THE EDUCATION FUND’S 2007-2008 Ideas with IMPACT M-DCPS T eachers Share Easy-to-Use Projects
Novel approaches to learning students will love Get dollars for your classroom Win prizes... LOOK INSIDE! The Education Fund: The Education Fund enlists the support of the private sector to improve Miami-Dade schools and bring excellence to Bringing Excellence public education. This work reaches all 350+ schools and all 20,000+ teachers in Miami-Dade Public Schools, and benefits to Public Education! thousands of students. Currently, The Education Fund offers more than a dozen different initiatives to help our public schools. The IMPACT II program, which encompasses this catalog and the companion Idea EXPO, is one example.
CONTACT US: The Education Fund 900 NE 125th Street, Suite 110 , North Miami, FL 33161 305.892.5099 (phone) • 305.892.5096 (fax) www.educationfund.org The Education Fund is Six Easy Ways You Can Help The Education making a difference in Fund Spread Excellence: the lives of children!
• $5.5 million in free supplies for classrooms 1 Buy a “Support Education” license plate! See page 6. • $1.8 million in grants to teachers that go directly into the classroom 2 Designate The Education Fund through your • 8,200 refurbished computers plus Internet access and payroll deduction program .* training for underprivileged children and their families 3 Honor a loved one by making a donation • 1,200,000 trilingual Parent Resource Guides to in their name. help parents get involved in our public schools
• $388,599 in funding for the arts in our public schools 4 Designate The Education Fund as a beneficiary in your will. • 4,216 hours of in-class mentoring to help new teachers survive and thrive during the first year of teaching 5 Donate stock or property. • 10 million+ media impressions in a campaign to educate the public on teacher recruitment and retention. 6 Make a cash donation or use your credit card to donate online at www.educationfund.org. • $3.4 million leveraged in leadership training to help assistant principals assume the role of principal in the hardest-to-staff schools. Call The Education Fund • and much more! today at 305-892-5099, ext. 21 to find out how you can make charitable giving a part of your portfolio!
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*Please see special instructions on page 5 regarding making a donation through the United Way.
1 The Education Fund • www.educationfund.org
The Education Fund’s IMPACT II: A Network of Ideas
MPACT II is a program of The Education Fund that focuses on strengthening curriculum, student achievement and Ileadership in Miami-Dade County Public Schools by identifying and connecting teachers who exemplify professionalism and creativity in their classrooms. This comprehensive network has specially designed programs that encompass beginning teachers to experienced teachers.
Join the Network a keynote session on the achievement gap, a luncheon and free curriculum packets. Teachers who have developed successful classroom Adapter grants – Available for any project in the teaching methods are given grants to package and IMPACT II network of ideas from the past 16 years (listed at market their proven projects through the Ideas with www.educationfund.org). Just connect with the disseminator IMPACT catalog, the Idea EXPO and Idea Packets that of the idea, request an Idea Packet and apply to receive contain curriculum materials such as lesson plans, funds to implement in your classroom. worksheets and resource lists. Disseminator grants – Help teachers further Teachers Network Leadership develop and disseminate proven practices they have Institute (TNLI) used successfully in their own classroom. Apply by February 15, 2008. The Teachers Network Leadership Institute (TNLI) is an Ideas with IMPACT catalog – Explore this resource action research initiative that connects education policy of new teaching ideas. Projects can be used exactly as with actual classroom practice to improve student they are or can be modified to meet a classroom’s special achievement. Examples of this work may be viewed in needs. Contact the disseminator of the idea for more The Education Fund's online research monograph archive information. at www.educationfund.org. The Idea EXPO – The Teacher Conference – Get IMPACT II provides a monthly forum for teachers to new ideas and make connections with more than 75 formulate their research, publish their findings, strategize experienced teachers during the IMPACT II project display their dissemination and discuss current education issues. To exhibition and workshop sessions. Special features include learn more about becoming an action research fellow and
2 Ideas with IMPACT • www.educationfund.org
Join the Network • Teachers Network Leadership Institute (TNLI) New Teacher Initiative • How IMPACT II Can Work For You
APPLY for an IMPACT II Adapter Grant to purchase materials to adapt one of the receiving a grant to conduct action research in your classroom, please contact The Education Fund at 305-892-5099, ext. 18. ideas featured in this catalog or past To apply, use the application form supplied in this catalog years’ catalogs. (postmark deadline September 17, 2007) or apply online at www.educationfund.org. New Teacher Initiative Here’s how to qualify: IMPACT II connects new teachers to veteran teachers, resources and a network of ongoing support from various programs of The 1 Select an idea (from past or current Education Fund. catalogs*) at www.educationfund.org. 1) The Idea EXPO – The Teacher Conference has special features for new teachers including workshops on classroom management 2 Attend the EXPO and sign-up for a and opportunities to network with colleagues from across the workshop on that idea. county. It is an ideal forum to link up with veteran teachers and learn their tried and true teaching strategies. or 2) Adapter grants are a quick and easy way to implement a disseminator teacher’s idea in a beginning teacher’s classroom. Request an Idea Packet and discuss with Along with the funds, you not only receive a detailed Idea the disseminator how to implement the Packet with lesson plans and resource list, but coaching from project idea. the disseminator teacher. Substitution coverage is available to visit a veteran teacher’s classroom or vice-versa. 3 Complete an Adapter application online 3) New teacher Web site of daily classroom specials, tips and “ask an expert” section is managed by national IMPACT II – or go to page 5 of the insert. The Teachers Network at www.teachersnetwork.org. * For information on the past 17 years of IMPACT II projects, visit The Education Fund’s Web site How IMPACT II Can Work For You at www.educationfund.org. ATTEND the IMPACT II Idea EXPO – The Teacher Conference. Look for a conference registration form in the inserts of this catalog, register online at www.educationfund.org or call 305-892-5099, ext. 18 for more information. Kay Lovelace Taylor, Ed.D., will be giving a keynote address and a master teaching session at this year’s Idea EXPO on Saturday, October 6, 2007. BECOME an IMPACT II disseminator or an action research fellow and be featured in next year’s Ideas with IMPACT catalog. IMPACT II awards $750 disseminator grants to educators willing to share the successful teaching ideas they have designed and implemented in their classrooms. Fellowships in the amount of $750 for action research are also offered. Apply at www.educationfund.org or use applications found in this catalog’s inserts.
3 The Education Fund • www.educationfund.org Table of Contents
Interdisciplinary Teachers Network 7 Let’s Get Cooking Leadership Institute (TNLI) Register today for 29 Introduction to Action Research The Education Fund’s Language Arts 30 Maria Breen IMPACT II Idea EXPO 8 Life Lifting Literacy 31 La’Tric Campfield 9 Radical Readers 32 Peggy Cannis & Deborah Cowfer the “by teachers, for 10 Words of Wisdom: Vivacious 33 Daphne Conner teachers” conference Vocabulary Ventures 34 Tanya Daly-Barnes 35 Dr. Jill Farrell & Mark Rosenkrantz • Win a computer and Mathematics 36 Johnnie Farrington other prizes 37 Peggy Gordon • Earn 10 Master Plan 11 Math Around the Block 38 George Kirkman 12 Mathematical Novels Points 39 Valerie Morris • Choose from 70 13 Twists and Turns 40 Caron Rose 41 Patricia Stephens workshops Science 42 Jemeica Taylor See insert or register online at 14 An Eye for Science 15 Big Ideas + Science = Great FCAT More Information www.educationfund.org Results! 43 Grants for Teachers 16 Classify It 44 Companies with IMPACT 17 Forensics Solves the Case of the The Education Fund’s High Achieving Students Special Section Ideas With IMPACT 18 Light It Up 19 Marine Conservation 3 TNLI Fellow Application Publisher 20 Sea Turtle Search + Rescue = 5 IMPACT II Adapter Application Linda Lecht Conservation 7 IMPACT II Idea EXPO Registration 21 “Whoo…” 11 IMPACT II Disseminator Application Production Director/Executive Editor Social Studies 14 Galaxy of Supporters Tim Dodson 16 Education License Plate 22 Celebrate Us Order Form Managing Editor 23 Holocaust & Tolerance Education Lorna Pranger Valle 24 We Didn’t Start the Fire Scrapbook Challenge Development Officer Technology Corey Yugler
25 Animate It ATTENTION TEACHERS! Designed & Printed by 26 Teaching Classroom to Global Original Impressions, Inc. Collaboration on the Web Help The Education Fund www.originalimpressions.com by designating your payroll Varying Exceptionalities deduction donation today! The Education Fund 27 The ABC Quilting Bee Please see page 5 900 NE 125th St., Suite 110 28 Mosaics and Your World for special instructions. North Miami, FL 33161 305-892-5099 (phone) 305-892-5096 (fax) www.educationfund.org
4 Ideas with IMPACT • www.educationfund.org Thank You Teachers & Administrators!
hese Miami-Dade County Public Schools teachers and administrators are helping The Education You can designate The Education Fund as the TFund through payroll deduction and other donation recipient of your payroll deduction donation. Just programs. Thank you for your support! fill out the contribution card and write in The Education Fund as your donation recipient and the amount you are donating to The Education Fund Monica R. Allen Janessa Moreno Eileen Angulo Jean Mozell (please see note below). Then, send an e-mail to Tina M. Arenas Joy Mullings-Levy [email protected] or call 305-892-5099, Lisa Bailey-Smitherman Latha Murali Dr. Suzanne Banas Valentina Pasaron ext. 21 so we can add your name to the list. Susan Blair Patricia Perez Mildred Boveda Kathleen Pham Gussie Bowen Marilyn Polin Important Note: The donor designation option is a special Linda Brent Susan Elson Price service of the United Way. The United Way focuses on meeting Alison Burrus Carol Rahming the health and human service challenges facing our community. Ana Casanova Elaine Rampersaud Their service is not intended as a way for organizations to have donors redirect their donations away from health and human Waleska Rodriguez Sandra Daire service needs, but is intended to be an easy way for donors to Elaine Davis-Diaz Vera Rolle make an additional gift to another organization of their choice. Sherian Demetrius Susan Rosenthal Thus, if you choose to use the donor designation services of the Rosa Duarte Nancy Sale United Way, you are asked to make your normal gift to United Way and then make a gift to The Education Fund. Of course, you Emad Fahmy Ana Scally can always support public education through The Education Fund Beth Falikowski Aliyah Shakirah by donating online at www.educationfund.org . Thank you for Iris Garcia Bonnie Sheil your support of both the United Way and The Education Fund! Carmen Gardiner Mary Sisley Frank Glover Eveyln Stahl Anna Gonzalez Marta Suarez Dr. Denise Gudwin Glenn Steinberg James & Carolyn Guthrie Karen Terilli Cheryl Hall Deedee Toner Barbara Hampton Grace Tyson Eva Hernandez Rebeca Valverde Janet Hupp Alicia Velazquez Wanna Jenkins Jacqueline Vila William Kinney Sharon Wallen Linda Klein Charmaine Webb Mariolga Lebredo Lourdes Linares If you designated The Education Fund Carlyn Little during the campaign that took place in the fall of 2006 and your name does Ina McNeil not appear on this list, please call Latricia A. Mobley Corey Yugler at 305-892-5099, ext. 21.
5 Support Grants for Teachers!
Support Public Schools in Miami-Dade County BUY THE EDUCATION LICENSE PLATE!
When you buy the Education License Plate in Miami-Dade County, you are donating $20 directly to The Education Fund. This money is used for special programs that tax dollars just can't cover – things like grants to teachers for classroom projects, supplies and equipment. In other words, the money raised in Miami-Dade County stays in Miami-Dade County for the benefit of Miami-Dade County Public Schools students.
Call your local automobile tag agency for the total cost and instructions on how to receive your Education Plate by mail, online or in person. The Florida Education License Plate can be purchased at your local tag agency, whether your tags are up for renewal or not. Just mention the plate with the apple and the pencil.
To find out more about the Education License Plate or to locate an auto tag agency near you, visit http://www.educationfund.org/fordonors/buyaneducationlicenseplate/ Ideas with IMPACT • www.educationfund.org Let’s Get Cooking
STUDENTS STANDARDS Let’s Get Cooking can be Language Arts modified to fit students in LA.A.1.1.2, LA.A.2.1.3 grades 1-3, in one class or an entire grade level. If parents Mathematics are not available, older MA.B.1.1.1, MA.B.2.1.2 children in grades 4 and 5 can be invited to serve as Science “prep chefs.” SC.A.1.1.2, SC.A.1.1.3, SC.H.1.1.5 STAFF Kimberly Ottaviani, an M-DCPS teacher for 20 years, is a National Board Certified Kim Ottaviani Let’s Get Cooking has “stirred up” student Teacher. She graduated from [email protected] Edinboro University in interest in properly following directions and Pennsylvania and received a picturing the final product to ensure that it master’s in technology from Bob Graham “comes out right.” Barry University. She has Education Center participated in The Education 15901 NW 79 Avenue Fund’s Great American Teach-a-Thon, Citi Success Miami Lakes, FL 33016 Fund and IMPACT II programs. Mail Code: 0091 et’s Get Cooking provides authentic learning opportunities that involve reading, science and Telephone: 305-557-3303 MATERIALS & Lmath. The recipes, which use readily available and Fax: 305-826-5434 RESOURCES inexpensive everyday products, provide hands-on Principal: Dr. Robin practice with measuring solids and liquids and following This project can be Behrman step-by-step directions for no-cook/bake, edible and implemented in any non-edible items such as Firecracker Fizzles, paper classroom. Some recipes bowls and Little Miss Muffet’s curds and whey. require a microwave but the Students look forward to the science recipes that majority of the recipes use allow them to investigate the properties of matter and only everyday consumables, Sponsored by: mixing bowls, cookie sheets, produce results in the form of edible and usable items. measuring cups and spoons. Effortlessly they learn new vocabulary, work Other resources are recipes collaboratively and practice reading. books from the media center, Let’s Get Cooking has also increased parent participation recipes found online, parent and strengthened home-to-school connections, as donations, and guest chefs parents not only volunteer to serve as “prep chefs” in the from local restaurants. classroom but also help their children extend learning by trying out many of the recipes at home. Parents have also contributed recipes to the Let’s Get Cooking repertoire.
Language Arts 7 The Education Fund • www.educationfund.org Life Lifting Literacy
usic is a universal language that has been used to “ entertain, educate, communicate, inspire, and instill Music reaches meta-cognitive levels that Ma sense of social and communal understanding,” are often not accessed by more mundane according to educators Ron and Nancy Brown. In this project, approaches to instruction. Life Lifting Literacy social studies and language arts are intertwined with historically makes learning to read fun! significant songs to develop student interest in reading. Some of the most moving folk songs ever to come from America are spirituals sung by blacks in the South in the days of slavery. The deep emotion and strong beat of the spirituals helped to make life a little more bearable in hard times. The words evoked feelings and memories all could share, and the rhythms of the chorus were often stressed by clapping hands. The strong beat and rhythms appeal to the students and help them quickly learn a song’s melody. They repeat each line after the teacher and follow the words on chart paper. Students who have difficulty learning words suddenly discover the ease in which they recognize words in print as they sing songs. They also discover that reading comes in a variety of forms. students to learn and at - Nancy R. Sale tend class because they love to perform. When [email protected] STUDENTS Teacher Mini-Grants and the song selection focuses IMPACT II programs. She is an The flexibility of Life Lifting on a specific time of the active member of The Dade Lillie C. Evans Elementary Literacy allows it to be used year such as Black History County Science Teachers with students of all ages in Month, St. Patrick’s Day, 1895 NW 75 Street Association. This project has small or medium groups. It or Women’s History Month, Miami, FL 33147 been used for two years. It has been used with a class special speakers can be has been shown to the public Mail Code: 1681 of eighteen Kindergarten invited to give students during Reading Day at the students and was especially an understanding of Telephone: 305-691-4973 Mall and at a UTD Black beneficial for the the significance of the Fax: 305-691-4867 low-performing students History Celebration. selected songs. Principal: Reginald who struggle with word MATERIALS & recognition. Vocabulary STANDARDS Johnson skills and DIBELS scores RESOURCES Social Studies increased using this approach. Music CDs, CD player, chart SS.A.2.1.3, SS.A.3.1.3, paper and books that provide STAFF SS.B.1.1.3, SS.B.1.1.4 background information on Sponsored by: Nancy Sale has been teaching the songs. Performances with Language Arts William L. Culbert Jr. for 24 years. She has received organizations such as the LA.A.1.1.0, LA.A.1.1.2, the Sierra Club Green Award Dade Reading Council, United LA.A.2.1, LA.D.2.1.3, Trust and grants from The Education Teachers of Dade, sororities, LA.E.2.1.0 Fund’s Citi Success Fund, fraternities, and civic associations motivate the
8 Language Arts Ideas with IMPACT • www.educationfund.org Radical Readers Originally a Catherine Scripps Rodriguez Family Foundation Teacher Mini-Grant
STUDENTS MATERIALS & Forty second- and RESOURCES fourth-grade students Writing materials, a variety of attended biweekly, 30-minute books, and award certificates. sessions where they interacted and engaged in various STANDARDS literacy activities. Language Arts STAFF LA.A.2.1.1, LA.A.1.2.3.4.1, LA.B.2.2.1.4.1 Marcia Cardona, a fourth-grade teacher, is finishing her master’s degree at Barry University. Marcia is an active member in the Dade Cary Cabrera Buddy reading requires little funding yet Reading Council, a Teacher as Marcia Cardona Hero winner, and the recipi - improves reading comprehension and writing [email protected] ent of the Dade Reading [email protected] skills. This is a positive weekly experience that Council Literacy Grant. She children will remember the rest of their lives. is also Vice President of her family business. She is active Royal Palm Elementary in her church and organizes 4200 SW 112 Court retreats for abused and adical Readers is an engaging supplementary neglected children. Miami, FL 33165 activity that targets reading comprehension, Mail Code: 4761 Rvocabulary, and writing skills as it seeks to nurture Cary Cabrera, a second-grade Telephone: 305-221-7961 teacher, has a master’s in in students a lifelong love of reading. Fourth-grade Fax: 305-222-8145 reading and participated in students role-play the teacher and model “teacher like” IMPACT II last year. She is a Principal: Ana Driggs questions and strategies as they go through the entire Teacher as Hero winner, guided reading process with their younger reading buddies. recipient of the Dade Reading Council Literacy Grant, and Students used class sets of trade books such as Horrible the Marguerite Radencich Sponsored by: Harry and the Dragon War . They met biweekly and Graduate Scholarship. Cary cooperatively predicted, inferred, and confirmed is also an active baseball Florida Matching mom and vice president of predictions on a chapter-by-chapter basis. Students Grants Program a non-profit that benefits kept an ongoing Radical Readers journal and wrote youth baseball. biweekly entries detailing the discoveries they made during meetings. At the end of each book, Radical Readers received a certificate for passing the accompanying Accelerated Reader test.
Language Arts 9 The Education Fund • www.educationfund.org Words of Wisdom: Vivacious Vocabulary Ventures
any students read with fluency, but often don’t understand the text because of difficult vocabulary. This project shows ways to take the existing MHow can one improve students’ vocabulary without vocabulary words found in basal readers and resorting to rote drills? Memorizing words and their definitions textbooks and turn them into playful practice is boring and temporary. Are there some stimulating and and meaningful moments! electrifying activities to promote vocabulary development?
Turn to Words of Wisdom for a plethora of activities that stimulate an interest in words. This project includes innovative, hands-on, and practical activities to learn and reinforce vocabulary, class games to make practicing an invigorating experience and home-learning tasks to achieve success. While these activities are mostly geared toward grades 2-5, teachers, tutors, university students, and parents working with all grade levels will find the suggestions in Words of Wisdom to be easily adaptable.
STUDENTS MATERIALS & Students in grades 1-6 RESOURCES have enjoyed these vocabulary Only a few items, such as activities for more than index cards, permanent 33 years. markers, and file folders, are required. Preparation time is STAFF necessary, but reasonable. Linda Askari Blanchfield, a The Idea Packet contains Reading Resource teacher, blackline masters of project has been teaching in grades materials that can be copied 2-6 for more than 33 years. and lists of excellent support She has participated in resource books and websites Linda Askari Blanchfield Sponsored by: IMPACT II with numerous that offer free and projects and grants since inexpensive materials. [email protected] The William J. and 1991. Her published book, Tina Rosenberg Why Didn’t I Think of That! STANDARDS Foundation (Creative Teaching Press, Royal Palm Elementary Language Arts 2002) was originally an 4200 SW 112 Court LA.D.1.1, LA.D.2.1 IMPACT disseminator project Miami, FL 33165 in 1993. Linda is on the Dade Mail Code: 4761 Reading Council Board and organizes several of its Telephone: 305-221-7961 events and projects. Fax: 305-222-8145 Principal: Ana Driggs
10 Language Arts Ideas with IMPACT • www.educationfund.org Math Around the Block
his project promotes creativity within the mathematics curriculum by incorporating lessons Tthat involve blocks along with language arts and social studies. For example, in a measurement lesson, blocks are used to find the perimeter of objects. Students first predict how many blocks to use, test their theory and then check it against their predictions and graph the results. An extension of this lesson repeats the process with a different shaped block. Writing is linked to math when blocks are used to create scenes that are incorporated into stories, or to design a setting that matches a scene in a story. In yet another activity, students don construction hats when they enter the building zone to “recreate” a building they have researched on the Internet and for which they have drawn the blueprints. An entirely different aspect to the project is the use A classroom set of blocks adds a creative of specialized blocks, such as Lincoln logs for a history element to math functions such as measuring, lesson or pattern blocks to copy designs or works of art. number operations, spatial sense and algebraic thinking. STUDENTS MATERIALS & Twenty first-grade students RESOURCES participated in the block A 5’x 8’ rug area, a bookshelf center. The project may be to store blocks, children’s adapted for students in pre-K math picture books from Sponsored by: through grade 3. Zenaida (Zeny) Ulloa the library, and Block Play by Sharon MacDonald [email protected] STAFF (available through Kaplan) Zeny Ulloa has taught for are used. Speakers from the Kendale Lakes Elementary seven years. Before working construction industry are for Miami-Dade County Public invited to describe materials 8000 SW 142 Avenue Schools, she was a religion and systems used in their field. Miami, FL 33183 teacher. She received blocks Mail Code: 2651 for her classroom from an STANDARDS IMPACT II Adapter grant Telephone: 305-385-2575 from The Education Fund. Mathematics Fax: 305-386-2718 MA.A.1.1.2, MA.A.1.1.3, Principal: Anne-Marie MA.B.1.1.1, MA.B.1.1.2, MA.B.2.1.1, MA.B.3.1.1, DuBoulay MA.C.1.1.l, MA.C.2.1.1, MA.C.2.1.2, MA.D.1.1.1, MA.D.1.1.2
Mathematics 11 Ideas With Impact • www.educationfund.org Mathematical Novels Originally a Citi Success Fund grant
his interdisciplinary project connects students to the mathematical strands by means of literature and Children’s books are effective classroom Taccompanying hands-on activities. Reading tends to be vehicles for motivating students to think taught as an isolated subject, which creates difficulty for imaginatively and reason mathematically. students who lack the vocabulary to master concepts in math or science. This project uses organizational tools and strategies such as the KWL and Venn diagrams, as well as the use of quality literature, to make reading a natural part of mathematics. For example, a lesson on geometry begins with the teacher activating prior knowledge by asking questions about the cover and title of the book, The Greedy Triangle. Then the book is read at a pace that all the learners can enjoy. A positive environment is created by the students responding to the book’s humor. Then, after a discussion of the book, students work on their own triangle reference book. They make a step book that contains the six different types of triangles with their definition, illustration, and labels (e.g. legs, vertex, angle and side measurements).
STUDENTS laude from Barry University MATERIALS & and is working on a master’s Vanessa Paneca Forty-five fifth-grade students RESOURCES from low-performing to degree in Educational vanessabarryalphaphi@ Administration from St. This project uses math gifted, and including ESOL yahoo.com and ADHD, participated. This Thomas University, She is a literature books, pattern project can be adapted to member of the International blocks, geo-boards, fit various grades and ESE Reading Association, Dade compasses, protractors, Ben Sheppard Elementary populations. It can also be Reading Council, Phi Delta scales, fraction circles, 5700 West 24 Avenue used to differentiate Kappa Honor Society, and Reflecta geometry mirrors, instruction in the classroom. the Kappa Delta Phi Honor dry-erase mats, checks, Hialeah, FL 33016 Society, and serves as an deposit tickets, and the Mail Code: 5021 STAFF advisor to the Alpha Phi school lamination machine. International Fraternity. A motivational incentive Telephone: 305-556-2204 Vanessa Paneca is third-year Ms. Paneca is a recipient program used with this Fax: 305-822-0558 teacher who is also the SECME of an HP Technology for project is described in the coordinator at her school. Principal: John C. Lux Teaching grant and The Idea Packet. Parents and She holds a certificate in Education Fund’s Adapter school staff donate Exceptional Education and grant, Citi Success Fund checkbook covers and a has an ESOL endorsement. and Teacher Mini-Grant. bank representative can Sponsored by: She graduated summa cum give a lesson on checking Florida Matching and savings accounts. Grants Program STANDARDS Mathematics MA.A.1.2.4, MA.B.4.2.2
12 Mathematics Ideas with IMPACT • www.educationfund.org Twists and Turns
athematics has many branches. Algebra and geometry have many offshoots. Among these Technology has added new dimensions to Mextensions are transformations, fractals and the mathematics of growth and change. topology. The activities in Twists and Turns have been used Fractals, transformations, and topology are for more than five years to enrich and extend geometry newly in vogue topics that give students new classes. The core concept of transformations becomes windows into the beauty and breadth of the increasingly important as students progress beyond Algebra I. The National Council of Teachers of Mathematics mathematics around us. has called for the inclusion of more fractals and topology in the secondary school curriculum. The activities are interactive exploratory activities that encourage higher-order thinking skills. For example, in Mobius Operandi, students discover patterns in the Mobius strip based upon the number of twists and the location of cuts. In Anchors Aweigh, students develop a bulletin board-size anchor pattern fractal. In Doughnuts and Mugs, students develop a topological classification system. Online lesson extensions are also provided.
STUDENTS MATERIALS & Ninth- and tenth-grade RESOURCES students in regular and honors Scissors, poster board, index geometry participated. Some cards and string are used activities are also applicable in addition to standard to Algebra I and II courses. classroom supplies. STAFF STANDARDS Marilyn Riggins has been a Mathematics mathematics teacher at South Marilyn Riggins Sponsored by: MA.A.5.4.1, MA.C.2.4.1, Miami Senior High for 27 MA.D.1.4.1 [email protected] years. She is a National Board Certified Teacher and has received the Presidential South Miami Senior High Award for Excellence in 6856 SW 53 Street Science and Mathematics Miami, FL 33155 Teaching from the National Science Foundation. Mail Code: 7721 Telephone: 305-666-5871 Fax: 305-666-6359 Principal: Gilberto Bonce
Mathematics 13 The Education Fund • www.educationfund.org An Eye for Science
STUDENTS STANDARDS Thirty-six students with Science varied levels of achievement SC.F.1.2.1, SC.B.1.2.2 participated, including low-performing students. Mathematics The project can easily be MA.B.1.2.2 adapted for use with students in grades 3-6 in both small Social Studies or large groups. SS.A.3.2.1
STAFF Language Arts Raylin Escobar graduated LA.A.2.2.5 magna cum laude from Florida International This project is highly engaging for students and University with an ESOL Raylin Escobar endorsement in 2002. She raylinescobar@ manageable for teachers with its inexpensive currently teaches an inclusion materials, small-group hands-on activities and class and continually looks dadeschools.net surprising experiments. Activities such as Mirror for ways to improve the classroom experience for Ben Sheppard Elementary Multiplication, Tasty Vision and Eye Spy bring the all students through human eye and its functions into focus. collaborative small group 5700 West 24 Avenue activities. Hialeah, FL 33016 Mail Code: 5021 his project enhances the study of light and the MATERIALS & Telephone: 305-556-2204 human eye with stimulating hands-on activities. RESOURCES Fax: 305-822-0558 TStudents assemble a model of the human eye, Black paper, CDs (free trial Principal: John C. Lux make and learn to use a spectroscope, and experiment CDs, etc.) flashlights, with visual illusions that provide a clear understanding cellophane paper, fish bowl, of how the brain perceives images. magnifying lens, toy car, and Sponsored by: From experimenting with blind spots to researching a computer with Internet access are needed. A the history of eyeglasses to performing vision screenings, Florida Matching presentation by an students work as magicians, scientists and doctors. In Grants Program ophthalmologist adds to collaborative small group activities, students delight in the project. Science teachers using old CDs, black paper, cellophane paper, flashlights, and the media specialist are mirrors and round fishbowls to conduct an assortment other valuable resources. of novel experiments involving light and sight. The initial activity of making a model of the eye equips students with a working knowledge of how the eye functions, which enables them to grasp the concepts of light more readily.
14 Science Ideas with IMPACT • www.educationfund.org BIG Ideas + Science = Great FCAT Results
IG Ideas is designed to add pizzazz to any science curriculum! The activities target the Sunshine State The experiments and lessons in BIG Ideas BStandards as well as focus on the development of science are designed to add pizzazz to any science skills through experimentation and demonstration. The topics curriculum! They not only target the of the hands-on activities in BIG Ideas touch upon the concepts within earth, life, and physical science. These activities are Sunshine State Standards, but are also designed to supplement any established elementary easy-to-implement and fun! science curriculum.
The experiments and lessons from BIG Ideas are easy to implement and a great way to introduce and reinforce new concepts in science. They are explicitly planned to include a materials list, step-by-step instruction, reproducible patterns and some extension activities. Although these lessons are used to entice students to study science, they contain a wealth of information that supports the National Science Education Standards.
STUDENTS MATERIALS & BIG Ideas is currently used RESOURCES with fourth- and fifth-grade Magnets, measuring spoons students to supplement the & cups, rocks, droppers, maps, current science curriculum in construction paper, yarn, the full-time gifted program. crayons, glue, index cards, chart paper and recyclable Sponsored by: STAFF materials normally found Marlene Figueroa Marlene Figueroa has been in homes. [email protected] a National Board Certified Teacher since 1999 and has STANDARDS Coral Way K-8 Center taught in the gifted program If all of the project’s lessons 1950 SW 13 Avenue for 16 years. Her degree is in are used in conjunction with Miami, FL 33145 elementary education with an existing science curriculum, Mail Code: 1121 an early childhood, gifted then all of the Sunshine and ESOL endorsement. She State Standards in science Telephone: 305-854-0515 is currently working on her are covered. Fax: 305-295-9632 master’s degree in reading education at Florida Principal: Dr. Pablo G. Ortiz International University. She has received grants from The Education Fund and has written grant proposals for the Dade Reading Council and Miami-Dade County Public Schools.
Science 15 The Education Fund • www.educationfund.org Classify It Originally a Teacher Mini-Grant
STUDENTS MATERIALS & The project was originally RESOURCES designed for two classes of Proscope digital microscope, fifth-grade students. The digital camera, multimedia teacher team-taught with projector, Microsoft one teacher covering math PowerPoint, computers, and science and the other specimens from each covering reading, language kingdom, and books on arts and social studies. The related topics. concepts taught in science were reinforced with reading STANDARDS materials during language arts. This project was also Mathematics adapted for the second- MA.B.4.2, MA.D.1.2, MA.E.1.2 Coupling technology with math and and third-grade students in science into meaningful, authentic the gifted program. Science SC.F.1.2 lessons piques the interest of students STAFF and makes learning more fun. Marcelle Farley is a National Board Certified Teacher who holds a master’s degree in Marcelle Farley elementary education and a [email protected] hile studying about how living things are specialist degree in Montessori classified, students conducted research education. She has taught at Joella C. Good Elementary Wrelated to the five kingdoms. Students were Joella C. Good for 13 years 6350 NW 188 Terrace divided into groups and each group chose one of the and currently teaches gifted students in grades 1-5. Ms. kingdoms to examine further. After viewing instructions Miami, FL 33015 Farley is a member of the Mail Code: 2181 on how to create and enhance a multimedia presentation, Dade County Science Teacher students used their observations, data and pictures Association and coordinator Telephone: 305-625-2008 gathered from the digital microscope and camera to of the SECME program at Fax: 305-628-0460 her school. As a technology create a multimedia presentation that they shared Principal: Lizette Campa with their classmates. mentor, she offers teachers opportunities to infuse A key goal was to reveal to students the many technology into the ways that mathematics and science are interrelated. curriculum. Sponsored by: Mathematics is integrated throughout the project as William L. Culbert Jr. students collect measurements, record data and create Trust charts and graphs of the information they collect during their scientific investigations. Another goal was to increase students’ computer skills and help them learn how to make sensible use of technology.
16 Science Ideas with IMPACT • www.educationfund.org Forensics Solves the Case of the High Achieving Students
ncorporating forensics into the middle school science curriculum enhances both student motivation and Forensics exposes students to a hands-on, Iacquisition of scientific concepts. It also serves to strengthen inquiry-based approach to science that problem solving and critical thinking skills. Since forensics incorporates real-world practical applications incorporates key principles of biology, chemistry, earth science, while integrating principles of Biology, and physics, it provides an ideal avenue for integrating Chemistry, Earth Science, and Physics. benchmarks within the eight strands of the Sunshine State Standards in science. The forensics unit exposes students to a wide variety of activities, such as role playing, writing, laboratory activities, and utilization of technology, in order to improve numerous academic skills. The continuous application of the scientific method to real-life crime situations requires the students to collect, report, and analyze data and then draw conclusions. Furthermore, in order to actually “solve crimes,” students must first master the scientific principles involved and then utilize higher-order thinking skills. As a result, students gain a greater understanding of many key science standards as well as first-hand knowledge of the inquiry nature of science.
STUDENTS STAFF MATERIALS & Michael Weiss This unit was developed Michael Weiss has been a RESOURCES for advanced students in Miami-Dade County Public [email protected] The versatility of this grades 6-7 who take School teacher for project allows it to be only two years of twenty-two years. He modified for various Riviera Middle Comprehensive Science in currently heads the science science classes. As such, middle school. It covers department at Riviera 10301 SW 48 Street the materials, supplies, numerous benchmarks Middle School. He served Miami, FL 33165 resources, and benchmarks that would otherwise be for four years as a Curriculum involved are identified in Mail Code: 6801 covered during a third Support Specialist in the the particular activities year of Comprehensive Division of Mathematics and Telephone: 305-226-4286 found within the Idea Science. Nevertheless, Science Education, where he Fax: 305-226-1025 Packet. this unit can be adapted provided workshops and Principal: Valerie Carrier to any middle school modeled lessons for teachers STANDARDS science class. throughout the county. He Sponsored by: has received numerous grants, This project covers the including Citi Success Fund benchmarks within the grants from The Education eight strands of the Fund. He is also a Teachers Sunshine State Standards Network Leadership Institute in science. Fellow and holds an M.S. in Science Education from Florida International University. Science 17 The Education Fund • www.educationfund.org Light It Up
STUDENTS grants from The Education Fund. For this project no Light It Up is for intermediate additional staff are required; students of all achievement however, an hour is needed levels. Materials and to set up the lessons and to procedures for this unit are strip the wires for the circuits. based on groups of two and four. Some activities work best with a partner and other MATERIALS & activities, such as wiring a RESOURCES house, can be done in a Most materials used are learning group of four. This simple household objects. approach provides a small Other items, such as bulb In this science inquiry, students prepare for forum in which students can and battery holders, may be learn from each other by the fifth-grade science FCAT as they do the purchased through Carolina sharing ideas, discoveries, Biological Supply Company. work of a real scientist – actively exploring, and skills. It is designed to be recording their observations in a science taught over a nine-week STANDARDS notebook, conducting investigations, period, three times a week collecting and processing data and building with class sessions of Science SC.B.1.2.2, SC.B.1.2.3, SC.H.1.2 explanations based on evidence. 60 minutes. STAFF Language Arts L.A.B.1.2, L.A.B.2.2 ight It Up builds fundamental concepts in the DeeDee Conte is a gifted physical sciences through direct experience with facilitator who has been Lelectrical circuits and technology design projects. teaching in M-DCPS schools DeeDee Conte Using electrical “stuff” such as wires, bulbs, and for 25 years. In addition, she [email protected] was an Educational Specialist batteries, Light It Up includes investigations that are for the M-DCPS Division of both useful and fun. Advanced Academics and Bob Graham Education This unit demonstrates the importance of integrating has worked as an educational Center science notebooks and writing through inquiry-based consultant for Carolina 15901 NW 79 Avenue science. Students are first introduced to the basic Biological Supply Company, Miami Lakes, FL 33016 conducting workshops properties of conductors and insulators and the symbols Mail Code: 0091 throughout the U.S. on used to represent parts in circuit diagrams. They then teaching strategies of science Telephone: 305-557-3303 explore different kinds of circuits and learn about inquiry, using the “Science Fax: 305-826-5434 switches. Students put the principles of technological and Technology for Children” Principal: Dr. Robin Behrman design to use when they design and construct a curriculum developed by the flashlight and wire a cardboard house. National Science Resource Sponsored by: Technology is integrated throughout the unit as Center. She has also presented students research and explore the Internet to find at local, state and national conferences in the areas of answers to their questions. science and technology. Ms. Conte has received several
18 Science Ideas with IMPACT • www.educationfund.org Marine Conservation Projects
Free resources and funds for Marine Conservation projects .
HOW TO APPLY FOR ADAPTER GRANTS ON MARINE PROJECTS • View/print IMPACT II Idea Packets (guides that include lesson plans, worksheets and resource lists) of Marine Conservation projects online at www.educationfund.org. • Contact the author/disseminator of the project for advice on implementing the idea. • Apply online at www.educationfund.org for a quick and easy Adapter grant (up to $400) for any of the Marine projects listed on this page. An Adapter application is also found in the inserts of this Ideas with IMPACT catalog. Sponsored by: PROJECTS TO ADAPT Our Ancient Fossilized Rock Reef: An Exploration! Building an Aquatic Think-Tank Students apply their study of Students learn by experience in marine organisms adapting to life an authentic context as they on a local fossilized rock reef to care for marine life. The class the world of engineering. think-tank tackles issues of water pollution and overfishing. Don Deresz, NBCT Where Did the Sea Turtle RESOURCES [email protected] Lay Her Eggs? A Case for a Sherian Demetrius Billfish Foundation Biscayne Nature Center for Forensic Geoscientist [email protected] www.billfish.org Environmental Education Students learn to work as North Glade Elementary Publications available for class - scientists as they analyze sand room use on the biology and Reeling in Reading and determine the best beach Hooked on Fishing with ecology of billfish. Fishing is the lure used to reel in sites for sea turtles. the Reel Family reluctant readers to a reading Students study the health of an Don Deresz, NBCT MARS – Marine Animal club. From their readings of Zane oceanic ecosystem using a blend [email protected] Rescue Society Grey’s fishing books and The of quantitative and interpretive Biscayne Nature Center for www.marineanimalrescue.org Florida Sportman, they examine tools as they collect data about Environmental Education Presentations to school groups. the culture of Florida fishing. fish populations from simulated fishing expeditions over several Anna Menendez You and Me….Under the Sea National Ocean & generations. [email protected] A year-long interdisciplinary Atmospheric Administration South Dade Senior High study that focuses on marine http://oceanexplore.noaa.gov Don Deresz, NBCT life and how to maintain a Direct access to 240+ lesson [email protected] Tropical Underwater Dreams healthy ocean environment. It plans on ocean life. Biscayne Nature Center for Students explore science content includes detailed information Environmental Education in the context of producing a on billfish conservation. The Ocean Project 305-361-6767, ext. 115 variety show on tropical fish. Margie Love TheOceanProject.org In the process, they learn the Educational resources and Ocearn Adventures in the [email protected] importance of sustaining lesson plans on all aspects School of Learning David Lawrence Jr. k-8 Center ocean habitats. of the ocean. The ocean is the school-wide theme used in a wide range of Mark Rosenkrantz, NBCT Yamaha Contender Miami interdisciplinary activities that [email protected] Billfish Tournament supplement the curriculum. David Lawrence Jr. k-8 Center www.miamibillfish.com Mary Sisley Annual April tournament has [email protected] events open to the public.
Science 19 The Education Fund • www.educationfund.org Sea Turtle Search + Rescue = Conservation Originally a Teacher Mini-Grant
STUDENTS MATERIALS & The project was designed RESOURCES for middle school (grade 8) Computer with Internet students, although students access, compass, of any age could benefit. topographical maps, supplies for art presentations STAFF and mock nesting models. Overhead or LCD projector. Gwen Foote is an Web sites include eighth-grade science teacher. www.seaturtle.org, She has a B.S. in Biomedical www.noaa.gov, Science from Texas A&M; a B.S. www.cccturtles.org and in Elementary Education from www.seaturtles.org. Black Hills State College and the Oglala Lakota College; and STANDARDS Through their own interaction with conservation a master’s in Interdisciplinary Science organizations and by tracking a protected Studies from the University of Texas. She is certified in SC.B, SC.D, SC.F, SC.G wildlife species relevant to Florida, students Special Education and has an Mathematics learn firsthand how their studies can impact endorsement from the Gifted MA.A, MA.B, MA.C, MA.D and Talented Institute of the Language Arts their environment. Teachers of any discipline University of South Dakota. LA.A, LA.B, LA.C can implement this project as in-depth as She has worked as a medical they want or need. technologist, art instructor and has taught at the elementary and college level on the Pine Gwendolyn Foote Ridge Indian Reservation. She earning about sea turtles through online tracking has received grants from NASA, [email protected] of conservation Web sites creates an exciting Heard Museum, Toshiba, NSTA and numerous others Nautilus Middle Lreal-life application in which students can see throughout her career. She 4301 N. Michigan A their own impact on an endangered species. was recognized by the Oglala Lakota Tribe for Miami Beach, FL 33140 In this project, students work in learning groups as her humanitarian and Telephone: education efforts. environmental biologists researching sea turtle species Ms. Foote also lectures to (305) 532-3481 behavior and physiology. Students learn the importance schools, youth and non-profit Fax: (305)532-8906 organizations on a range of Principal: of conserving oceans and marine life and discover ways topics including ecology, Dr. Allyn Bernstein-Sachtle they can contribute to preservation and protection of wildlife, Native American issues, human rights and mothers and babies. The class participates in virtual environmental science. She interactive nesting activities and “adopts” a nesting completed a Sea Turtle Rescue internship at Southern Sponsored by: female turtle through www.seaturtle.org that they Georgia University. William L. Culbert Jr. can continue tracking online. Trust
20 Science Ideas with IMPACT • www.educationfund.org “Whoo…”
hoo… ” is a meaningful real-life unit focusing on “ a discovery approach to science and developing Even reluctant readers become motivated Wstudents’ opinions on important issues. Students when they are involved in “ Whoo… ” – they start the unit dissecting owl pellets. When they find bones, love the science connection. they identify and classify them and compare them to their own bodies. Next, the students arrange the bones to form a skeleton. Along with integrated activities, the owl pellets teach students predator-prey relationships. Students can readily understand why owls need mice to survive, but this activity additionally clarifies why mice need owls. The students’ learning experience is enriched with the reading of the Newberry Honor novel, Hoot , by Carl Hiaasen. Hoot celebrates young people’s ability to make a difference in society. Their quest is to save the burrow owls’ habitat from corrupt developers. Students develop strong analytical skills as they research, discuss, and write about important issues raised in the book.
STUDENTS STAFF MATERIALS & Carole Slonin “Whoo… ” is designed for Carole Slonin, a gifted RESOURCES [email protected] intermediate students, facilitator, holds a master’s in Suggested resources elementary grades 3-5. It Reading from Barry University include the Internet and could easily be adapted to and has been teaching for Bob Graham Education school media center for meet middle school needs more than 31 years in grades Center additional information; a as well as the needs of small K-7. She has participated 15901 NW 79 Avenue planned field trip to the or large groups. Thirty-nine in The Education Fund’s Everglades for grades 5 Miami Lakes, FL 33016 students in grades 3-5 programs since 1990. She through middle school Mail Code: 0091 with below-average to has been a proud recipient through MAST Academy; Telephone: 305-557-3303 above-average reading skills of numerous grants – Citi and a guest speaker from participated in the initial Success Fund, Teacher Fax: 305-826-5434 Miami-Dade AHEC project. They met twice Mini-Grant, Adapter Grants, Principal: Dr. Robin Association with a a week for a period of and an Impact II Disseminator Behrman presentation called four weeks. Grant – and participated in “Bone Zone.” The Great American Sponsored by: Teach-A-Thon. STANDARDS Ms. Slonin has created Florida Matching many interdisciplinary units, Language Arts presented workshops, assisted LA.B.1.2, LA.B.2.2, Grants Program on many grant writing teams, LA.A.1.14 and presently serves on the Teacher Advisory Board for Science Scholastic’s Super Science SC.A.1.2, SC.H.1.2 magazine. Science 21 The Education Fund • www.educationfund.org Celebrate Us! Originally a Citi Success Fund and TNLI Action Research Project
STUDENTS STANDARDS This project was designed Grades 3-5: to be adapted by almost any Language Arts grade and achievement level. LA.A.2.2, LA.B.1.2, LA.B.2.2, It has been used with LA.C.3.2 Kindergarten, second- and sixth-grade students. The Social Studies sixth-grade class met daily SS.B.1.2, SS.B.2.2, SS.D.2.2 for Language Arts and Grades K-2: Geography for five weeks. Language Arts There were in-class lessons, LA.B.2.1, LA.A.2.1, LA.C.1.1, independent activities and LA.B.1.1, LA.C.3.1 home learning assignments. Social Studies SS.B.1.1, SS.B.2.1, SS.D.2.1 Incorporating students’ culture into their STAFF Foreign Languages Patti Ward graduated cum lessons and homework assignments increases FL.A.3.1, FL.B.1.1 laude from Barry University parental involvement. Breaching the cultural with a B.S. in 1981. She Grades 6-8: barriers motivates both parents and students received a Master’s of Urban Language Arts to work together to complete the homework Education from FIU in 1992. LA.B.1.3, LA.A.2.3, LA.B.2.3, She has 25 years of teaching assignments, resulting in a positive impact on LA.C.1.3, LA.D.2.3, LA.C.3.3 experience in Miami-Dade Social Studies students’ academic performance. County Schools. She has SS.B.2.3, SS.B.1.3, SS.D.2.3 been selected as a Chapter elebrate Us was developed based on action 1 Teacher of the Year, MetLife TNLI Fellow, a directing research that demonstrated how infusing teacher of five interns, as Patti Ward students’ culture into homework assignments C well as selected four times [email protected] increases parental involvement, which in turn improves for “Who’s Who of American academic achievement. The project’s plethora of Teachers.” She has been Oak Grove Elementary hands-on activities covers all aspects of the students’ awarded grants from Cedars 15640 NE 8 Avenue heritage and culture. It begins with students maintaining Medical Center, Adopt-a- Miami, Fl 33162 a family journal and researching their culture, country Classroom and The Education Mail Code: 4021 Fund’s Impact II and Citi of origin, and family heritage. Through research, Telephone: 305-945-1511 Success Fund programs. technology, discussions, journaling, and the creation of Fax: 305-949-4090 Principal: Mark Mijuskovic an extensive report and presentation, students complete MATERIALS & work in language arts, reading and social studies. RESOURCES During this project, the students, parents, and Sponsored by: Disposable cameras, journals educators not only embrace their own culture but are and arts and crafts materials exposed, through presentations and festivals, to all the are used. Included in the Idea diverse cultures that make up the school’s community. packet are journal ideas, references, resources, lesson plans, a grading scale and items to include in students’ reports. 22 Social Studies Ideas with IMPACT • www.educationfund.org Holocaust Education
his collection of resources and IMPACT II programs on Holocaust Education is provided to ensure that the Timportant lessons of the Holocaust are not forgotten and will be passed on from generation to generation. This vast array of programs by highly qualified teachers enhances the Holocaust curriculum for most grade and academic levels. Funding for all of the programs listed below is available through Adapter grants.
FUNDS AVAILABLE TO disseminator) is a powerful and effective teaching tool. IMPLEMENT PROJECTS Jewish life and survival tactics • View/print the Idea Packets during WWII are told in a (guides that include lesson plans, first person account. worksheets and resource lists) of Deedee Toner, Media Specialist Sponsored by: the Holocaust projects online at South Dade Senior High www.educationfund.org. Mail Code: 7701 Robert Russell Memorial Foundation • Contact the author/disseminator 305-247-4244, ext. 2252 The Robert Russell Memorial Foundation was created by Bob [email protected] Russell, a long-time Miami leader. It was activated at the time of of the project for advice on his death in December, 1983. It funds programs for youth in Miami implementing the idea. Never Forget (1-2, social studies, and supports many programs benefiting the Jewish communities • Apply for an Adapter grant language arts) Lessons and in Miami, the nation and in Israel. (up to $400) for any of the activities based on picture books Holocaust projects listed fulfill the requirements of the RESOURCES Holocaust Documentation & below on-line at State of Florida mandate requiring Education Center www.educationfund.org. Holocaust Education for primary Dr. Miriam Klein Kassenoff (Museum to open in 2008) An Adapter application is age. Lizette Kabak Weingard M-DCPS Education Specialist, www.holocaust.fiu.edu also found in the inserts of this Virginia Boone Highland Holocaust Education 305-919-5690 Ideas with IMPACT catalog. Oaks Elementary Director, UM Holocaust Studies Rositta Kenigsberg Mail Code: 2441 305-931-1770 Summer Institute [email protected] or PROJECTS TO ADAPT [email protected] Education Director, The Holocaust Memorial [email protected] Anne Frank: The Story (6-10, Teaching the New Three R’s: social studies, language arts) 1500 Biscayne Blvd., Provides the following for Respect, Responsibility and Miami, FL 33132 educators: Research and writing skills are Remembrance (9-12, English, taught as students keep journals 305-995-1201 • State of Florida Resource world history, American [email protected] throughout their study of government) A series of activities Manual on Holocaust Anne Frank: The Play. using primary documents and Dr. Kassenoff provides information Education Ilana Ascher-Alamo first-hand reports which culminates and workshops on Holocaust • Teachers’ Institute on Arvida Middle School in student presentations to their Education. She co-authored with Holocaust Studies Mail Code: 6021 peers and a holocaust survivor. Dr. Anita Meinbach: Memories • Student Awareness Days 305-385-7144 305-383-9472 (fax) Jan Hartleben of the Night: A Guide to the • Speakers Bureau Holocaust and Studying the • Writing and Visual Arts Courage to Care Quilt Project (contact The Education Fund, 305-892-5099, ext. 18) Holocaust Through Film and Contest (middle, high school) (2-12, social studies) Literature. A study of the Holocaust with its The Holocaust Remembered: USC Shoah Foundation The Holocaust Memorial courageous victims, rescuers and A Multi-Media Showcase Institute for Visual History resistance fighters is a precursor and Contest (6-12, interdisciplinary) 1933-1945 Meridian Avenue Miami Beach, FL 33139 and Education to the quilt project. Students then Lessons from the Holocaust are www.usc.edu/schools/ study people from other eras applied to original projects in a 305-538-1663 www.holocaustmmb.org college/vhi who had the vision and courage to variety of medium. A showcase, 213-740-6001 make positive changes in the world. contest and a series of guest A large environmental sculpture Dr. Anita Meinbach lectures, including Holocaust with a series of outdoor spaces • An archive of 10,000+ online (contact The Education Fund, survivors and Allied liberators, designed to lead the visitor visual history testimonies of 305-892-5099, ext. 18) educate the school and through a procession of visual, holocaust survivors. community on the Holocaust. historical and emotional • Echoes & Reflections: a Entombed, a Holocaust Deedee Toner experiences . It provides cultural multi-media curriculum Remembrance (9-12, English) Media Specialist and educational programs for for high school students Coupling the written word, South Dade Senior High the community including field is available at www. “Entombed” by Bernard Mayer, Mail Code: 7701 trips for students. echoesandreflections.org a local author, with an audio 305-247-4244, ext. 2252 recording (provided by [email protected] Social Studies 23 The Education Fund • www.educationfund.org We Didn’t Start the Fire Scrapbook Challenge
STUDENTS RESOURCES During 2004-2005, 100 grade A field trip to the media 8 students, and in 2005-2006, center at the local public 120 grade 9 students – from library; Internet resources. both regular and advanced (The Idea Packet contains a classes – participated. The handout on distinguishing 2005-2006 class was invited between historically reliable to display their scrapbook and unreliable websites.) at Florida International Teachers may seek discounts University, where they had or donations from local conducted most of their scrap-booking companies. primary document research. This project may be adapted STANDARDS for Inclusion, Regular, Sunshine State Standards Advanced and Honors students from grades 8-12, Social Studies and used with both large SS.A.5.4.5, SS.A.5.4.6, “With so much emphasis on testing and and small groups. SS.A.5.4.7, SS.B.1.4.4, SS.C.1.4.4 isolated skill development in preparation STAFF Language Arts for FCAT, it is refreshing to see an engaging Monica Rosales began LA.A.2.4.6, LA.A.2.4.7, LA.A.2.4.8, LA.A.2.4.4 project on U.S. History that challenges students teaching in 2003 and has taught Bilingual Curriculum NCSS Curriculum Standards to develop their research, writing and Content students, Inclusion, for Social Studies Regular, Advanced and I Culture; II Time Continuity higher-level thinking skills.” Honors social studies. She and Change; V Individuals, was the 2004 Doral Middle – John R. Doyle, Administrative Director, Groups and Institutions; IX School Rookie Teacher of the Global Connections M-DCPS Division of Social Sciences Year and was recognized in Who’s Who Among America’s Teachers and as a Marquis Monica D. Rosales tudents are challenged to create a scrapbook Who’s Who in America in 2007. There is no need for [email protected] with a chapter on each of the last six decades. staff assistance on this Doral Middle Each chapter must contain primary document S project, although parent 5005 NW 112 Avenue research on every subject mentioned in Billy Joel’s involvement is highly encouraged. Miami, FL 33178 1989 song, “We Didn’t Start the Fire.” Mail Code: 6151 Students also create chapters that identify for each MATERIALS Telephone: 305-592-2822 decade a best-selling novel, four memorable national Creative recycled materials ext. 314 news events, the most popular film, a music such as magazine cut-outs are Fax: 305-597-3853 encouraged, but purchased Principal: Tatiana De performer/band, as well as one memorable sporting scrap-booking supplies are Miranda event. Students also include an essay analyzing what also used. The Idea Packet they believe Billy Joel meant to express with the phrase, contains a scrapbook rubric based on content and Sponsored by: “We didn’t start the fire.” This song review not only creativity to offset the generates a study of modern US history and current purchased supplies, a student Original Impressions instruction hand-out, detailed events, but enhances analytical and critical thinking, grading scale and an Internet and research and study skills. resource handout. William L. Culbert Jr. Trust
24 Social Studies Ideas with IMPACT • www.educationfund.org Animate It Originally an Assurant Teacher Mini-Grant
n a unit on space, students study living on the International Space Station (ISS) and design a Claymation movie to In this fusion of science and visual arts, Idemonstrate their knowledge. Students worked with students delve into life on the International computers to research, gather and present information on Space Station and create an animated movie living in space. The art teacher and the gifted resource teacher collaborated to engage students in this project. Under the to document their learning. direction of the gifted resource teacher, the students studied and discussed various aspects of space travel. They investigated what astronauts do on the ISS and considered factors such as gravity, air purity, and daily activities. Students worked in groups to develop their ideas and create a storyboard. The art teacher assisted with designing the background scene and guided students in creating their models. Both teachers instructed and supervised students as they developed their backdrops, sculpted figures of wire and clay, posed the models, and took photographs that were uploaded to the computer. Students then learned to use animation software to create the movie. A special screening of the final production was shown to their peers.
STUDENTS MATERIALS & The project was designed RESOURCES for fourth- and fifth-grade Twisteez colored wire, packs students in the gifted program. Sponsored by: of clay, pipe cleaners, Nancy Mastronardi The students worked in teams aluminum foil, garlic press, in every phase of the project. Marcelle Farley poster board, foam core nancymastronardi@ board, monofilament fishing dadeschools.net STAFF line, DVDs, cutting pliers, Nancy Mastronardi, the art bending pliers, tripods, [email protected] teacher, and Marcelle Farley, ClearOne Communications teacher of the gifted, are FlexCam, 100 Wigley Eyes, Joella C. Good Elementary both National Board Certified low-temp glue gun, glue 6350 NW 188 Terrace and hold master’s degrees. sticks, animation software. Miami, FL 33015 They both teach at Joella C. Mail Code: 2181 Good Elementary and have STANDARDS worked together on many Telephone: 305-625-2008 projects. Ms. Farley is a Science Fax: 305-628-0460 member of the Miami-Dade SC.E.1.2, SE.E.2.2 Principal: Lizette Campa County Science Teacher Visual Arts Association and coordinator VA.A.1.2, VA.B.1.2, VA.E.1.2 of the SECME program at her school. Mrs. Mastranardi has entered her students’ art work in many competitions, where they have received numerous awards.
Technology 25 The Education Fund • www.educationfund.org Teaching Classroom to Global Collaboration on the Web
sites” from biological, MATERIALS & physical, chemical and geo - RESOURCES graphic perspectives. In Lab’s Items used are binders, folders, Alive, experiments are held journals, still and video digital simultaneously in a number cameras, and DVD disks. Web of different countries and in sites include: www.learner.org/jnorth, a wildlife migration project www.joensuu.fi/eno/basics/bri students throughout the U.S. efly, www.us.iearn.org, and Canada analyze and www.artifactbox.com, and www.futurecity.org. exchange their findings on the Internet. Each of these STANDARDS units incorporates writing, Science math, science and language These activities engage students in a global SC.G.1.2.1 arts. In addition to these, community through online collaborations that Language Arts there are many music, visual LA.B.2.2.1, LA.B.2.2.2, broaden their perspectives, promote cultural art, and movie Internet LA.B.2.2.3, LA.B.2.2.4., LA.B.2.2.6 awareness, and encourage service – all while collaborations that appeal Social Studies learning across the curriculum. to students of all ages and SS.B.2.1.1, SS.B.1.3.2, help to promote a better SS.B.1.3.4, SS.B.2.3.1, ducators realize the need to bring what they teach understanding of the world. SS.B2.3.2., SS.B.2.3.3 and how they teach into line with how the modern Eworld works. For the 21st century, students need to STUDENTS Minerva (Mickey) Santerre know more about the world and become global citizens, This project is suitable for work in teams with people from different cultures and grades three through nine [email protected] for either classroom or school- learn technology skills. To facilitate this approach to wide use. The curriculum can learning, global Internet opportunities abound for be accelerated or simplified Frank C. Martin K-8 IB collaborative projects in all subject areas. Students use according to classroom-based Center objectives. the Internet to reach out globally in projects that range 14250 Boggs Drive from posting tourism brochures on their cities in the City Miami, FL 33176 STAFF Quest Web site, to “playwriting in the round” with Mail Code: 3101 different classes writing one act of a mystery play, to Minerva (Mickey) Santerre has Telephone: been teaching for 25 years exchanging cultural artifacts and picture essays in an and is a National Board Certified 305-238-3688 ext. 152 ecological footprint project on sustainable development. Teacher in Middle Childhood Fax: 305-232-4068 In other projects, students use math skills to investigate Generalist. She holds a Specialist Principal: Pamela F. Brown degree in Science Education social concerns as they compare global water consumption and is in the final stages of and use the data to promote greater equity in the world obtaining her doctoral degree. Sponsored by: around them. With Global Lab, classrooms join a collabo - She is on the Advisory Board of the National Science Teachers rative science investigation and analyze local “study Association in Special Education. She has received multiple grants from The Education Fund.
26 Technology Ideas with IMPACT • www.educationfund.org The ABC Quilting Bee Originally an Assurant Teacher Mini-Grant
STAFF STANDARDS Ellen C. Skidmore, NBCT, The project is adaptable to has been teaching profoundly any subject matter that can mentally handicapped be represented on quilt students for nine of her 14 squares. The quilt has been years in Miami-Dade County. used as a choice board in a She has been awarded The pre-K class, as a culminating Education Fund’s Citi Team activity for the “Shake-a-Leg” Mentor grant, IMPACT II educational experience and Adapter Grant, and four as a tool to generate chapter Teacher Mini-Grants as well summaries of a novel. as other grants totaling more than $115,000. She enjoys Ellen Skidmore In this project that builds self-esteem and including others in her grant fine motor skills, a diverse student population writing endeavors because [email protected] of the friendships formed researches, synthesizes ideas into images working collaboratively on and draws to produce a work of art that is interesting projects that Gulfstream Elementary displayed to the public. increase student achievement. 870 SW 200 Street Miami, FL 33157 n The ABC Quilting Bee , a team of special education STUDENTS Mail Code: 2321 teachers guide students who are learning disabled, Approximately 150 pre-K Telephone: 305-235-6811 Iautistic, trainable mentally handicapped, and through fourth-grade profoundly mentally handicapped through an students with disabilities Fax: 305-278-2365 exploration of the alphabet. First, the class chooses participated, along with 25 Principal: Susan Lyle multiple alphabet books during a trip to the school students who were not library. The stories are read aloud and discussed, and a disabled. This project can favorite book is chosen as the theme for a class quilt. The be used with any grade in Sponsored by: students research and identify one image for each letter any discipline with minor of the alphabet. Their creativity is unleashed when they adaptations. draft and then finalize a drawing illustrating their letter. Florida Matching Grants Program Using an innovative technique demonstrated by MATERIALS & Dr. Jeanne Bergeron at the University of Miami/M-DCPS Summer Reading Institute, students create a quilt block RESOURCES of their image using cotton muslin fabric, permanent One and one-half yards each markers, and common crayons. The blocks are sewn of cotton calico, white cotton into a quilt. The students experience the joy of being muslin and thick quilt batting, “real artists” when their work is shown for all to see thread, freezer paper, extra at the school art show. fine Sharpie markers, crayons, Given the wide choice of novelty cotton fabrics, this pins, scissors, and a sewing quilt idea can be extended to math lessons on number machine. It is helpful to know recognition and counting; social studies lessons on Black how to sew or to enlist History heroes; language arts lessons on fairy tales; or someone who can. any other subject area that lends itself to being drawn on a 6” muslin square.
Varying Exceptionalities 27 The Education Fund • www.educationfund.org Mosaics and Your World
STUDENTS STANDARDS This project was designed Sunshine State Standards are for a class of eight Profoundly covered for the Profoundly Mentally Handicapped Mentally Handicapped students, but clearly has the students in the IEP (Individual potential to positively impact Education Plan) goals students of all ages and developed for each student abilities in a range of through the Assessment and disciplines. Learning Profile (ALP).
STAFF Debra Gaudet has worked Debra Gaudet with developmentally [email protected] disabled students in both the Students not only learn about world art and classroom and the community Thomas Jefferson Middle cultures by studying and creating mosaics, for 30 years. She has a M.ED. in Education/Special 525 NW 147 Street but they also improve sensory awareness, Education and is Nationally Miami, FL 33168 eye-hand coordination, receptive and Board Certified. She has Mail Code: 6281 expressive language, sequencing, and received numerous grants to integrate ESE students into Telephone: 305-681-7481 fine motor skills. the academic and social life Fax: 305-688-5912 of the school. Jasmine Fulton, Principal: Ellen Wright a paraprofessional aide, hrough the use of varied materials in making assists with this project. mosaic projects, students of all ages and abilities Tcan benefit from visual and tactile experiences MATERIALS & Sponsored by: integrated with basic content area focus. The exploration RESOURCES of color, space, textures and world cultures blend to William L. Culbert Jr. Mosaics can be made using Trust stimulate learning on many levels. Awareness of the wallpaper, paint chips, world, its peoples and traditions come into play as buttons, broken plates, do the resources various cultures use to carry on plastic pieces, stone, clay, traditions, adorn themselves, and create artistic and glass, magazine cut-outs, utilitarian objects. foam or felt pieces, construction paper Learning opportunities can be as simple as decorating and wood. a pot or as complicated as how to derive the materials used. In their research, students find mosaics are used in many cultures to decorate anything with a hard surface such as flower pots, picture frames, vases, and cups to furniture, floors and walls.
28 Varying Exceptionalities Ideas with IMPACT • www.educationfund.org Teachers Network Leadership Institute (TNLI) An Action Research Program of The Education Fund
About TNLI The Teachers Network Leadership Institute (TNLI) is an action research initiative of MetLife Fellows from 14 nationwide affiliates. Each affiliate is comprised of highly accomplished teachers who are Nationally Board certified and/or have advanced education degrees. These teachers conduct practitioner-based research in order to better inform their practice and improve student achievement. The mechanism ensures that education policy making is informed by teachers so that the realities of schools and classrooms come alive for policy makers. TNLI empowers teachers by training them to utilize ongoing research to improve instruction and influence education policy decisions. Action research is a process teachers can use to analyze the effectiveness of their instruction through data collection, observation, evaluation and reflection. Full-time classroom teachers research issues that affect their students and develop recommendations, document their work in papers and publications, Research topics include: and disseminate their work locally and nationally. To get the word out, teachers give presentations to school districts, school boards and • service learning • looping ESE students national conferences and join influential task forces and advisory boards. • habits of mind • use of forensics to motivate • teaching social studies through art • infusing homework with The university advisor to the program is Dr. Jill Farrell, director of Ph.D. • training teachers in hands-on science students’ culture and Ed.S. Curriculum and Instruction programs at Barry University in • Visual Thinking Strategies • reflection strategies in Miami. The program includes monthly meetings within a learning • Web-based tutorials professional development community focused on intensive training in conducting action research, readings and discussions on teaching strategies and practices as well as Additional studies conducted by MetLife fellows from other affiliates of the information on how to influence education policy decisions. Teachers Network can be found at www.teachersnetwork.org. Topics Researched Apply to be a TNLI Fellow Monographs of the research conducted by TNLI MetLife Fellows, along If you would like to explore conducting research in your classroom and receive with their contact information, are posted on The Education Fund’s web site a $750 grant to do so, please review the application in the inserts of this cata - at www.educa tionfund.org. log or apply online at www.educationfund.org.
Superintendent’s Urban Principal Initiative (SUPI) The SUPI program works to inspire and prepare urban school leaders for future roles as principals. This effort also includes developing and retaining leadership teams at targeted high-need secondary schools. Action research, part of the SUPI team-based model, helps participants focus on improving student achievement and trains them in a data-driven process. As SUPI participants are immersed in the on-going systematic inquiry required of action researchers, they learn to challenge existing notions of what they know about students and classrooms. This helps to make their schools true communities of learning. With “action” as the operative concept, research is put into motion as educators learn by experience which approach is most effective in any given situation. Several of the SUPI team members also conducted research individually and joined the TNLI learning community for their monthly meetings. Their research is included with the TNLI offerings on the following pages. SUPI is funded by the Wachovia Foundation and the United States Department of Education. For more information, visit www.educationfund.org.
Teacher Network Leadership Institute (TNLI) 29 The Education Fund • www.educationfund.org
HOW WILL THE USE OF TECHNOLOGY AND THE WRITER’S RESPONSE FROM MY CLASSROOM WEB SITE HELP TO IMPROVE MY STUDENTS’ WRITING SCORES?
Problem/Rationale teachers and students are more response that would then be necessary to properly computer literate and computers analyzed for further improvement. communicate with the world. According to the National Writing are faster, friendlier, and more Monthly assessments were Providing a source that is Panel, technology-based writing accessible in schools. Most studies conducted to monitor progress motivating and inviting will help has helped young people develop carried out during the 1990s found and a final prompt was given at the students of the 21st century. as writers on the new read-write that enrichment programs have the end of the year to show the Writing and technology go hand in Web. Grammar- and spell-checkers positive effects on students’ improvement that was made in hand, and as educators we must have aided proofreading, and writing skills and that instructional comparison to the same prompt take advantage of this and provide desktop publishing has opened technology often improves teaching that was given at the beginning the exposure needed to help our up new opportunities for graphic programs in mathematics and in of the year. students achieve. design and publication. Any the natural and social sciences. author could become his/her own • Time and funding is needed, In fact, “simply giving students designer, distributor of real-world Analysis especially for low-income greater access to computers and texts for actual audiences. Through students who do not have Internet resources often results in As a result of the project, my my Web site I was able to find a access to a computer outside gains in writing skill.” Technology students performed better and way to not only motivate my the classroom, so they may can enable the development of they showed significant gains in students, but to help them improve take advantage of all resources critical thinking skills when their writing. Mary, an ESOL their writing skills. The students available. students use technology student, showed gains from the responded via my Web site to a presentation and communication beginning of the year. She went • Greater emphasis should be variety of writing prompts that tools to present, publish, and from a one-paragraph response to placed on technology, incorpo - enabled them to work independently share results of their projects. a three- paragraph response with rating it into the curriculum, and at their own pace. The goal of focus. Mac, another student, particularly as a part of writing. my plan was to embed technology showed significant gains, going in the classroom and to see how Data/Tools from a 2.0 to a 4.0 on a scale of • Professional development is having the students write and I utilized several means of collecting 6.0. As we worked together and needed to prepare our respond to me via e-mail would data. I used notes made on my analyzed their writing, they teachers so they may, in turn, improve their writing scores. students’ writing, journaling, a became more aware each time prepare our students to use writing rubric, writing entries, of the improvements they needed technology in connection with Research and monthly writing prompt to make. They also showed writing in the curriculum in order motivation in working on the to have a society that will face When students are invested in assessment data. I met with each student after he or she had Writer’s Response from the the challenges of tomorrow. what they are doing they produce classroom Web site. Through both higher quality work. According to completed the response from the classroom Web site and estab - guided and independent writing, the Center for Applied Research in both of the mentioned students Educational Technology, recent lished the certain skills the student Maria E. Breen needed to acquire. Through the were able to practice note-taking studies suggest that instructional [email protected] use students produced a writing skills, identifying the major con - technology is thriving today as cerns embedded in their writing and making revisions. Additionally, Paul Laurence Dunbar the overall effect of incorporating Elementary technology as part of my classroom 505 NW 20 Street curriculum was positive because Miami, FL 33127 the students were able to work Mail Code: 1441 independently. Telephone: 305-573-2344 Policy Recommendations Principal: Marie L. Destin The field of education needs to be one of the great sources of information and collaboration in tne 21 st century for students to become proficient writers, especially in a society filled with “texting” and “IMing,” is a constant challenge. Students need to be provided with the tools
30 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
WHAT WILL HAPPEN WHEN NEW TEACHERS IN AN URBAN SETTING ARE PROVIDED WITH A SPECIFIC SITE-BASED NEW-TEACHER PROGRAM?
Problem/Rationale mentorship programs may be conducted biweekly. New teacher Policy Recommendations ineffective and have adverse, surveys were administered during Although new teachers are hired The following policy instead of positive, effects on the the last week of school. Finally, by their respective districts, they recommendations are suggested development of new teachers. new teachers’ attendance records are trained by the specific school for an urban site-based new- were analyzed. sites where they work on a teacher induction program: Wong (2004) concluded that the day-to-day basis. Therefore, most successful induction programs • Multi-year approach to it is imperative that school sites Analysis share seven common characteristics: induction prepare new teachers to teach Given that the school has been effectively. 1. Induction or orientation for four labeled by the State as a School • Adequate time for each mentors to five days before school starts, In Need of Improvement and the and new teachers to plan The literature documents the District has labeled it a Zone together overwhelming need for teachers 2. A continuum of professional School, professional development across the country. The research development, is an important component of the • Modeling opportunities also indicates that new teachers 3. Study groups in which new vision to improve the school. To • Smaller class sizes are being placed in schools that teachers can work with that end, new faculty members are low performing and highly colleagues in a learning are in greater need of specialized • Mid-year and year-end surveys challenging. They are usually community, professional development from new teachers on what assigned to teach the students opportunities. A site-based works and what needs with the greatest needs. 4. Strong administrative support, induction program was already improvement 5. Mentoring, taking place at the school, but I Research was not sure that the monthly 6. A structure for modeling meetings and the assignment La’ Tric J. Campfield, Ed. D. Although there is little quantitative effective teaching, research on the connection of a mentor would meet the [email protected] between teacher induction and 7. Opportunities for new teachers rigorous demands that new student achievement, there are to visit demonstration teachers would face. studies that suggest a strong classrooms (p. 44). Westview Middle After attending and speaking with relationship between the two 1901 NW 127 Street (Allington, 2003; Curran & Recruiting New Teachers (1996) a number of new teachers, it was Goldrick, 2002; Darling-Hammond reported that effective induction apparent that a more personal Miami, FL 33055 & Youngs, 2002). A study conducted programs should have three approach was needed for a majority Mail Code: 6981 plans of action: of the new teachers. It was also by the American Association of Telephone: 305-681-6647 State Colleges and Universities important to have an assessment 1. View induction as a multi-year tool that would enable new (2001) suggested that teacher developmental process. Principal: LaVette Hunter quality is the largest single teachers to provide feedback variable in student learning. 2. Ensure that school administrators about their experiences, mentors, understand how to meet new needs, what worked well for According to Tognerni and teachers’ needs and concerns them, and recommendations. SUPERINTENDENT'S URBAN Anderson (as cited in Wood, 2005), and how to convey to all staff PRINCIPAL INITIATIVE (SUPI) action research project principals can enhance their members the importance of Classroom observations were effectiveness as mentorship welcoming, guiding, and welcomed and provided coordinators by ensuring a good assisting new teachers. opportunities for discussion, match of mentors to new teachers, redirection, and support. Very 3. Provide high-quality mentoring, providing sufficient planning time few of the new teachers to date backed by adequate funding. and release time for mentors and have taken extensive time off from new teachers to work, focusing the job. The school lost one new mentorship efforts on collaboration Data/Tools teacher by resignation during the first semester; however, no exit regarding the improvement of A number of data tools were survey was taken to determine student learning, and providing utilized to evaluate the need for a exactly why he terminated new teachers with opportunities site-based induction program. his contract. for professional development and Interviews were conducted with rewards for their pursuit of those the Principal and Assistant opportunities. Without administrative Principal in charge of Curriculum. encouragement and support, Classroom observations were
Teacher Network Leadership Institute (TNLI) 31 The Education Fund • www.educationfund.org
WILL COLLABORATION BETWEEN A FIRST- AND FIFTH-GRADE TEACHER TO IMPLEMENT CONTENT-AREA KNOWLEDGE THROUGHOUT THE CURRICULUM AFFECT THEIR STUDENTS’ CONTENT KNOWLEDGE AND READING?
Problem/Rationale reduced lunch, the school meets poor comprehenders will continue century must learn to think across the Title One criteria. There has to lag farther and farther behind disciplines, since that is where For years we have observed been no previous research or their school-aged peers, will most new breakthroughs are made students struggling to meet implementation at this school therefore continue to grow. today. To prepare students for a standards in order to perform with regard to teacher collaboration global society, they must learn to well on mandated tests. Research and/or student collaboration, nor be critical thinkers and problem states that reading comprehension Data/Tools any content-based integration. solvers outside of the box. At the depends primarily on background Our rationale for this action Several data sources were used district leve l, students should be knowledge. As educators, our goal research was based on the need for this action research project. provided with cross-curricular is to build upon each child’s to increase students’ scores in Students created KWL charts and programs that contain depth and educational foundation. This reading comprehension through completed pre- and post-tests. rigor in all subject areas. With an allows children to be successful the integration of content-based To gauge their affective domain, interdisciplinary curriculum, the and to foster a love of learning. knowledge. students completed the Reader’s content areas can be immersed The need to find alternative Self-Perception Scale. Surveys were into the reading block and researched-based methods of given to students and their parents incorporated into the math and improving reading comprehension Research to determine the impact of their writing subjects as well. At skills within the mandated According to E.D. Hirsch, Jr., Books Buddies’ relationships. the school level , teachers constraints of local, state and “to become a good comprehender Finally, a team of third-grade and administrators need to national policies has led us to a child needs a great deal of teachers who integrated the collaborate and be included believe that content knowledge knowledge.” (2006). Wallis and content throughout the curriculum in the development of school is critical in raising student Steptoe stated, “to better prepare were interviewed as well. curriculum. achievement. students to thrive in the 21st century’s global economy, they Analysis The 720 students at Hollywood will also need an enormous Central Elementary represent an wealth of knowledge.” The conflict The results of this study indicate that the majority of the students urban, traditional elementary therefore arises when students are Peggy Cannis school in Broward County, FL. being instructed almost solely on involved positively increased their The students who participated in reading strategies and not the reading comprehension. The most Deborah Cowfer significant gains were evident in this study included an average broad knowledge base that results [email protected] first-grade class and a fifth-grade in true comprehension. Students the first-grade students. There was [email protected] gifted and high-achieving who can decode may not necessarily also a significant increase in the class. Students of this particular have the adequate background comprehension of science-based vocabulary words. One unexpected community are a distinct combination knowledge to successfully identify Hollywood Central of low socioeconomic backgrounds the main idea in a paragraph or result was the relationship that and eminently affluent families. the ability to summarize a story. proliferated between the younger Elementary and older students. Their collabora - Since more than half of the The “Matthew Effect” (Hirsch, 1700 Monroe Street population qualify for free or 2006), in which children who are tion developed into an increased mutual motivation and interest Hollywood, FL 33020 in science. Through multiple Telephone: 754-323-6150 observations and other instruments, it was apparent that Principal: Frances Merenstein the emotional intelligence of all of the students was affected as well.
Policy Recommendations As a result of the NCLB legislation, we believe that the rigid focus on reading strategies has diminished the content areas in our nation’s schools’ curricula. This study highly recommends that on a national level , the content areas be incorporated throughout the curriculum. Students of the 21st
32 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
WHAT WILL HAPPEN TO STUDENT ACHIEVEMENT IN MATH AND ART WHEN MATH CONCEPTS AND SKILLS ARE INTEGRATED INTO ART CURRICULUM?
Problem/Rationale concerning “art for sake of arts.” Phillips and Bickley-Green (1998) In our state, the emphasis on report seeing improvement of scores in FCAT math, reading and student test scores through arts science may cause some policy education. Chapman (1998) makers to see the arts as less than experienced positive results critical to our students’ education. with integrated arts curriculum. In my experience in the art room, I have seen that combining art and math activities encourages Data/Tools students to see connections to Many data sources were real life and experience the joy considered in my research. At the of learning. I strongly feel that beginning of the school year I including Visual Arts in the reviewed pre-test FCAT math curriculum pays large dividends assessment in my fifth-grade in the pursuit of higher academic classes and identified benchmarks achievement in core curriculum and strands that could be included for all students. in art instruction. I compiled art lesson plans that address My school is typical of the district. mathematical standards and was using correct terminology appropriate math vocabulary. There are 868 students at Treasure began to add information on and realized that there were new Training and orientation for new Island Elementary in the which math strands each lesson methods of instruction that would Visual Arts teachers in using math community of North Bay Village, a included. I recorded math help in student art production. I strategies should be included at part of the larger urban setting interactions, both formal and researched the use of Edusoft, district and school sites. of Miami-Dade County. The informal, in my daily written an online software company used Collaboration between math population is 78% Hispanic, 7% reflections. I photographed by my school, to sort and analyze and art teachers will enhance the Black, 11% White, non-Hispanic, artwork to document student data for math assessment by programs for both subjects and and 4% Asian/ Indian/multiracial. success in applying art and math strands. Preliminary findings improve both student attitude Thirty-three percent of the concepts. I conducted attitude were encouraging, and I hope and academic achievement. students have limited English surveys among fifth graders to to continue to show that proficiency, and 80.5% receive determine how interdisciplinary interdisciplinary work with math free or reduced student lunch. instruction improved their attitude teachers will encourage students Treasure Island Elementary made about math and art, and about to make meaningful connections Daphne Conner AYP (adequate yearly progress) for how each subject impacts their across the curriculum and [email protected] the school year 2005-2006 and daily life. stimulate deeper understanding earned an “A” rating from the of both art and math. state. My rationale for this action Analysis research is to demonstrate the Treasure Island Elementary academic value of arts education. On the pre-test FCAT math Policy Recommendations assessment, I discovered that 7540 East Treasure Drive My action research project North Bay Village, FL 33141 Research classes who had received an art demonstrates that elementary lesson in building a three-dimen - students academically benefit from Mail Code: 5481 Boyes and Reid (2005) summarize sional cube scored much higher on Visual Arts instruction by a highly Telephone: 305-865-3141 much of the current arts education a solid geometry question relevant qualified teacher. Educators should research in the United Kingdom to the art lesson than other classes take advantage of various learning Principal: Gloria P. Barnes and United States. They present taught by the same math teacher strategies such as hands-on and wide-ranging aspects of arts but which did not participate in activities that engage the education research including the the hands-on art activity. This imagination and emotion as impact on student self-esteem, encouraged me to examine many these are powerful ways to academic achievement, of my art lesson plans to align motivate our students. Art neighborhood renewal, them with math standards and to educators should incorporate math enhancement of critical thinking incorporate math vocabulary. I strategies when possible and use skills, transfer of skills across found that I had to use grade-level curriculum, and the debate math textbooks to ensure that I
Teacher Network Leadership Institute (TNLI) 33 The Education Fund • www.educationfund.org
HOW WILL A DATA MONITORING SYSTEM BASED ON ASSESSED BENCHMARKS IN READING AND LANGUAGE ARTS IMPACT THE INSTRUCTIONAL PRACTICES OF READING AND LANGUAGE ARTS TEACHERS IN GRADES 6-8 AND STUDENT ACHIEVEMENT?
Pretests were administered to instruction appeared to break the students to establish a baseline monotony of lecturing for the for the data collection. Teachers entire block. However, there were were provided with assessment variables affecting the reliability data without directive as to how of the intervention. The findings to analyze it. Students were could not be replicated once the assessed three times prior to the teachers were not observed or intervention in order to identify monitored as frequently in their patterns of achievement. Before pedagogical procedures. The the implementation of the data differentiation techniques were no monitoring system, a series of longer consistently employed and three professional development small-group instruction appeared sessions was scheduled with the to cease completely. Therefore, this reading and language arts researcher could not conclude with teachers. The intent was to certainty that there was a direct introduce the practice of analyzing correlation to improvement in and disaggregating data for the student achievement with an Problem/Rationale Research purpose of differentiating impact on instruction as a result The 2002 reauthorization of the According to a research analyst and instruction. After the trainings of the utilization of the data Elementary and Secondary writer for the ERIC Clearinghouse I compared the first district-provided monitoring system. Education Act mandates that on Educational Management at the interim assessment data to the schools receiving federal funding University of Oregon, data can be second assessment to note any Policy Recommendations are required to disaggregate their used for a multitude of purposes, changes in student achievement. I The policy implication of this student performance data by race, including tracking of student then created a spreadsheet that research project is that educators gender, and socioeconomic status progress, guiding teachers’ noted October interim assessment need training in how to analyze, in order to provide progress professional development, data and January interim disaggregate, and interpret data, information to the community and instructional and curricular assessment data, including a as well as training in how to state. The accountability initiatives interventions, creating and column indicating change. identify relevant data. Current mandated by school reform assessing school improvement trends in education are shifting measures have placed heightened plans, and allocating district Analysis to include data-driven decision emphasis on data analysis. The resources (2002). The most The initial results of this project making, now commonly referred focal point of accountability important facet of data-driven indicated that there was an to as DDDM; however, school and data-driven initiatives is to decision making is the instructional increase in student achievement communities at large remain develop policies and procedures implication that it should be used on district-authored assessments unapprised in how to indoctrinate that deliver immediate information as a guide for teaching rather than when teachers, administration, this practice into daily school for the improvement of schools. just a method of evaluation. and support personnel analyzed operations. Additionally, teachers My primary objective was to and disaggregated data need additional coaching in the Collecting and analyzing meaningful uncover the relationship between collectively. Teachers utilized the area of self-efficacy. data about the academic performance a data monitoring system on data to form small groups within of students helps under-resourced, teachers’ instructional practices the classroom to differentiate underperforming, and highly diverse Tanya S. Daly-Barnes and student achievement. instruction. Each group had varied schools identify achievement gaps, objectives according to their [email protected] Approximately 640 students at address equity issues, determine the specific benchmark deficiencies. Miami Edison Middle School were effectiveness of specific programs The students were afforded Miami Edison Middle the subjects of this project, of and courses of study, and target specific remediation opportunities 6101 NW 2 Avenue which 83% are of Haitian descent instructional improvement (Wendy which proved beneficial in and 15% African-American. Althoug h Schwartz, 2002). subsequent assessments. Miami, FL 33127 at least 75% of the Haitian students Mail Code: 6481 are American born, more than half Data/Tools At the outset, the intervention enter school as non-English speakers. Numerous data collection sources demonstrated growth in student Telephone: 305-754-4683 were utilized during this action performance and positively Principal: Richelle T. Lumpkin research project, such as a data affected the instructional methodologies of the teachers in monitoring table, checklists for SUPERINTENDENT'S URBAN that they were varied according teacher observations, teacher PRINCIPAL INITIATIVE (SUPI) surveys, and professional to process, content, or product. action research project development evaluation forms. This individualized approach to
34 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
DECONSTRUCTING AND RECONSTRUCTING: ENHANCING PROFESSIONAL LEARNING THROUGH COLLABORATIVE SELF-STUDY WHAT WILL HAPPEN WHEN A CLASSROOM TEACHER AND A UNIVERSITY TEACHER EDUCATOR UTILIZE COLLABORATIVE AND SELF-STUDY PROCESSES THROUGHOUT A PROFESSIONAL GROWTH EXPERIENCE FOCUSING ON THE TEACHING AND LEARNING OF THE VISUAL THINKING STRATEGIES (VTS) METHODOLOGY?
Problem/Rationale Research collaborative processes were Professional development to Research on professional monitored and documented. increase levels of professionalism development models for teachers Multiple data sources were utilized among classroom teachers is an recommends engagement in by each member, as each was ongoing challenge. Teachers collaborative relationships responsible for collecting data often seek to satisfy this need by (Crowther & Cannon, 2002; Porter, related to collaborative actions, participating in district-sponsored Birman & Garet, 2000). Yet the observations, anecdotal notes, professional development trainings collaborative relationship in and e-mails, photo documentation, that are short-lived and surface in of itself will not improve learning. interviews, audiotape recordings nature. Much of the literature Guskey (2003) points out the and artifacts of student learning. indicates that this type of variability regarding effective professional development is collaboration inherent in most Analysis ineffective over the long term in professional development. As we individually and then engaging teachers in authentic Through collaborative self-study collaboratively read through data study (Little, 1983). Opportunities research, Farrell, Giordano, and sets, we noted insights, began to that allow teachers to engage in Weitman (2006) arrived at a form initial codes, and grouped helping each participant to reach learning communities through working definition, where statements into meaning units. a greater understanding of how inquiry, collaboration and critical collaboration is seen as joining These led us to specify common social interaction informs our dialogue about teaching must be two or more parties who share a themes and patterns seen in each learning, and that of our students considered. Over the last decade, common vision and who are of our data sets. As we whittled (Bandura, 1977). Educators at all models have been developed that equally engaged to achieve down the data and began to move levels exist in an educational focused on efforts to bring groups mutually defined goals. Utilizing our themes around, we found architecture not of their own of teachers together to work in the expertise of each member, they ourselves grappling with how to making, with a set of constantly collaborative settings. Collaboration work interdependently, exhibiting turn our data into evidence to changing specifications, and in has been identified as an element honesty, openness, mutual respect, “support our claims to order for teachers to successfully of successful professional trust, responsibility, and knowledge” related to how our navigate this shifting terrain they development models, yet there is support for one another. collaboration had been a source have to be centered, motivated a gap between the antici pated and of influence on each others’ to be “the best they can be,” actual degree and quality of most Through individual and practice, as well as others in grounded in self-awareness, and collaborative relationships. This collaborative self-study, an our respective communities willing to maintain a reflexive collaborative self-study examines examination of collaborative (Whitehead & McNiff, 2006). one such collaboration where a relationships that seeks to identify stance that is open and accepting university teacher and a classroom the characteristics of this structure Findings of new ideas. This stance is not teacher examine the negotiation of and reveals the dynamic variables achieved in isolation but requires goals and decisions and the impact that sustain the purposes of The results of our data analysis, sharing, modeling, reciprocity, time on their relationship as they strive to improved teaching and learning our continuous dialogue and our and multiple opportunities for deepen their understanding of can be useful. individual and collective reflection collaboration and coming together the nature of successful collaborative revealed certain persistent themes in community. relationships that support Data/Tools that we believe help to form the ongoing pro fessional development structure of our burgeoning ideas After examination and analysis of in education. and theories about the significant Jill Beloff Farrell, Ed.D. our previous studies, we investigated role that collaboration plays in the literature on professional [email protected] This collaborative self-study built effective professional development development models and Department of Curriculum on separate studies done by each models. These themes were: collaboration. We then arrived at and Instruction of the two researchers as they 1) shared goals, 2) values, our “shared criteria and standards were involved in the teaching 3) impact on the relationship, Barry University of judgment for establishing and learning of Visual Thinking 4) transformation, and the validity of our research” Strategies (VTS), a specific 5) influence on others. Mark L. Rosenkrantz, (Whitehead & McNiff, 2006) and arts-based instructional proceeded to set up the parameters M.S., NBCT methodology that engages the Conclusion/ of our partnership. It was agreed [email protected] individual in learning to think that we would establish a pattern Point of View and communicate through art David Lawrence Jr. K-8 Center of de-briefing sessions after each (VUE, 2000). The emphasis on interpersonal VTS-centered interaction. relations and the impact on cognitive processes emanating from the Throughout the duration of the collaboration were essential in new collaborative partnership,
Teacher Network Leadership Institute (TNLI) 35 The Education Fund • www.educationfund.org
HOW WILL ON-SITE COACHING, COLLABORATION AND PROFESSIONAL DEVELOPMENT FOR NOVICE FOURTH-GRADE TEACHERS IN URBAN SCHOOLS IMPROVE STUDENT ACHIEVEMENT IN ORAL READING FLUENCY?
Problem/Rationale reading coach. Having been in a states that the initial level Fourth Grade Oral literacy position, I had insight into depends on sufficient practice in In order successfully survive their Reading Fluency what these five fourth grade reading to achieve fluency. introduction to teaching, novice teachers needed to know so they teachers must be provided with Data/Tools could assist their students in After-school classes in Best Practices support throughout their beginning achieving fluency in reading. were conducted two days a week The data resources used included years in this profession. How can (Tuesdays and Fridays) beginning teacher surveys (pre and post), teachers survive the year and September 19, 2006. These classes reflection sheets, classroom increase students’ reading skills as Research were designed to meet the needs observation and discussion, they learn how to relate to urban The professional development of the novice teachers in reading. and DIBELS. children? My focus was to support examined ways novice teachers Teachers were encouraged to give novice teachers through an on-site Analysis could gain best practices in input and reflect in an encouraging professional development reading through on-site coaching and nurturing way. These classes The analysis of the findings component. Coaching and and collaboration throughout played a key role in developing the revealed that the professional collaboration was provided in the the beginning year of teaching. novices’ craft. I made informal coaching/collaborative model was classroom while instruction was “Coaches are the bridge between observations of the beginning successful in promoting group taking place. This research took the visions and making the vision teachers’ classrooms, followed by relationship and social interaction place at Pine Villa Elementary, reality in the classroom,” (Nancy reflective conversations to discuss among the teachers. This enhanced an urban school located in south Shanklin, director of the recently problems observed in the classroom. the teachers’ classroom instruction Miami-Dade County, FL. The launched Literacy Coach First, I surveyed teachers to assess which subsequently improved the professional development Clearinghouse Web site, October their knowledge in reading. Next, students’ oral reading fluency. provided classroom coaching 2006). The National Assessment of I composed a schedule of activities and collaboration in addition Educational Progress conducted a to fit the needs of the teachers. to immediate feedback to Policy Recommendations large study of the status of fluency Finally, I established an ongoing accommodate problem areas Continuous, intensive efforts must achievement in American coaching and collaboration schedule and evaluate reflective practices be made to provide high quality education (Pinnell et al., 1995). to allow teachers the in-classroom to become better educators. on-site staff development for This study examined the reading support needed to provide the novice teachers, especially those in fluency of a nationally representa - educational environment for The need for this focus was born urban schools. Time and money is tive sample of fourth graders and students to learn. The collaboration’s when I realized that more than necessary and must be provided found that 44% of the students ultimate goal was to improve 60% of the staff at my school had for at least the first three years to were not fluent with grade-level effectiveness in the classroom; help little to no experience in teaching make ongoing coaching and stories that students had read the novice teachers accomplish reading. In the fourth grade, collaboration successful. Support under supportive testing conditions. their goals in the classroom; and teachers’ experience ranged from of novice teachers is of the highest The National Research Council, as move them toward excellence in one to two years. None of the Preventing Reading importance if they are going to be reported in classroom teaching and toward teachers had any experience in Difficulties in Young Children successful. becoming more accomplished teaching Reading/Language Arts. (Snow, Burns & Griffin, 1998), professionals in the future. For many years, I had worked as a
Johnnie D. Farrington [email protected] Fourth Grade Oral Reading Fluency Pine Villa Elementary 21799 SW 117 Court Miami, FL 33157 Mail Code: 4461 Telephone: 305-772-3242
36 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
WILL INCORPORATING DEVELOPMENTALLY APPROPRIATE “HANDS ON” SCIENCE ACTIVITIES IN A PRE-K CLASSROOM IMPROVE STUDENT READINESS SKILLS FOR KINDERGARTEN?
Problem/Rationale Research Data/Tools The rationale for this action According to research, Baseline data used for this research was based on the critical developmentally appropriate research project are Phonological needs of my students concerning practices are age and individually Early Learning Inventory Pre and the level of engagement in daily appropriate (Aldridge, 1992); Post Tests (PELI) and the Learning routines, lack of readiness skills socially and culturally appropriate Accomplishment Profile Diagnostic evidenced in the pre-tests given (NAEYC; Bredekamp and Copple, (LAP-D) Pre and Post Tests (LAP-D at the beginning of the school year 1997) and contribute to children’s subtests: Cognitive Counting, and the number of ESOL students development by influencing Cognitive Matching, Language in my classroom lacking a development of knowledge in Naming, and Language Compre - “pre-school vocabulary.” Matching physical, social, emotional, and hension). Data was collected from students’ natural curiosity about intellectual areas. An essential teacher lesson plans, the teacher’s science by planning daily, element of developmentally reflective journal, students’ work, science-based, developmentally appropriate practices (DAP) is and daily key notes (anecdotes) appropriate activities (such as child centered learning. Vygotsy used in the High Scope Program. Policy Recommendations interactive story reading, child supports that the teacher is the Key notes were taken by the The Miami-Dade County Public interest-driven activities, music, mediator and facilitator. teacher, paraprofessional, student School system, through the State’s movement, oral language teacher, and volunteer. Voluntary Pre-K Program (VPK) activities, and hands-on Students build effective mental program, has added a new exploration activities) can increase habits by participating in science Analysis component to the High-Scope student engagement and advance experiments, theorizing about The LAP-D Post Subtests revealed Curriculum called Discovery Time, the development of readiness causes and effects, hypothesizing that 66% of the class increased in during which students explore skills. Science process skills used explanations to account for age equivalent growth (AEG) of 6 scientific and math concepts. across the curriculum are observations, and analyzing and months or more. Significant gains Further support should be given to observation, object manipulation, synthesizing whatever information of over 16 months of AEG were train and prepare Pre-K teachers classification, making predictions is available (Kats, 1998). If children made in ESOL and ESE students. in science to best utilize this time. and the use of verbal, musical, and are engaged in investigations of Although the subtests showed Little research has been done on kinesthetic languages to describe things around them in the course 50% of the ESOL and ESE students the impact of utilizing science the properties of manipulated of which they persist in seeking tested blow their AEG, the gap in process skills in Pre-K; therefore objects. Scientific culture can answers to their questions, and AEG has narrowed. After this I recommend further study begin in Pre-Kindergarten, when solutions to the problems they project 12 students tested at in this area. children’s curiosity and desire to encounter, then learning increases their own AEG or higher. More learn are at a high point, and will and individual skills are increased student-attending behavior during be enriched in the following years. and transferred to new situations science activities has been noted. Peggy Gordon when science process skills are Science vocabulary has been The sample in this project is a emphasized in the classroom carried over to other activities. [email protected] Miami-Dade County Public Schools (Padilla, 1990). Piaget indicates in The analysis of the PELI tests is Voluntary Pre-K (VPK), classified his research that learning activities not available at this time. The Biscayne Gardens Elementary Title I, and using High Scope should involve problems of strengths of the gains in AEG Curriculum. The class profile of the classification, ordering, location, suggest that developmentally 560 NW 151 Street 18 Pre-K students in this research and using concrete objects “hands on” science activities Miami, FL 33169 project is 39% Creole, 33% appropriate to the level of motor have positively impacted student Mail Code: 0361 Black-Non-Hispanic, 22% or mental operations for the age readiness skills for kindergarten. Hispanic, and 6% Multi-racial of the child. Telephone: 305-681-5721 (Anglo-Hispanic); 61% are ESOL; Principal: Maria L. LaCavalla 12% are special education students and 22% are in the Speech Program. All are on free or reduced lunch fees.
Teacher Network Leadership Institute (TNLI) 37 The Education Fund • www.educationfund.org
HOW WILL GREATER STUDENT CHOICE OF THE TOPICS AND PURPOSES FOR WRITING AFFECT FIFTH- GRADE STUDENTS’ ATTITUDES TOWARDS WRITING AND THEIR WRITING ASSESSMENT SCORES?
Problem/Rationale Research was given at the beginning and at Policy Recommendations the end of the research project. The 2006-2007 school year Research indicated that when This research supports proven The surveys were compared to began with a lot of energy and students have greater choice and instructional practices for writing see if student attitudes towards excitement. Pretests in all subject input to their writing, they are as recommended by the State of writing had improved. Additionally, areas were administered to more motivated to write and that Florida. Independent writing is an I compared the monthly writing establish baseline data to help timely, precise feedback is a great important component that needs assessment averages for the first drive teacher instruction. The way to motivate and encourage to be a regular part of student five months of school to the writing pretests were an area of students to write more. The Florida writing. I would recommend that writing assessment averages for concern. The initial data showed Department of Education (2002) district- and school-level the last five months of school, that students were not applying stated that students should use curriculum be developed that after strategies were introduced the writing skills they appeared their own experiences and the gives specific strategies and to give students greater choices to have mastered in fourth grade. things that are important to them recommendations that allow for in their writing. My observations How can I motivate students to to give them more ownership of greater student choice and input of student conferences and write and how can I get them to their writing. They need to choose in their writing. Teachers should independent writing monitored enjoy writing more? How can I their own topics, write in journals make every effort to conference student attitudes and how inspire students to approach or writing logs, and teachers with students regularly and students applied writing writing with excitement instead should provide feedback on a daily provide students with positive strategies that would make of seeing writing as a chore? basis. Rygalski (2004-2005) stated feedback and recommendations, their writing better. Students might be more motivated that students welcomed precise which should also include the to write if allowed to experience written and verbal comments on student’s opinions and ideas the different modes and genres their writing and also stated that Analysis of what will make his/her of writing instead of being asked students need encouragement and All the data from this action writing better. to strictly respond to structured a voice in the type of feedback research project indicated that prompt-driven instruction. While they receive. Students needed when students were given more research showed that modeling guidance to make their own choice in their writing, they George Kirkman effective writing and student choices about what makes their became more motivated to write [email protected] practice is essential in the writing writing better. and take chances. Their writing process, I focused my research assessment scores clearly on the implementation of writing Data/Tools increased after writing strategies Ojus Elementary strategies that offered students were implemented that allowed A variety of data sources were the opportunity to write from their students the opportunity to choose 18600 W Dixie Highway used for this action research. A own experiences and gave them the topic and the mode of their Miami, FL 33180 student survey that measured more ownership of their writing. response. The monthly writing student attitudes towards writing Mail Code: 4061 assessment average for the last five months of school rose to 3.9 Telephone: (305) 931-4881 out of six compared to an average Principal: Dr. Annette Weissman score of 3.3 for the first five months of school. Students were incorporating more figurative language, dialogue, and fabulous descriptions. The student writing survey average score rose from 42 to 49 out of a possible 75 points. The high score rose from 65 to 70 and the low score for the group rose from 21 to 25. The most satisfying result of this research was the obvious change in student attitude from the majority of the students. Students responded to guided writing with poetry, narrative verse and with greater enthusiasm. Additionally, students voiced ambitions of becoming writers.
38 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
HOW CAN A MATHEMATICS COACH IMPACT MATHEMATICS INSTRUCTION IN AN URBAN SCHOOL SETTING?
Problem/Rationale especially pertinent for this study, development activities conducted. Policy Recommendations as research site serves a 100% In addition, I kept a record of The intent of this project was to minority stu dent population. The reflections, thoughts and ideas As a result of this action research, determine the impact Mathematics role of the Mathematics Coach that arose as a result of interaction the writer expects to impact the Coaching can have on mathematics as a mentor and provider of with teachers, students and other quality and type of support provided instruction in failing urban high professional development is coaches. to mathematics teachers schools. By providing targeted throughout the district. instrumental in supporting professional development, profes - Professional development offered effective instructional practices sional support and specific mentoring Analysis by the district is challenged to (Lee, Fall 2004 & Spring 2005). techniques with mathematics Upon reflection of the prepare teacher leaders to be teachers, it is expected that the data, it is clear that many benefi - effective catalysts for change in instructional experience for students Data/Tools cial results unfolded as a schools. This can occur by building and teachers will be enhanced and As the tenth-grade Mathematics result of this study. For example, the Mathematics Coach’s capacity student achievement will improve. Coach, I sought to establish a teacher morale in the mathematics to mentor and model effective By establishing positive peer support relationship of trust and support department increased. There was strategies and to develop relationships, providing direct and among my teaching colleagues. To also an increased expression of programs of empowerment indirect professional development, facilitate the use of Differentiated differentiation in the delivery of that will bring out the best modeling best practices and men - Instruction (DI), I designed and the mathematics curriculum, as in teachers. This will require a toring teachers, this writer set out conducted professional development teachers increased the number of commitment of resources to to impact the instructional experi - opportunities that helped implement student presentations, project-based develop such teacher leaders ences of tenth-grade students in a various forms of cooperative assignments and computer-assisted and empower them to serve as struggling urban high school. learning, project-based instruction, instructional activities. Further, competent change agents in urban and struggling schools. computer-assisted instruction and review of the biweekly assessment The school has a 100% minority data provided evidence that student population; 71 % receive creative delivery of the prescribed student achievement in each of free or reduced lunch and 20% are subject matter. the five mathematical strands limited English proficient (LEP). improved over time. Discussions Valerie Morris According to the 2005 FCAT report, I observed the varied classroom with teachers throughout the year, 84% of the ninth- and tenth-grade interactions that existed between [email protected] students at this research site instructor, student, and the called “data talks,” revealed [email protected] performed below grade level in curricu lum. I determined what teachers increased their use of the Mathematics. professional development activities data to inform their instructional were needed and in what format practices as the year progressed. Miami Edison Senior High At this site, 24% of the students Research they would be delivered. I 6161 NW 5 Court conducted professional are not promoted to the next grade Miami, FL 33165 Although research has revealed development activities and followed and ten percent drop out before that learners retain only 5 % of the up with observations, debriefing, graduation. Preliminary results Mail Code: 7301 information they hear, 10 % of modeling, co-teaching and on the 2007 FCAT reported that Telphone: 305-751-7337 what they read and 20 % of what feedback. A best-practices newsletter 63% of the tenth-grade student Fax: 305-759-4561 is presented to them in was created to build camaraderie population demonstrated learning audio-visual format, traditional within the department. gains in mathematics compared Principal: Dr. Jean E. Tea mathematics courses are taught to their previous performance on primarily using these formats. I conducted formal and informal this instrument. Riggs & Sandin (2002) report that teacher surveys to determine the students learn best by doing. perception of the services I provided There was a decline in the number Despite these findings, and student surveys to determine of students who scored at Level mathematics is generally taught student attitudes toward mathe - One on the FCAT mathematics “at” students, as they sit by passively. matics. I monitored student Test, the lowest level of Furthermore, research has shown performance on the biweekly performance on the assessment that minority students in urban assessment instruments to determine instrument. As a result of these settings historically underperform areas of strength and weakness findings, the writer concludes that non-minority students in mathematics. and conducted data chats with the the role the Mathematics Coach Culturally Responsive Teaching tenth-grade teachers. I created plays in supporting instruction can proponents suggest this achievement warm-up problems that were have a positive impact on teacher gap exists because minority students responsive to the data provided by practice and, ultimately, student are not adequately served by the biweekly assessments. I kept achievement. traditional instructional methods record of services provided to (Gay, 2000). This finding is teachers and of professional
Teacher Network Leadership Institute (TNLI) 39 The Education Fund • www.educationfund.org
HOW DOES THE USE OF DISCUSSION AND CRITIQUE OF VISUAL IMAGES ENHANCE THE ABILITY OF THIRD-GRADE STUDENTS TO INTERPRET AND ANALYZE TEXT?
Problem/Rationale method provided an opportunity used when painting or responding evidence for their judgments, and for critical thinking through a to paintings. (Alejandro, Ann. Like made personal connections to the In preparation for the FCAT, my medium that was interesting, Happy Dreams – Integrating artists’ message by drawing on third-grade students were challenged visually appealing, and thought Visual Arts, Writing, and their own experiences. The students to interpret and analyze text provoking, and that elicited Reading . Language Arts. Vol.71, not only demonstrated the same through standardized assessments student responses. January 1994) skills required in reading passages, regularly administered throughout but drew on them to improve the year. However, even with Palm Springs North Elementary is Research shows that there is a upon their learning. This project instruction focused on FCAT located in the center of a large strong correlation between the was a success as it yielded positive strategies, students consistently urban Hispanic community. The arts and academic success. results in an equitable manner. All fell short of desired learning gains. school houses 1700 students in (Fiske, Edward. Champions of students were actively engaged, My students could read but were grades Pre-K to 5 with a large Change: The Impact of the Arts and results were seen in little particularly deficient in detecting population of ESOL students. in Learning . 1999) more than a month. the author’s purpose and main More than 70% of the school’s idea in reading passages, essentially population is on free or reduced having difficulty finding meaning. Data/Tools Policy Recommendations lunch. A heavily transient I reflected that perhaps they were community, our school is To conduct this research I requested This project recommends that not yet ready to analyze and interpret consistently open for enrollment. the support of two outstanding art the state open avenues for art passages. I sought a preliminary My challenge was to provide my instructors who graciously provided instructors to be used as resource step to achieving these skills by students, despite their various me a collection of artwork. The specialists, working closely tapping into student learning abilities and our growing class students were given a pre-test alongside the regular classroom strengths, motivations, and sound size, time to develop the critical skills with unlimited time to write about teacher to merge art with reading research aimed at eliciting the needed to analyze and inter pret a particular painting. Each week, and writing instruction. A state same critical thinking skills that text before exiting the grade. for six weeks, the students produced recommendation would also be the standardized assessments independent writings on a selected to provide students more art required. With the use of visual work of art. I conducted a series of instruction on the whole. Students images, particularly works of art, Research lessons having the students discuss in my district receive one hour of I engaged my students in the Research shows that when the meaning of colors and symbols, art per week. This implies that process of analyzing and interpret - students read and write they are metaphors and similes, various art is relief time from the regular ing art to find meaning in what using the same critical thinking kinds of stories told without curriculum, when in fact art they saw. This alternative teaching and decision making brain power words, and messages conveyed instruction is critical to accessing by the artists. I asked open-ended the way students learn successfully. questions to facilitate class Students are naturally drawn to discussions. I observed on-task the arts, which provide them behavior, recorded the length and valuable learning experiences. amount of time spent writing, and Teachers need to see the benefits reviewed the overall quality of of an art-infused curriculum as written analysis; specifically, research shows that students evidence of detailed descriptions, who are regularly experiencing interpretation s and judgments. instruction in the arts become A post-test was given to have higher-level academic learners. the students reflect on their growth as “art critics.” Caron Rose Analysis [email protected] After the first few paintings the Palm Springs North Elementary students demonstrated evidence of critical thinking and analysis of 17615 NW 82 Avenue text. Class discussions grew more Miami, FL 33015 animated. Writings transitioned from brief three-sentence descriptions Mail Code: 4281 to pages of artistic interpretation. Telephone: 305-821-4631 Students developed judgments Principal: Sharon Gonzalez about the artwork, provided
40 Teacher Network Leadership Institute (TNLI) Ideas with IMPACT • www.educationfund.org
HOW DOES THE IMPLEMENTATION OF AN INTEGRATED THEMATIC INSTRUCTION MOTIVATE CULTUR - ALLY LINGUISTICALLY AND DIVERSE (CLD) STUDENTS TO ENGAGE IN SELF-DIRECTED LEARNING IN A GENERAL SECOND CLASSROOM?
Problem/Rationale asking questions (Pollock, 2007, p. 33). Meaning cannot be obtained Teachers often struggle with or neatly extracted from a sen - creating lessons and classroom tence. Meaning is always context environments that focus and attract dependent ( Restak, 1988 p. 262). students’ intrinsic motivation, Therefore, new knowledge must thereby increasing the possibility be embedded in meaning. that students will actively engage and increase their desire to learn independently (Sullo, 2007; Rogers, Data/Tools Ludington, & Graham, 1997). This Several data sources were used failure pattern of non-engagement for this action research project. A creates a cycle that reduces the student interest survey and a likelihood of lifelong learning. parent questionnaire were given Teachers have to implement at the beginning and end of the assessment after assessment to project. These surveys were fulfill the mandates of the No compared to determine students’ Child Left Behind Act, which has changes in interests and parents’ often led to instruction that is perceived changes in their centered on the test and children’s interest. The student test-taking strategies. interest surveys and parent questionnaires indicated that subjects. As the students obtained I believe this strategy of test- students express an interest in these additional interests and Patricia J. Stephens centered instruction will only lead learning additional things about connections, they were able to to short-term gains, as the gains topics or subjects previously use this knowledge to successfully [email protected] students have made in elementary discussed during the school year. complete standardized tests. school dissipate in middle and The parent questionnaires indicate Students’ self-directed learning high school. The use of thematic that parents altered their increased, as well. Students whose North Dade Center for instruction, however, has been perception of their children’s primary language is Spanish or Modern Languages shown to increased students’ likes and dislikes. In addition, Creole often began to bring 1840 NW 157 Street background knowledge. The student samples of their self-di - additional books to class about second-grade students in this rected, independent work along the topic studied. Miami Gardens, FL 33054 research project totaled approxi - with anecdotal records were Mail Code: 5131 mately 120 students: 80% Hispanic, collected. These materials provided Policy Recommendations Telephone: 305-625-3885 10% Haitian, 8% African American , evidence of the activities students As a result of the outcomes of this and 2% Asian. Ninety-five percent performed independently. Anecdotal Principal: Dr. Maria Castaigne project, it is recommended that a of these students are on free or records recounted incidents curriculum be implemented that reduced lunch. whereby students engaged in incorporates the use of integrating self-directed learning. In addition subject areas centered on themes. to these qualitative sources, Research It is also recommended that results obtained from the students According to research on the ways collaboration between teachers Stanford Achievement Test (SAT) humans remember information, and media center specialists be scores were used. the mind, after spending time encouraged in order to provide steeped in facts about a topic, teachers with available resources organizes and reorganizes memory Analysis (i.e., books, websites, periodicals, points to retrieve and use later film, CDs, DVDs). Support in spontaneous, independent Results of this project indicate that from school districts, school applications. When you read, by implementing an integrated administration, state and local hear, experience, or see information thematic instruction, students had governments should be given to about a new topic, you are more additional background knowledge train and prepare teachers and likely to be able to use that that is centered on themes which media center specialists in the information independently if you are integrated throughout the most effective and efficient ways apply a technique to rehearse it, various subject areas. This aided to collaborate in a school setting. such as taking notes, creating a students in developing additional Educators should make a con - nonlinguistic representation, or interests and connections to other certed effort to integrate areas of subject areas around themes.
Teacher Network Leadership Institute (TNLI) 41 The Education Fund • www.educationfund.org
HOW CAN WE INCREASE THE READING COMPREHENSION LEVELS FOR 20 SIXTH-GRADE ESE INCLUSION STUDENTS?
Problem/Rationale Research toward reading. Allocating students’ emphasis is placed on scaffolding time for reading each day increases in order for students to learn the I have seen a decrease in Readers are active participants in their thinking skills. Allowing desired materials. Grouping sixth-grade ESE students’ reading the learning process. Participants students to select material and students significantly increased comprehension skills when they who are fluent readers establish share with others is essential. awareness because students were enter middle school. I chose this clear goals and monitor whether Teacher modeling of reading able to learn from each other. topic along with my colleagues these goals are being obtained. stories have been proven Hands-on learning increased because the Florida Comprehensive Proficient readers use comprehension beneficial. Once students are students’ desire to learn because Assessment Test (FCAT) revealed strategies to construct meaning provided with the necessary tools, they were able to achieve success that only 35 percent of all from text such as previewing, their reading will become easier from the materials presented for sixth-grade students demonstrated self-questioning, making (Burns and Griffin, 1998). completion. mastery in all reading strands. As a connections, visualizing, knowing result, sixth-grade students did not how words work, monitoring, Data/Tools Policy Recommendations make Adequate Yearly Progress on summarizing, and evaluating. the 2006 FCAT. Therefore, the need Metacognition is a key component A series of tools was used used to A school’s instructional model to increase reading comprehension that good readers use in order to collect data for this action research should reflect teaching students for 20 sixth-grade ESE inclusion interpret meanings from text project. A reading interest survey state- and district-mandated students was derived as this (Guthrie and Wigfield, 2000). was given to students to deter - benchmarks and not be focused specific population did not make mine their enjoyment of reading. upon any test directly. If skills are Adequate Yearly Progress. Teachers have a direct impact on Teacher observations were done taught sufficiently, then students’ how students feel about reading. in order to vary the assignments mastery would be achieved and The action research study took Teachers who set high expectations which were given to students. students would realize that school place at Brownsville Middle for their students and require them Student work samples were has not concluded because testing School, located in an urban area. to do above the norm often produce collected biweekly and recorded has ended. The school is currently considered students that are successful readers . tri-weekly. Numerous assessments a Zone School, meaning that is is Children who are aware of their were given such as Prestest at risk of not meeting students’ own capabilities approach reading READ180, Interim 1, Interim 2, Jemeica Taylor and Teacher Tests. Each test result achievement level as outlined by with patience, persistence, and [email protected] the district and the state. It is a confidence. These children feel that was compared to a previous test Title I school, with 98 percent of they will succeed and accept failure in order to determine whether Brownsville Middle students receiving free or reduced when it happens. However, the growth was occurring and to lunch. Total student population reverse is true for students that modify the lessons. 4899 NW 24 Ave consists of grades six through have difficulty in reading (Blair Miami, FL 33142 eight with an enrollment of 920 and Rupley, 1998). Analysis Telephone: 305-633-1481 students. Student population at The results of this project indicated Principal: Sharon Johnson the school is 73 percent Motivation is a key factor with that there are important factors to African-American, 26 percent students acquiring literacy and consider when determining SUPERINTENDENT'S URBAN Hispanic, and one percent associating value with literacy. students’ ability to comprehend PRINCIPAL INITIATIVE (SUPI) Anglo-Saxon. School staff consists Students who are encouraged to and read text material. Various action research project of 21 percent Anglo-Saxon, 55 read for enjoyment and for school instructional reading strategies percent Black, 19 percent Hispanic, functions are the better readers. must be utilized in order to and five percent Other. There are 13 Teachers who provide a wide increase reading comprehension. novice teachers , of whom seven are range of meaningful literacy Teacher Direct Instruction is a in the Languag e Arts Department. activities encourage the major component of facilitating development of positive attitudes students’ learning because
42 Teacher Network Leadership Institute (TNLI) Teacher Grants for your Classroom!
Apply for The Education Fund grants online at www.educationfund.org. Grant checks are written directly to the winning teachers, who are recognized at an Awards Gala. TEACHER MINI-GRANTS If you need funds to develop and implement instructional projects in your classroom, apply for a Teacher Mini-Grant from The Education Fund. Mini-Grants up to $1,000 are awarded for projects that motivate and challenge students to learn. Go to www.educationfund.org for more information or to apply online. Deadline for applying is October 15, 2007. IMPACT II ADAPTER GRANTS Funds to implement IMPACT II projects developed by Miami-Dade County Public School teachers are available. Grants average $250. IMPACT II projects are listed in this and past Ideas with IMPACT catalogs and at www.educationfund.org. Applications are due on November 1, 2007.
Attend the IMPACT II Idea EXPO on Sat., Oct. 6 to learn more about the projects you would like to adapt. CITI SUCCESS FUND This drop-out prevention program awards grants to help at risk students stay in school. The Citi Success Fund provides cash grants to K-12 educators for developing innovative programming that gives students an opportunity to succeed in school. Applications are due May 15, 2008.
These programs are just a few of the many programs of The Education Fund. See the list below for the people who volunteer their time to make these programs possible.
The Education Fund Board of Directors OFFICERS – Gary M. Pappas, Chair, Carlton Fields • Barbara L. Romani, Vice Chair, Citi • George A. Torres, Vice Chair, Dolphin Enterprises, LLC • Nelly Rubio, Secretary, WFOR-TV/CBS4/UPN33 • Roland B. Garcia, Sr., Treasurer, Original Impressions • Lisa Sloat, At-Large, Public Relations/Marketing • Linda Lecht, President, The Education Fund • DIRECTORS - Rolando Aedo, Greater Miami Convention & Visitors Bureau • Karen Aronowitz, United Teachers of Dade • Hugo P. Arza, Hugo P. Arza P.A. • Agustin J. Barrera, The School Board of Miami-Dade County • Brenda Bassett, Cefalo’s Wine Corner • Robert M. Brochin, Morgan, Lewis & Bockius LLP • Patricia Collahuazo, International Yachtsman, Las Olas & Rooms Magazine • Rudolph F. Crew, Ed. D., Miami-Dade County Public Schools • Scott Deutsch, Orange Clothing Company • Patricia Fernandez-Lefebvre, BankAtlantic • Nelson Gonzalez, Esslinger Wooten Maxwell • Joel Grossman, Tourism Solutions • Betsy H. Kaplan, Civic Leader • Teresa King Kinney, Realtor Association of Greater Miami & the Beaches • Lucy W. Petrey, Miami-Dade College • Hector J. Ponte, Wachovia Bank, N.A. • Ileana Carrera Portal, Ocean Bank • Angela Ramos, Univision 23/Telefutura 69 • Raj Rawal, Burger King • Waldo Romanovski, Washington Mutual • Daniel Rosenthal, UnitedHealthcare of Florida, Inc. • Mitch Shapiro, Beber Silverstein Group • Anita Sharma, Florida Power & Light • Joan Sharperson, Miami-Dade County Public Schools • ADVISORY BOARD – *Benigno F. Aguirre, Ocean Bank • *Luis Ajamil, Bermello, Ajamil & Partners, Inc. • Carlos J. Dávila, Citibank Florida • *Albert A. del Castillo, Squire, Sanders & Dempsey • *Ted A. Fernandez, AnswerThink Consulting Group • Jorge Gonzalez, Wachovia Bank, N.A. • *Seth Gordon, Gordon, Reyes & Co. • Evelyn Langlieb Greer, The School Board of Miami-Dade County • Allen C. Harper, Esslinger Wooten Maxwell, Inc. Realtors • *Susan D. James, Washington Mutual • *Dennis M. Klinger, Florida Power & Light • R. Kirk Landon, The Kirk Foundation • *Barbara Ehrich Locke, Holland & Knight • Ana Rivas Logan, The School Board of Miami-Dade County • *David Patrick Nixon, Civic Leader • *Benjamine Reid, Carlton Fields • Merrett R. Stierheim, Civic Leader • *Dale C. Webb, The Protocol Centre • *Joanna D. Wragg, APR, Wragg & Casas Public Relations • Carol G. Wyllie, The Graham Companies • Dr. Sanford and Dolores Ziff, Civic Leaders • PRO BONO CONSULTANTS – Henry H. Raattama, Jr.. Akerman Senterfitt • Beber Silverstein Group *Past chair
43 The Education Fund Contributors with IMPACT
Platinum Star Florida Matching Grants Program
William L. Culbert, Jr. Trust
Gold Star
Silver Star
Unlimit Yourself.
The William J. and Robert Russell Memorial Tina Rosenberg Foundation Foundation
Bronze Star Original Impressions Burger King Corporation Proudly Supports The Education Fund
It’s not just in BURGER KING® restaurants where we strive to serve others.
Within our foundations and philanthropic efforts is our commitment to local, national and global communities where we work and live.
The cornerstone of our vision focuses on the HAVE IT YOUR WAY® Foundation, the flagship charitable endeavor of the BURGER KING® brand. The HAVE IT YOUR WAY® Foundation is dedicated to supporting organizations that alleviate hunger, prevent disease, support youth programs and improve education. One of its education goals is to provide scholarships to honor students' scholastic achievements and community service efforts.
It’s with this in mind that Burger King Corporation proudly supports The Education Fund.
For more information on Burger King Corporation's commitment to philanthropic efforts and the HAVE IT YOUR WAY® Foundation, please visit our Web site at www.bk.com. IMPACT II Idea EXPO THE TEACHER CONFERENCE Saturday, October 6, 2007 Miami Beach Convention Center 8:15 a.m.–3:30 p.m. SPONSORED BY: with additional support from:
Unlimit Yourself.
REGISTER BY SEPTEMBER 28, 2007 AT WWW.EDUCATIONFUND.ORG .
Space is limited so reserve your tickets today! Apply by September 1st and receive free classroom supplies from the Center for Educational Materials.
SPECIAL FEATURES: • An opportunity to hear keynote speaker Kay Lovelace Taylor, Ed.D., • who specializes in programs that shift the emphasis from “fixing” • children to building on their gifts. She is the author of Through Their Her • Eyes: A Strategic Response to the National Achievement Gap. • practical message is geared toward all teachers, new and experienced! • 70 standards-based workshops given by vet - EARN eran teachers! 10 M-D MAS CPS TER PL • Exhibits P AN OINTS! • Banquet luncheon • Free curriculum materials and gift bags • Become eligible for quick and easy Adapter • grants!
DOOR PRIZES: • Computer for classroom • Publix gift certificates • Sundance/Newbridge teaching aids • Children’s Plus, Inc. books • Gift baskets