content knowledge? techniques of instruction. reflect on each training session. Frequency of Are students getting more Plan of Action hands-on science by the teachers from last year to this year was compared. Student As the science resource teacher at Jack science (frequency) reflection essays were collected. because of teacher Gordon Elementary, I see students in grades collaboration and will 2-5 for one hour every other week in a fully Results equipped science lab. During that time, Analysis of the data from the general student increasing hands-on students participate in hands-on science population showed gains of 25% on FCAT- science frequency improve activities, follow the scientific method, record type science content standards. Further analysis student science content and analyze data, and draw conclusions. The of the ESE students showed gains of 30%. knowledge? remainder of their science instruction is Additionally, test data of the lowest performing delivered by their classroom teacher. I initiated students in our school showed average gains of Problem TLC (Teachers Learning and Collaborating) so 36%. Similarly, individual ESE students all Teachers do not put as much effort into that teachers could collaborate with me on showed gains – with an average gain of 42%. teaching science as other subject areas due to activities to increase students’ science content When analyzing the pre-/post-test data, it is many issues, predominantly anxiety over knowledge as well as learn varied techniques of clear that the greater the frequency of hands-on teaching science. Eighty percent of teachers instruction. science instruction, the greater the science content knowledge will be. This is most evident

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when you consider that the lowest performing Plan of Action work environment, strengthen professional students in the fifth-grade population surveyed Using my experience with the Coalition of capability, and foster a sense of showed the greatest gains in science content Essential Schools, critical friends groups, empowerment. knowledge. learning communities, and collaborative Contact coaching, I initiated the creation of a learning Policy Implications Dr. Michelle B. Ivy, NBCT AYA community in my school. This involved Elementary teachers who collaborate with a Social Studies/History scheduling professional discussions, to take science lab teacher will gain a better Miami Beach Senior High place during lunchtime, centered on understanding and comfort level teaching 2231 Prairie Avenue educational research articles. My goals were hands-on science, thus increasing students’ Miami Beach, FL 33139 to help colleagues become better informed science content knowledge. Additionally, Mail Code: 7201 about the latest educational research, to students should be given the opportunity Telephone: 305-532-4515, ext. 2355 improve communication amongst staff, and to whenever possible to take part in hands-on E-mail: [email protected] form a learning community with a shared instruction to support their successful Principal: Jeanne P. Friedman knowledge base, respect for one another, and acquisition of science content knowledge. a commitment to collaboration in the school. Labs should be set up in elementary settings to support hands-on instruction or equipment Methodology should be made available for teachers to use Copies of five articles on a variety of What impact does an in their classrooms. Additionally, professional educational subjects were distributed to the after-school science development must be offered to elementary whole faculty. Topics included school reform, club have on the teachers to give them a better understanding student achievement, teacher evaluation, and ? of science content knowledge as well as the teacher leadership. Bi-weekly lunchtime knowledge and dispositions use of manipulatives to teach hands-on meetings were held in the faculty lounge and of fifth-grade minority science. a different article was discussed each week. students? Contact The final meeting included discussions on the efficacy of our work together and on Beth Rosenthal Davis, NBCT continuing the community into the next school Jack Gordon Elementary Problem year. The “Humanistic Climate Scale” was 14600 Country Walk Drive Historically, minorities have not pursued used to determine if a change in the school Miami, FL 33186 careers in the fields of math and science. climate had taken place. Mail Code: 2151 With the pressure of accountability under No Telephone: 305-232-9604 Child Left Behind, science will soon be part Results of the assessment process. Students at our E-mail: [email protected] Five meetings were held, with increasingly school lack a fundamental knowledge of their Principal: Maria D. Pabellon greater attendance. The response to the final surrounding environment. Many of them have meeting’s discussion echoed resounding not had the exposure to the experiences or support for continuing our work together. The the knowledge-base that other students in our results of both surveys were overwhelmingly Will sharing community receive. positive and those teachers who attended the professional articles sessions felt they were productive and Plan of Action ?and resources increase empowering experiences. Since there were In order for individuals to become active and the quality of the school more positive responses in surveys than involved in their community, they must first participants in the sessions, it was clear that possess a fundamental understanding of and climate and teacher the effects reached beyond the original appreciation for their local environment. As empowerment in a large group. As a result, staff and administrators part of a project funded through Florida State urban high school? will be officially engaged in collaborative University and the National Science strategic planning for next year. Foundation, I was offered the opportunity to enhance the teaching and learning of Problem Policy Implications earth/space science while giving students a My research confirmed that as teachers, we It is challenging for educators to discuss issues connection to the real world. A weather work better when we work collaboratively. A of concern as they strive to pursue school station and computer were installed in my sense of community brings shared vision to reform. That need often goes unmet, classroom to be used for the collection of our mission of educating children. Collegiality, particularly in large urban high schools. The data for Really Exploring and Learning permission to engage in experimentation, and only opportunity for teachers to meet regularly Meteorology (REALM). This program high goals and expectations led to improved at my school is a bi-monthly faculty meeting would attempt to strengthen students’ staff morale and enhanced teacher leadership. that does not allow for teacher input. When conceptual knowledge of the need to share Structured opportunities to participate in educating a population comprised of diverse information with the public and to become learners, the ability to work collaboratively is learning communities should be made critically important. available in all school settings to improve the

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informed citizens while developing their sense Contact implement an environmental service-learning of belonging to a “broad” community. Donna Laffitte, NBCT/Mentor project. Service learning also accommodates Methodology Myrtle Grove Elementary the various learning styles demonstrated by at- 3125 NW 176th St. risk students while providing clear connections The program was implemented as an after- Opa Locka, FL 33056 between the classroom and the world outside school club consisting of 13 fifth-grade Mail Code: 3581 of school. Additionally, I hoped to improve students that met weekly. The students Telephone: 305-624-8431 students’ achievement, develop new skills and conducted atmospheric observations and E-mail: [email protected] improve attitudes toward the environment. submitted real-time data to the GLOBE Web Principal: Dr. Barbara L. Johnson site. These students also arrived at school Methodology early to research and present live weather Students were involved in the planning and reports for their morning school newscasts. implementation of an environmental service- Pre-tests, post-tests, and attitude surveys What impact will learning project for the majority of the school were all conducted. Homeroom teachers year in 10th-grade biology class. The made observations and parents completed participation in an students were responsible for working to surveys addressing the project. environmental service- restore Virginia Key Beach while learning This project provided necessary equipment ? about the historical, environmental and learning project have on and supplies for the delivery of innovative ecological significance of the area. The project instruction, and allowed students to collect the knowledge, skills and was woven into the course content, which real-time meteorological data through dispositions of at-risk was the primary mode of instruction for the observation stations, designing and conducting students in an alternative students. Implementation of the project also scientific investigations, and the use of involved utilization of and cooperation with appropriate tools and techniques to gather, education center? numerous community resources including: analyze and interpret data through field Barry University, Florida International experience. Weekly activities incorporated Problem University, Metro-Dade Parks, Citizens for a math and problem solving strategies and Students at the School for Applied Better South Florida, and the Miami lessons on historical connections to present Technology have been identified as being at- Children’s Museum. issues. The students also taught their parents risk by Miami-Dade County Public Schools. I used FCAT science scores as a basis for about weather during a Saturday event. Traditionally, students in this school feel measuring improvement in classroom disconnected from both the schools and performance and student demonstration Results projects. Assessment of skill development was This program resulted in increases in communities in which they live. This lack of connection frequently results in students’ done by collecting information from teacher knowledge and attendance and a decrease in observations, student surveys and student use discipline problems. In addition to the weekly feeling a lack of responsibility for both the school and community. This results in students of new skills while at the park. Student meeting, students now come on their own dispositions were analyzed through the use of with ideas and projects to enhance the school feeling little need to participate in either. At-risk students also tend to have non- student reflections, student journal entries, an environment and increase their learning. The environmental survey, and teacher observation. ultimate goal of instruction is to have students traditional learning styles, compounding their become independent and critical thinkers who difficulties. With the recent emphasis on Results take ownership of their learning and who can standardized testing and the “back to basics” Substantial increases in student knowledge, share their knowledge with others while approach, it is becoming increasingly difficult skills and dispositions were seen as a result of making connections to the world in which for students with non-traditional learning participation in this project. Student gains on they live. Implementation of this project styles to find success. They see little standardized test scores were in the top five allowed for achievement of this goal as I correlation between what they are able to of all high schools in the district, while facilitated the acquisition of new knowledge do, what they learn in school and the real demonstration projects showed an in-depth and experiences for the students involved. world in which they must learn to live. understanding of the science concepts The challenge for these students is to addressed. The most significant changes, Policy Implications create a learning environment that can however, were in student attitudes toward The benefits of student participation in an reconnect them with school and community, school and the environment. Many students after-school science club such as this are far while utilizing their learning strengths and indicated that they had changed their reaching. Promoting educational equity, highlighting direct connections between what attitudes toward the environment, as well as increasing interest and participation in science they learn in school and the real world. their behavior. Students frequently stated that activities, and significant cognitive gains are all Plan of Action they did not realize the impact that their associated benefits. If educators wish to behavior had on the environment and went increase meaningful minority interest in math In order to address the specific characteristics of my at-risk students and to try and on to change their own behavior after learning and science, more students should be given about its consequences. the opportunity to learn science using reconnect students with their own community technology in a real-world context. and its many resources, I decided to

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Policy Implications Plan of Action evidence of their thinking. Teacher Participation in service-learning projects should My task was to include social studies collaboration affects the level of students’ count toward the community service content, research and critical thinking skills motivation and their quality of learning. Art requirement for graduation. Schools should development activities into art lessons that and classroom teachers need more planning actively encourage the development of would extend into the regular classroom. time for collaboration in order to integrate service-learning projects in classes and schools. Visual, oral and written informational resources their instructional strategies more effectively, State and district education policy-makers needed to be made available to the thus increasing students’ opportunities to forge should adopt a policy recognizing and participating teachers and students to serve as meaningful interdisciplinary connections. encouraging the use of service-learning as a resources for student research on culture and Contact viable means of improving student geography. The goal of these assignments was Mark L. Rosenkrantz, NBCT achievement and developing higher order to assess whether students recognized and Charles D. Wyche Jr. Elementary thinking skills. Identify service-learning as a applied skills and knowledge acquired from 5241 NW 195th St. viable means by which to improve student art education to social studies. Miami, FL 33055 achievement. Methodology Mail Code: 5991 Contact I developed an interdisciplinary lesson plan on Telephone: 305-628-5776 Lori Nazareno, NBCT Africa, focusing on the African drum, and E-mail: [email protected] School for Applied Technology shared the plan with a fifth-grade classroom Principal: Patricia Urban 225 NE 34th St., 3rd Floor teacher. She adapted the plan to her class Miami, FL 33137 and selected activities and content that she Mail Code: 8171 was comfortable teaching. The teacher and I If high school students Telephone: 305-573-5499 met weekly to coordinate our instructional are given instruction in E-mail: [email protected] strategies. The students progressed through a Bloom’s Cognitive Lead teacher: J. Michael Guthrie series of African content activities over a nine- ? week period, including oral and written Taxonomy and in posing inquiry into the students’ prior knowledge of questions at various levels, Africa, their curiosity about Africa, their will this lead to richer How can an awareness of research strategies, and their integrated/ opinions regarding the effectiveness of the mathematics content- interdisciplinary lessons. Students practiced identifying social related classroom ? studies concepts in different media including discussions? If so, will approach to the study of oral discussion, writing artifacts and visual art Africa, with a focus on the images. students identify discussion study of African art forms, Results as contributing to their promote a deeper The integrated instructional environment mathematics learning? influenced the students’ motivation to understanding of African participate in the learning process. Students Problem actively participated in oral discussion and social studies concepts in Concerns about students’ acquisition and completed written and art artifacts. Limited fifth-grade students? application of higher level thinking skills have student understanding of African culture was reached an all time high. Students must be evident in the assessment of the students’ taught to go beyond low level comprehension Problem prior knowledge. Students provided evidence and mere regurgitation of facts and formulas. Fifth-grade students lack opportunities for of increased knowledge in creative writing The classroom “discussion” in one of my learning social studies content and developing assignments, artwork and oral discussion mathematics classes generally consisted of my social studies research and critical thinking completed after instruction. Assessment posing questions, students answering my skills. Reasons for this include students’ lack of showed variability in the evidence of the questions, and me trying to elicit richer prior social studies experiences and a students’ understanding. Upon further inquiry, discussion by asking other students to agree narrowing of curriculum due to statewide some students were able to elaborate and with or refute these answers. Even when the standardized testing. Arts educational research reveal deeper evidence of their understanding. suggests that integrated interdisciplinary students worked in groups there was little real instruction “stresses connections and Policy Implications discussion and the discussion that was relationships rather than delineations within The differences between student participation generated was predominantly at Bloom’s and across academic disciplines (Burns, in art and regular homework illustrate that lowest cognitive levels. 1995)". The research challenge is to frequency and duration of instruction affect Plan of Action students’ motivation to learn. Teacher determine whether this strategy can address After analyzing audio recordings of two monitoring and questioning also influences the social studies curricular needs of typical classroom sessions, my original hunch students to complete assignments and give elementary students. was confirmed that pre-existing class

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discussions were low level. A pre-assessment Can participating in group and friendship dynamics on learning. survey was administered to determine the Weekly feedback was sought from parents types of questions students would generate literature circles to and both teacher and parent observations about a new topic introduced. The survey ?learn Habits of Mind were recorded. also checked for students’ familiarity with strategies help second Bloom’s Taxonomy and the value students Results placed on discussion as a learning strategy in graders learn about "If I wanted to say something mean I would mathematics class. autonomy and think about it, then think about something better to say.” (8 years old). Methodology responsibility? Over the next two months mathematics "Habit number one, Persisting, was my lessons frequently employed the reciprocal Problem favorite habit because usually I quit, so I'll try teaching strategy, which required students to Gifted students are usually self-directed to not get mad and so I'll have friends. I want summarize, visualize, question, predict, and learners, problem solvers, interested in a their friendship." (8 years old). clarify portions of a mathematics passage. On variety of topics, unusually committed to high a day when many students were attending a cognitive concepts. However, almost three- All of the students participating in the field trip, the remaining class members fourths of my second-grade students were still program used more than one of the 16 conducted online research about Bloom’s not demonstrating these attitudes after three habits. "Thinking about Thinking" was the Taxonomy. The next day, these students months of the school year. Exhibited in our main one that students said helped them. presented their research to their peers and all classroom instead were limited listening skills, Because students were internalizing the habits, students practiced posing questions at the limited completion of assignments, and an they were using intrinsic reasons to act or various cognitive levels. extrinsic behavior management plan. This behave in class. This definitely changed our Following these lessons, reciprocal teaching made me curious about what had shaped my experiences in the classroom and gave way to was no longer used as an overt structure for young students' outlooks, values, and a more relaxed atmosphere. There were mathematics lessons. Bloom’s Taxonomy was orientations toward schooling? I wondered if notable increases in focus on and completion mentioned occasionally by the students or me they could see that their days in school were of tasks. as we analyzed the difficulty of questions from not productive and if they wanted to change Policy Implications various assignments, but was not “required” in this. any assignments. Audio recordings of Families of elementary students want additional class sessions were made and Plan of Action guidelines to promote positive behaviors to analyzed. A post-survey was also I planned to integrate and implement Habits empower children to learn in school. administered. of Mind (Costa, 2001), an intrinsic method Curricular time should be provided in the of behavior education and management, into school day for all teachers to implement Results my curriculum. The goal was to empower my programs such as Habits of Mind. A school- Class discussion showed marked improvement students and their families and to see if the wide commitment to such a program, stressing in both quantity and critical thinking 16 habits would help students’ academic intelligent behaviors as a means for success, demonstrated. The cognitive levels of achievements. Erik Erikson claims that the could be the key to achieving the goals of the students’ questions also increased. Some resolution of crises young children face is Miami-Dade County Zero Tolerance School students indicated an increased appreciation dependant on the established quality of trust Policy. for the value of discussion in mathematics. As or mistrust, autonomy or doubt and shame, Contact students’ verbal interactions improved, they competence or inferiority that the children improved in mathematics learning as well. Sharon Wallen, NBCT encounter. I wanted to provide such a South Pointe Elementary Policy Implications positive classroom environment to maximize 1050 Fourth St. Higher-level mathematics instruction is my students' potential. Miami Beach, FL 33139 generally focused on the use of formulas to Methodology Mail Code: 5091 solve pre-determined mathematics problems. I administered parent surveys and did student Telephone: 305-531-5437, ext. 143 Mathematics teachers should be trained in the interviews to gather baseline data regarding E-mail: [email protected] use of reciprocal teaching methods, discussion Habits of Mind strategies. Weekly Habits of Principal: Melanie B. Fishman techniques and upper level inquiry methods. Mind Literature Circles were held using Art Instruction in Bloom’s Cognitive Taxonomy as Costa’s methods. Student and teacher it pertains to mathematics should be journals were kept and discussion lessons were incorporated into the mathematics curriculum. held. I established a Habits of Mind library Contact consisting of literature related to each habit. Carolyn Guthrie, NBCT Student surveys and pre- and post-lesson Partnership in Academic Communities observations were regularly held to track and Mail Code: 7731 maximize the effectiveness of the lessons. Telephone: 305-348-6762 Sociograms were used to gauge the effects of E-mail: [email protected]

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