Celebrate Each Day

Our Iceberg Is Melting by: John Kotter

2009-04-15T01:14:00.003-04:00

Our Iceberg Is Melting is all about change accompanied by the desire and striving it takes to succeed under any condition. This is a fable: You know...when you take often confusing or serious subjects and make them clear, approachable, and hopefully memorable.

The setting for our story is Antarctica and our characters are marvelous Penguins. Not just your run of the mill penguins but magnificent Emperor Penguins. I just love these penguins because their tuxedo type coat helps me to visualize that they always appear to be going to some grand event like the symphony...you know in the old days when people wore something other than jeans to memorable events or perhaps a magical formal wedding.

A glimpse into this book is going to be a bit different in that I am going to reference you to the author's web page for additional insight. I hope you will be inspired to investigate and discover that remaining complacent will inevitably lead to lack of growth and probable failure.

As you take this journey substitute the penguins for educators and see where your path becomes crystal clear as you Make Dreams Come True! This journey is not for those who do not wish to change, are stubborn, or faint of heart. This quest is for individuals that value the premise that it will serve our children if we get our minds off of ourselves and help meet the needs of someone else. Sowing these types of Seeds is when educators and students receive a Bountiful Harvest and Dreams Really Do Come True.

We all know the saying that goes something to the effect that if you do what you did you will get what you got...Well, the same holds true for the Seeds that you Sow. You will Reap what you Sow. The question is...Do you want a meager, dried up crop or a bountiful harvest of professional educators and accomplished students? Let's challenge each other to be More Seed-Oriented than need-oriented.

The story unfolds when one penguin discovers a potentially devastating problem with the iceberg they currently call home. Each major penguin character has a name. It is not a stretch for us to identify with several of the characters. Look at each character carefully and with purposeful resolve.

The penguin's tale is one of resistance to change accompanied by those penguins that see the necessity for change and thus establish a core team whose purpose is to motivate and inspire others to adapt to the change and even become creative in order to survive and prosper. I dare say that the penguins handle the very real challenges a great deal better than most humans.

I am certain that by now you have retrieved your prior knowledge and drawn a reference to the ever popular story of Who Moved My Cheese. While both stories are about change the story of the penguins and their challenges provides the reader with a plan for change management. The story also can serve as a catalyst for discussion between individuals, grade levels, and/or teams. I encourage each of you to take the different scenarios presented in this fable and use a lens that allows you to visualize real-life problems that occur with individuals, as a grade level, cross grade levels, and/or within your own team. Think in terms such as:

What is my iceberg?

Am I living on a melting iceberg?

Am I living on an iceberg that could melt?

Remember, for the purpose of this fable...icebergs come in various forms. How will you handle what you discover in this story to ignite you to become a better teacher or perhaps a more receptive co-worker? Share with others strategies or ideas. After all...things typically turn out better when everyone is on the same page or at least willing to pick up the paddles and commence rowing.

One final thought before I share some of the meat of the research that John Kotter has provided:
Handle the challenge of change well, and you can prosper greatly.
Handle it poorly, and you put yourself and others at risk.

Let's compare The Iceberg Manifesto with Alimacani's Vision/Mission Statement:

The Iceberg Manifesto:
We strongly believe that the world needs much more action from a broader range of people-action that is informed, committed, and inspired-to help us all in an era of increasing change.

Alimacani-
Where Education Is A Treasure And Children Are Inspired To Reach For Their Dreams.

If we are to accomplish or live up to our Vision/Mission then we certainly must believe that action from a broader range of people is required. This action must also include decisions that are informed, committed, and inspired. We value education at Alimacani and believe that education is indeed the noblest of professions. This belief system spurs each educator to live the Alimacani Vision of viewing education as a Treasure Where Children Are Inspired To Reach For Their Dreams!

Each individual needs to communicate their vision and or ideas and their voice must be heard. All participants need to feel enpowered. You may very well need to step outside of your comfort zone or individual classroom in order to survive and thrive for your children and yourself. Discover what you will learn when you venture out...don't become complacent...don't let up!

Succeeding in a Changing World-Video withJohn Kotter
As you view the video think about interchanging institutions with schools, classrooms, classroom, teachers, etc...

The 8-Step Change Process
This is a summary on the successful change research John Kotter has conducted.

Tools for Change
Our Iceberg is Melting, the book
Tips for Change Leaders Products, Services, and Freebies Related Books and Links

Now that you are ready to experience what you will learn when you venture out take a moment to view the video below and wondrously realize that "YOU" Make A Difference!

http://www.whaticansaymovie.com/

Accountability and Cognitive Coaching

2008-12-03T21:00:00.001-05:00

We are Works in Progress. Initially this may not sound comforting. However, after careful consideration it is like a breath of fresh air. Works in Progress are constantly sowing and growing. I believe the reference is clear: Lifelong Learners. Exactly what is a Lifelong Learner and how does one verify this status? The first step is to think individually of someone you perceive to be a Lifelong Learner. Next run a mental list of what you have actually seen that person do or say to qualify as a Lifelong Learner. This scenario can and must be conducted for children and professionals. Soon you will be noting the behaviors that Lifelong Learners exhibit. How exciting that as professionals we are able to embark on the same journey as our children.

We have attended numerous training sessions that focused on the Art of Coaching and read various professional texts. Some of the text include: Asking the Right Question, Powerful Designs for Professional Learning, The Heart of Coaching, and Taking the Lead.

Taking the Lead continues to be a focus for Coaches since it highlights roles for teachers and school-based coaches. As a School Instructional Coach I am required to keep a Daily Activity Report. This serves as an accountability tool and is generated using an Excel Spreadsheet. The Spreadsheet has 5 headers titled:

Date
School Hours
Topic/Activity
School ID or School Number
Code or task

School Instructional Coaches are required to submit their monthly Activity Report to the Schultz Center, our professional development center. The data is then compiled and presented to the school board. No, it is not my hearts desire to complete an Activity Report in 15 minute to hour or longer increments on a daily basis. I complete my Activity Report because it is part of my job. As School Instructional Coaches this tool is a vehicle that enables the district to view the value of our position and see how we contribute to the academic achievement of our children along with schoolwide professional learning communities.

Activity Report Snapshot

Completing and maintaining my Activity Log helps me to focus and prioritize my tasks as a School Instructional Coach. This year we have a new format for our Activity Reports. The Excel Spreadsheet is also divided into each month of the school year with additional tabs that provide a monthly and yearly graph along with a summary report. What each instructional coach strives for is to provide their teachers and students with the (5) Power Roles. The (5) Power Roles include:

Snapshot of the Five Power Roles

CL: Classroom Supporter
IS: Instructional Specialist
CS: Curriculum Specialist
LF: Learning Facilitator
DC: Data Coach

I share this information with you because I am now able to analyze the data from my Activity Report and determine where I am spending the majority of my time along with reflections on the path of my next journey or the focus of my next journey/journeys. My journeys enable me to practice vital coaching skills and strategies that continue to help me communicate with my peers. This is at the heart of our professiona-to impact each child's academic achievement by helping each child know what success looks like and how success feels.

Those of us that remember America's Choice know that my job title has gone through several name changes. First came the title of Design Coach, followed by Standards Coach, and keeping with the spirit of Works in Progress we are now referred to as School Instructional Coaches.

Each title change really did not change the work or tasks set forth for us to accomplish. What is interesting is that with each name change the challenge and opportunities to communicate with our fellow peers was an ever present constant. I still pray each day for guidance as I strive to communicate with my fellow peers with clarity using a respectful, constructive, productive, and purposeful delivery manner. The ultimate goal is to be a good listener and distill the essential elements of each session together.

I have always searched and probably will continue to value learning hip-to-hip, side-by-side, or on the shoulders of valued peers. I am honored and humbled to learn from my peers that possess the true art of communicating with seamless qualities.

2008 begins either my 9th or 10th year of coaching. I consider myself to be embarking on a new journey each year because...well...I am a Work in Progress! I use the term journey because it epitomizes the process of traveling from one place to another coupled with time elements, vehicles ,passages one weaves in and out of along with the progress charted. One vital aspect I will never loose sight of are the wondrouprofessional travelers I meet along the way.

School Instructional Coaches have embarked on a new journey together. This journey is known as Cognitive Coaching. I have currently attend two sessions of an eight session program. The training sessions are conducted at the
Schultz Center for Teaching and Leadership.

Two days of training and (14)...yes, 14 pages of typed notes continue to provide me with a plate full of food for thought. Can you imagine how full I will be after eight sessions! What I am trying to practice as I slowly digest/synthesize the first two days of Cognitive Coaching is that I am ever so thankful to be a Work in Progress.

The Cognitive Coaching framework provides support, knowledge, and guidance for all teachers in an effort to become self-thinkers who possess the ability to function as a member of their school family. This framework evokes the opportunity to embrace student learning as we strive for our children to know what success look like and experience how success feels. The coaches role is not that of a problem solver but rather to take the teacher on the journey of exploration. This exploration will pave the way for teachers to solve problems that may be as unique to them as the mixed ability groups they teach and work with on a daily basis. I believe that the emphasis is on self-assessment for the intent of learning.

The mission of Cognitive Coaching is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community. -2007 Center for Cognitive Coaching

In other words the intent is to take an individual from where they are and move them to where they desire to be...arrive.

During the course of session one and two our journey with Cognitive Coaching allowed us to explore some of the following components:

Becoming Self-Directed
Self-Modifying: Analyzing when the change comes from the person that is when it stays
Self-Assessing: What do you think...How will that work...The more emphasis on the outside monitoring the less that person know on the inside of themselves
Help students become Self-Evaluators: Don't always answer for them...get them to think...
Holonomy: holos=whole on=part omy=study of
The study of being simultaneously whole and part. Think about yourself as part of a community of learners where you are equally good by yourself and as part of your professional learning community or in the case of children...part of their learning community
Holonomy and the Five States of Mind:
Consciousness
Craftsmanship which I link with being a Lifelong Learner
Efficacy
Flexibility
Interdependence
Identity
Mediator: Not a fixer of a person's problem...might rob person of room to grow...never say never...about developing capacity in other to accomplish tasks
Elements of Rapport:
Posture
Gesture
Tonality
Language
Breathing
Trust: Relational Trust and Lenses of Trust
Respect
Competence
Personal Regard for Others...even beyond the classroom
Personal Integrity
Trust takes time
We discussed (4) Support Functions of Coaching and how to support functions to guide meditation interactions
Cognitive Coaching
Collaborating
Consulting
Evaluating
Cognitive Coaching Capabilities: relate to the how of learning
Listening Set- Asides: there are natural ways humans listen. When we want the focus on the other person then we must set these aside:
Autobiographical Listening
Inquisitive Listening or Soap Opera Listening
Solution Listening
Response Behaviors
Paraphrasing which sends three messages:
I am listening
I am interested
I understand
Pausing - Wait Time
The time to leave coaching and move into consulting

During the course of our two day Cognitive Coaching Sessions we participated in table talk, viewed videos, read/synthesized/summarized using reading protocols, watched role plays, studied theory, watched demonstrations, and we were assigned HOMEWORK.

I have been immersed in classroom visitations, modeling lessons, going to classroom observations with teachers, conducting verbal and written debriefs, along with holding conversations with students and staff members. I am diligently trying to practice the art of Cognitive Coaching as each opportunity presents itself. I am investing in the Cognitive Coaching tool as I adjust the focus of my coaching lens. I am even polishing this lens for greater clarity as I apply the components I am learning throughout my Cognitive Coaching journey.

Packing wisely for my Cognitive Coaching travels is a must. The Cognitive Coaching vehicle provides me with a wondrous opportunity to continue my journey as a Lifelong Learner.

I hear and I forget.
I see and I remember.
I do and I understand.
I reflect and I learn.
-Carmen Friesen
Tulare County Office of Education

Technology Refresher/TIPS: (I will try to include at least one or two MacByte Tech TIPS within each new blog post)

Remember Worlde? Give it a try as a creative and fun way to help your students explore and investigate vocabulary.

Resource:
K-12 ProQuest is an online subscription that Duval County Public Schools has purchased for teachers and students. It consists of a wealth of resources that are avaiable once you log in.
Username: jacksonville Password: jacksonville

As Days Go By...

2008-11-20T10:30:00.001-05:00

Most of you that know me know that for me to take a day falls under the category of fairly significant. Through no choice of my own...except for the fact that my get up and go...got up and went... for a bit...I took a couple of days to help me get my feet back in gear. It is times like these that I am often reminded of the saying: Don't do as I do...Do as I say. During those brief three days...normal/sane individuals would have slept and rested. I did rest and I did sleep but I also did some reflecting. The reflecting took me to my computer which in turn took me on a type of scavenger hunt. I gazed over the mammoth quantity of folders housed on my computers hard drive. I remember glaring at the folders and attempting to count them as one might count ceiling tiles or the pin-point holes in those ceiling tiles of a doctor's office. Then I refocused and realized that no matter what stage of our lives we are in days frequently unfold at such a brisk pace. I believe we are blessed to have periods of reflection. They allow one to remember to steady the pace and stay true to what you value in your heart and soul.

Come on...put on your
walking shoes and let's take a stroll together and see just how some of our Days Go By...always with the face of a child imprinting our path.

(CCL) Collaborative Coaching and Learning Cycle...now referred to as
(CLC) Collaborative Learning Cycle
CLC consists of three main components:
Inquiry: teachers read and discuss professional materials using various reading protocols
Lab Sites:teachers analyze workshop teaching practices in action, and follow-up, where teachers have the opportunity to incorporate what they have learned into their own instructional practices. This is what I refer to as the trenches!
The Lab Site, in turn, has three components:
Pre-conference: Teachers and coach meet before the demonstration lesson and review the focus of the lesson.
Demonstrations: A teacher, coach, or administrator demonstrates a teaching practice based on the lesson designed by the group.
Debrief: Teachers analyze their observations based on the Course of Study for the lesson focus and determine if revisions are necessary based on student work and the flow of the lesson.

The primary focus of CLC is always on the lesson not the teacher. This format provides teachers with the opportunity to work and grow together in a collaborative spirit that supports a safe and productive environment. The time and focus on a specific course of study enables teachers to dig deep into the learning process. This in turn impacts both professional growth and opportunities for students to see what success looks like and to know how success feels.

Documentation and lesson design study are integral components of CLC. Documentation is inclusive of but not limited to the following forms that are completed collaboratively by the group.

Course of Study
Focus Fro Pre-Conference - Demonstration Note-Taking Guide
Debrief
Reflections
End-Of-Cycle Report
The above forms of documentation as well as a comprehensive review of information contained above may be viewed by clicking on the link below. The article is titled:
Plain Talk About CCL: Learning in a Lab Site

Following the completion of each CLC Cycle participants are charged with determining and implementing their Off Cycle Course of Study.

To date Alimacani has conducted the following CLC Sessions:
1st Grade: Writer's Workshop: Report of Information
3rd Grade: Writer's Workshop: Narrative Writing
4th & 5th Grade: Report of Information

Alimacani is currently working on three CLC Sessions that utilize a grade level as well as a cross grade level approach:

Model Literacy Leads are focusing on incorporating the basal without compromising Readers Workshop

Math Lead Teachers are focusing on what writing looks like in math and sub-strands taught during Math Investigations

Science teachers are meeting to take a look at what writing looks like in science as well as the flow of the 5 E's in lesson design.

It should be noted that the term Lead Teacher referes to those professionals that have completed a comprehensive Standards-Based review that utilizes the Implementation Rubric. The Rubric along with classroom visitations, questions, artifacts, data, and conversations are part of the norm. The expectation is for all lead teachers to be fully vested in Best-Teaching/Standards-Based-Workshop Model Practices. These practices are implemented in their classrooms on a daily basis...it is just like breathing or honey drizzling smoothly from the tip of a spoon onto an anxious tastebud.

Early Dismissal Sessions
This year Alimacani is embarking on an exciting journey with our Early Dismissal Sessions. We believe that by drilling down and providing time for each grade levels to collaborate we will distill purposeful instructional strategies that impact student achievement. Focus will be placed on analyzing data coupled with (LASW) Looking At Student Work to drive instruction. This is indeed a remarkable time for our Professional Learning Communities.

We have established Lead Teachers for each content area and they will work with the Leadership Team to develop agendas that focus on The Way of Work at Alimacani. All topics are based on analysis of data that is specific to each content area. We have designed an alternating format so that our K-2 teachers who teach all content areas will have the opportunity to meet for each of their content areas. Just as in a classroom of students, staff members are working at diverse levels. It is vital for us to differentiate professional learning opportunities for our staff just as we are held accountable for providing differentiated instruction for our students.

One of the numerous tasks of a School Instructional Coach is to plan, provide, and participate in each school's professional development opportunities. I count myself blessed to work side-by-side and often on the shoulders of remarkable professionals. Gradual release of responsiblity builds capacity within a school and provides for diverse and meaningful learning. I am humbled and appreciative as we embrace challenges and view them with a lense of opportunity.

Click on the PowerPoint link below: Professional Learning Communities to view agendas, exit sheets, artifacts, and work products from just a few of our Professional Learning Communities.

Professional Learning Communities

View SlideShare presentation or Upload your own.

Faculty Meetings:
Faculty Meetings are held monthly and take part after an Early Dismissal Professional Learning Community Session. The staff returns to a common area and continues The Way of Work. This is a time for Celebrations to be shared, administration to distribute district news as well as news for the good of the school, committees share updates, programs are reviewed, and Q's & A's are addressed. We are currently receiving hands-on sessions that revolve around Foundations. This is a district initiative that focuses on providing Safe and Civil Schools for staff and learners. Randy Sprick’s Safe and Civil Schools’ (Foundations) work will pave the way for our school to participate in CHAMPs which is a positive, proactive classroom management training initiative that unfolds following Foundations training. Alimacani is currently in our second year of Foundations training.

The above sessions are just one leg of our stroll. Classroom teachers, Grade Levels, Vertical Teams, Book Study Groups, and so many more grops meet before school, after school, and we are even known to meet during our lunch in an effort to plan and provide continuous growth opportunities for each member of the Alimacani Family.

Now, aren't you glad you put on those walking shoes and took that stroll? Go ahead...take those shoes off and rest those puppies!

Traditions Awaken As We Make Dreams Come True!

2008-11-12T19:07:00.000-05:00

October has now folded into November. How many of us have been on our way home from a week or day filled with way too much to do...let alone accomplish? We often consider multi-tasking "The Way of Life!" The cultural norm places an enormous value on multitasking, so much so that often you will hear a heart friend tell you don't do as I do...do as I say. In other words...try stillness or silence for just a moment. Listen exclusively to your heart and reflect on what is worthy of meaning to sustain our heartbeat. I invite you to be still, clear the voices in your mind, listen, read, and visualize the wondrous events that Alimacani Family Members unfolded for each learner.

Author-Author-Author!

Not one, Not two, but three authors have enchanted the staff and learners of Alimacani.

Patsy Roberts made a return visit to Alimacani Elementary School during the month of October. Patsy has been on at least twenty trips to Africa. She shared her African adventures, what children are like in the areas of Africa she visits as well as the culture and environment they are exposed to on a daily basis, along with authentic photographs. Her love of photography is captured in each of her wondrously written books. Each of her books embodies the value of always believing in yourself, and that help can and often does come in surprising ways. She unfolds timeless values through the character development of the animals that are indigenous to Africa in each of her books. We hope this is just the second of many visits Patsy will bring to Alimacani. Patsy, you have become a valued member of our Alimacani family.

Jill Handler Grens, author, former Alimacani teacher, and currently a third grade teacher at Atlantic Beach Elementary School returned to our Sweet Land By The Sea. Mrs. Grens signed books and read her book, I Saved the Day to enchanted students.

The concept of this book was developed by United Way of Northeast Florida's Life Act 2 initiative. Their objective is to enhance multi generational understanding and appreciation. This is a wondrously positive and engaging story that uses images of older people to help children understand the contributions older individuals share with each age group. They remind us of stories yet to be told and those that we will unpack as we chase cherished memories.

Please enjoy the Voice Thread as Jill's book: I Save the Day comes to life.

November will indeed be a month to remember for Alimacani. We kicked off November with author Ross H. Mackenzie. Mr. Mackenzie allowed students to draw on their prior knowledge and schema as he walked students through the writing process using his book, My Sailor Dad. Ross H. Mackenzie is an active duty Navy pilot, former instructor of English literature and writing at the U.S. Naval Academy. His book, My Sailor Dad, is a heartfelt tribute to all Navy families. The book engages students with literary language and visual images that celebrate the sacrifices of today's military. This book most certainly touches the heart of so many of our military families. This powerful vehicle helps children and family members navigate the journey and challenges that are the reality of military families.

Alimacani continue to celebrate the joy of reading with The Scholastic Book Fair Safari . Dates: November 13th through November 25th.

We will continue our focus on the joy and value of Reading with Real Men Read Week: November 17-21. Alimacani will host Real Men Read Night on Thursday, November 20, 2008 from 5:30-8:00 pm. This is indeed a wondrous opportunity to showcase Real Reading Role Models for our children.

Alimacani honored our timeless and purposeful tradition of paying tribute to our armed forces with a treasured Veteran's Day Ceremony on Friday, November 7, 2008. The Alimacani Family gathered in gratitude and celebration. We are proud to be Americans. We lovingly thank our Veterans and men and women serving in Active Duty for their unselfish contributions in safeguarding our freedoms. Our students find heroes here at Alimacani, both in person and memory. We celebrate our American heroes who show us that ordinary people can do extraordinary things when they choose to live lives based on noble principles, inspired by courage, and impelled by commitment.

We would like to thank HSL-48 for their mentorship and continued support to our students. Our Flag presentation and Helicopter Fly-Over was performed by HSL-48.

Alimacani proudly maintains our patriotic spirit. It is with purposeful resolve that we share our patriotic spirit with each member of the Alimacani Family and beyond. I hope your enjoy the following video. The video shares The National Anthem sung by fourth grade students.

http://www.youtube.com/watch?v=kuYNiwAGTjA

Red White And Blue-Make Your Dreams Come True

2008-11-07T14:30:00.000-05:00

Alimacani Elementary School Celebrates Reading With The Principal's Book of the Month for September and October.

George Washington's Teeth by Deborah Chandra & Madeleine Comora

George Washington worried about his teeth the majority of his adult life. He was constantly loosing tooth after tooth and suffered incredible problems with his teeth. Now come on...admit it...were George Washington's teeth really made of wood? Enjoy the Voice Thread and discover just what really happened to George and his teeth!

High Tech - High Touch - High Teach!

MacByte Time Tips:
Several of you have requested directions for help with the following tasks:

Making a Distribution List

How to Recover Deleted Items
Labels

Click on the link below and scroll down until you see the titles listed above. Now you have a reminder from my March 2008 Blog Post. You might want to highlight these items-copy-paste in Word-then Print...Keep handy for a MacByte Delight!

http://celebrateeachday.blogspot.com/2008/03/high-tech-high-touch-high-teach.html

The logo above says it all...As teachers it is our responsibility and opportunity tointegrate technology into the learning process in an effort to promote success. This will take learning for our students above and beyond their wildest expectations. Who knows...we just might surprise ourselves with this vast opportunity.

I will endeavor to provide you with Technology TIPS based on the needs of your learners in conjunction with needs you believe will assist you in your educational journey. Kathy Hart is Alimacani's Instructional Technology Specialist. Kathy generates a Simply Marvelous weekly newsletter. I devour her newletter on a weekly basis and will be sharing some of the Technology Integration Promotes Success (T.I.P.S.) with each Alimacani Family Member. Please feel free to explore T.I.P.S. of interest that are based on the needs of your learners. Take a leap and don't be hesitant to embark on your own Technology Journey.

Kathy, Alimacani salutes you for helping us grow for our children!

Technology offers a wide variety of resources for teachers and students. It is important to view each site with a critical eye. Technology is indeed a powerful tool. Like most tools once they are put back on the shelf they may be forgotten or even worse they may indeed become rusty. The main goal is to explore the sites and uses of our technology services and determine how they will Engage, Empower, and Educate both teachers and students. Research and exploration alone will not always equate to growth. The infusion or implementation of technology into the curriculum will be one of the determining factors that help teachers and students understand what success looks like and in turn help each participant know how success feels. Have fun activating technology in the classroom with your students! Remember, we are an Apple Core School and Alimacani is up for a complete retrofit. The actual equipment might not be on our campus now but when it arrives let's be prepared!

Sites To Explore:

Check out Wordle at : http://wordle.net/
This is a wondrously fun and easy way for students to have fun generating vocabulary words. They can explore different content areas and capitalize on technology skills infused in the instructional day. The program allows students to generate topic focused vocabulary or even source book ideas while selecting different fonts, layouts, and color schemes. You can even customize! Students and teachers are able to print their magical word creations, insert them in a presentation, or save on the Wordle gallery for sharing.

Visit the Florida Center for Reading Research (FCRR) for curriculum and instructional opportunities that range from of literacy activities, centers, professional articles, and more: http://www.fcrr.org/forTeachers.htm

LEaRN, The Literacy Essentials and Reading Network, is an online resource that contains information on the five building blocks or essential areas of literacy and reading instruction for PK-12. Just click on the link and then register for an account. Once you have access Explore the wide range of opportunities that are tailored for academic success. http://learn.nefec.org/login.aspx

Click on the link below to view a DRA2 Video that will serve as a refresher for the Professional Learning Community Sessions we have conducted at Alimacani. http://settingthestandard.ning.com/video/video/show?id=1875370%3AVideo%3A9813

Ok...just in case you think technology is way too hard...click on the link below and check out thevideo You should feel really, really, really, great...or maybe you or someone you know has had one of those days!

Introducing the Book

George Washington's Teeth

2008-10-21T11:25:00.001-04:00

The Alimacani Story

2008-06-01T22:15:00.011-04:00

I simply can not think of a more appropriate way to mark the closing of our 2007-2008 school year than to highlight Alimacani's most rewarding Celebration!

Alimacani Elementary School joyfully celebrated a wondrous retirement tribute to our visionary founding principal, Mrs. Donna Hulsey, on Friday, May 9, 2008.

Alimacani opened its doors for the first time to students in August 1990. Alimacani is a Timucuan Indian word which is translated to mean "sweet land by the sea." A most appropriate name since the school is located on the Intracoastal Waterway. When Ribault landed in 1562, he was greeted by Timucuan Indians from the Village of Alimacani. The sun and moon still light the land but their worshippers are gone. Their heritage has been preserved through Alimacani Elementary School and it is our legacy to future generations.

Eighteen years ago I walked through the doors of Alimacani along with a handful of wondrous staff members that still embrace the opportunity to touch the heart and reach the soul of each child. We are what is commonly referred to as the Charter Members of the Alimacani Family. As time marches on we reserve the right to this reference as opposed to veteran, seasoned, or the emphasis "oldie but goldie" teachers....all be it some of our hair miraculously remains golden in color! We have all taught at many different and diverse schools but we are passionate about who and what brought us to this Sweet Land By The Sea known as Alimacani.

I will begin my 35th year as a Duval County Public School Teacher when we embark on the 2008-2009 school year. The other remarkable charter members have accumulated anywhere from 20 to 40 years as professional educators. Each one of us inclusive of our current staff have a common thread woven throughout our hearts. That thread is to ensure that Alimacani's vision of providing an environment Where Education Is A Treasure And Children Are Inspired To Reach For Their Dreams is embraced daily.

We refer to ourselves as the Alimacani Family. This is not by accident or in words only. We are a family due to the atmosphere that Mrs. Donna Hulsey established as she prepared the soil for the growth of each child, staff member, parent, and stake holder. It is because of the legacies that Donna crafted that we were elated to lovingly celebrate in grand style her Tribute on Friday, May 9, 2008. There was not a more fitting time than during one of our Patriotic Flag Raising Ceremonies. Donna started the first Flag Raising Ceremony at Alimacani. She values, celebrates, and continues to ensure that each individual respects the very soil that God has seen fit to bless and entrust upon our lives.

Friday, May 9, 2008 was indeed a CELEBRATION and a tribute to Mrs. Donna Hulsey and the wondrous Legacies she has left etched on our hearts. The Flag Raising Ceremony began with an escort of Mr. and Mrs. Hulsey through the courtyard by our very own Uncle Sam and Statue of Liberty. They took their seats of honor flanked by their personal family and surrounded by their Alimacani Family.

Students new to Alimacani were so enthusiastic to see this famous person. Her name was all the buzz as preparations for her tribute filled our halls for weeks. They could hardly contain their excitement as the morning unfolded.

The Tribute began with the patriotic raising of the American Flag by our Color Guard followed by the singing of the Star Spangled Banner. After everyone took their seats we began to unfold the remarkable heritage and legacies that Donna has gifted to each Alimacani Family Member. We began with a former student who is now a teacher at Alimacani. This was followed by other former students, teachers who are now principals, Cluster Chiefs, DCPS Department Chiefs, business leaders, and retired teachers. Each group had a representative speak and concluded with parting words: Mrs. Hulsey, We Are Your Legacy!

Students performed a dance and sang a special song written by our very own Kay Park, in honor of Mrs. Hulsey. We had two former Alimacani teachers read artistically and humorously crafted poems and words that etched a glorious painting of Mrs. Hulsey's heart-print on Alimacani.

The Alimacani Courtyard was gloriously ablaze with patriotic colors and sentiment. The bench around the tree planted in honor of Mrs. Hulsey was decorated with patriotic ornaments.

Ms. Pam Rogers, Alimacani's second principal and Ms. Kathy Stalls, Alimacani's current principal presented Mrs. Hulsey with the ultimate tribute. The renaming of Alimacani's Media Center. From this day forth a marble sign above the entrance to the Media Center now reads: The Donna Hulsey Media Center.

Yes, this was indeed a grand day. Donna's Tribute was so big that her entire Alimacani Family went to great lengths to prepare. This is what family does with purposeful resolve and an abundance of love. Donna's Legacy is unparalleled. I am fairly certain that this Tribute of love renewed and breathed new life and excitement into an already tremendously blessed Alimacani Family that deeply values the tradition of excellence Donna crafted. Celebrations conjure up visions of wondrous events. As I look over the canvas of Alimacani's Celebrations there exist one striking difference from that of other colorful celebrations. The heart of each celebration at Alimacani does not just consist of adult preparations, skits, dress-ups, and readings, but its cup overflows with student anticipation, excitement, and active engagement.

Our lives will continue to vibrate with the awareness of the wonderful Legacy that Mrs. Donna Hulsey's visionary passion wove into our hearts as the doors opened for the very first time at Alimacani Elementary School...Sweet Land By The Sea. The gift of Donna's Legacy is not wrapped or hidden behind a door. The gift of tradition is encased in each heart that vibrates the halls of Alimacani and is so lovingly carried forth each day by our children, staff, administration, and stakeholders. Our task is to accept this gift each day with purposeful resolve, to celebrate it and to ensure that we will live into this precious gift.

Please enjoy the PowerPoint and voice thread below. The PowerPoint is the memorable tribute to Donna from two memorable and former Alimacani teachers. The Voice Thread is The Alimacani Story as written by Mrs. Donna Hulsey. The book was presented to Mrs. Hulsey's as part of her Legacy that will live on in each heart as she returns to Alimacani and retells the historical and magical story to each new enthusiastic and engaged learner who capture our hearts and allow us the privilege of preparing new canvases for learning. I hope you will visualize the Alimacani courtyard as a maginificent gathering area. We are on the very soil where Mrs. Hulsey gave The Alimacani Family its roots and wings to soar as the eagles soar.

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The Way of Work-May I Just Say WOW!

2008-04-04T01:00:00.013-04:00

Yes, the (FCAT) Florida Comprehensive Assessment Test has left the building. The test itself has left yet the FCAT continues to permeate the building with the promise of returning in the form of RESULTS. Each year I ceremoniously remove the At Eye Level...Front and Center Testing Calendar from the board in front of my workspace. Now, on the rare occasion that I look up I see an empty spot. I leave the spot empty because it reminds me of what is yet to come for our children, parents, and staff.

The newspaper ran several articles outlining the preparation, rigor, and importance placed on the FCAT. There was even one article that gave a fresh perspective that perhaps as adults we wished in some far off land that we could go back to the days of taking this type of test. Numerous other articles continue to address the challenge of states that want to Take Aim at State Tests.

The FCAT does indeed dictate the grade for each school but we can not loose site of the fact that the Way of Work continues even during FCAT time. I believe with every fiber of my being that the FCAT is a moment in time for our children. It tends to linger a bit longer for those of us in the trenches. This particular assessment is not a total reflection of all the talents and skills that each child possesses. Nor does this single test determine who they are or what each child will ultimately become. I can not help but think about the game show Deal or No Deal...which suitcase contains the TEST or which suitcase contains valued and engaging Instruction?...and might I add Priceless! Test or Instruction...Test or Instruction...For me there exist No Deal! Instruction that engages, empowers, and prepares our children to become Life Long Learners is the only Real Deal!

FYI...I immediately noticed after each session of testing that the children displayed energy. I attribute this to the diligence and passion that our teachers embrace as they keep a watchful eye over each child...that and the fact that yes...they are young...resilient.

Now, I am doing the Happy Dance because Spring Has Sprung and teachers are once again popping into my space, stopping me in the hallway, on the way to a class, sending me e-mails, inviting me to see what their students are doing and what new educational journey they have embarked on for their children as well as their own growth.

Now is a grand time to take a look a few snapshots reflecting the Wondrous Way of Work that continues to take place each and every day at Alimacani. Yes, this type of engaging, enthusiastic, and energizing work takes place from day one and is Marched forwarded into spring and beyond!
Snapshot
1st Grade continues the Way of Work with their year two Off Cycle CCL Lessons. CCL refers to the Collaborative Coaching and Learning Cycle that we began at Alimacani last year. This is a district initiative that provides a framework for teachers to dig deeper as they develop lessons based around our district curriculum which aligns the Sunshine State Standards with the New Performance Standards.

First grade is currently working on their Off Cycle Work and is at that point where they are teaching the Standard and Elements for the Report of Information Genre. The excitement is in the air as teachers are collaboratively reviewing the CCL lessons from last year and digging deeper to make them richer and rigorous for their current learners. (Sample documents are included as part of the PowerPoint at the bottom of this blog)

CCL is a collaborative learning opportunity that focuses on a targeted course of study. The cycle typically runs for eight weeks and is comprised of weekly inquiry and lab site/classroom practices.
*Inquiry Session
The School Instructional Coach and a team of teachers meet weekly to review and discuss readings relevant to their selected course of study. The inquiries provide the teachers with an opportunity to share implications for instructional practices.
*Lab Site
Each week the coach, teachers, and administration take turns watching and teaching a demonstration lesson. This lesson is crafted by the teachers and the teachers have the opportunity to incorporate teaching practices related to their selected course of study.
*Follow-Up & One-on-One Coaching
During the CCL Cycle and between cycles, the coach and/or participants visit participating classrooms in an effort to support teachers as they implement the lessons crafted during the CCL sessions. Ideally, the coach has the support, assistance, and guidance of model classroom teachers who take part in the visitations.

The heart of CCL is the premise that the focus is placed on the lesson not the teaching or the teacher. This ensures a safe environment and a true collaborative spirit for all who choose to embrace this wondrous learning journey.

First Grade Report of Information with emphasis on student generated commentary. Inquiry Sessions focused on some of the following materials:
*Reading and Writing Grade by Grade: First Grade Report of Information
*Using Rubrics to Improve Student Writing
*Units of Study for Primary Writing: A Yearlong Curriculum Book 6
Snapshot
2nd Grade just finished a Broadway Bound Play that required each teacher to explore the components of Speaking and Listening. Oral Language Development is considered the cornerstone for learning. Language is the primary means for making social contact and creating social relationships. This production provided each learner with the opportunity to communicate when given specific and often complex directions and explanations while conveying a story. This takes true collaboration while producing and responding to performances. Second grade teachers provided the vehicle for their children to tell stories in a purposeful, productive, and nurturing environment. Research has shown that individuals who listen, speak, and use language well are more likely to succeed both socially and academically. This format gave our children the engaging opportunity to use language in a real-world setting! We have noticed that our children are defining themselves based on interests, talents, and even goals.
Snapshot
3rd Grade is wrapping up their CCL Off Cycle Work with Functional/Procedural Writing and moving. Teachers have moved their students to new and inviting depths of writing as they explored each element of the Standard. They embraced the opportunity to conduct lessons on teaching their students how to create an Assessment for Learning Rubric so they would know if their work met the Standard.

Some third grade teachers have been holding conversations with fourth grade teachers in an effort to help their children develop a better understanding of Writing to Explain...you know the Expository Word. Even though there is not an Expository Genre,third grade saw the need to prepare their writers for travels ahead. They dove-tailed this journey on the back of Functional/Procedural Writing. May I just say WOW...so purposeful. Let's take a look at one approach: (You may also see documents that showcase each bullet in the PowerPoint that is located at the bottom of this blog)
*Two pieces of writing were shrunk to fit on one page. The purpose was for each learner to see two writing examples side-by-side in an effort to make comparisons. One piece was from a previous Functional/Procedural mini-lesson that explains How To while the other piece of writing Explains Why,
*They read the Functional Piece together followed by the Writing To Explain piece.
*A three column note taking chart was used as the class charted comparisons. Time was taken to discuss the difference between Explaining How To and Explaining Why. The groundwork was previously prepared so the students Got It From The Get Go...but just to make sure they were asked to generate topics that would Explain Why. Some of their ideas included:
*Why we liked The Tale of Despereaux, Why we like cake, Why I love my kids, etc...Simple subjects, but it showed they understood the difference.
*Next, the Functional Standard was displayed and the students were asked to look at the elements of the Standard to see which ones applied to a piece of Expository writing or Writing to Explain. Teacher/Student charting was conducted. The teacher exclaimed, "They Nailed It!" She was so excited to literally see their minds working. The students decided that one of the elements needed a bit of reworking: Provides a guide to action became Provides a Guide from Detail to Detail. An explanation was written under each element.
*Teachers and students then charted topics to write about and selected one that everyone had schema for so all could participate.
*Students were informed of the FCAT Writes expectations and discussions were entertained.
*The teacher moved into explaining that this type of writing should have a main idea. They referred back to The Tale of Despereaux and how each Main Idea (MI) and Supporting Idea (SD) was highlighted.
*At this point we had to prove it. The question was posed: What proves the Main Idea? Students responded to my joyful heart...Supporting Details. The class followed by charting several Supporting Details.
*Next, four sentences were crafted and the question was asked: Does this meet the standard? The obvious answer based on the sentences was a correct NO. Students were asked to state the missing elements. Listed below are the responses that were charted:
*Does not engage the reader
*No guide from Detail to Detail...they said miss transition words...that is their schema
*No considerable Detail
*No Closing
*Teacher Celebrated....Hallelujah!
*Now, we needed to come up with Mini-Supporting Details (MSD) as referred to within the PowerPoint at the end of the blog. When all MSD were charted the students were asked to denote what element was added to the writing...Yes, they got it...Considerable Detail!
*A graphic organizer was modeled and completed...refer to PowerPoint. Once again when students completed this task they were asked if it met the standard and what was missing. Some responses included: Guide from Detail to Detail-Beginning-Ending-It's Bland.
*We discussed how this is the skeleton and now we have to add all the great ingredients taught in each Mini-lesson and apply the strategies as writers.

Now, isn't your heart just joyfully singing! So many possibilities for so many engaging and rigorous Mini-Lessons that will spill over to all Workshop areas! Each child was zestfully engaged and couldn't wait to write away! Yep...Hearts Are Singing!
Snapshot
Mrs. Helen Dejournett and Mrs. Leigh Proctor, 4th grade co-teachers having been working on a Science Unit dealing with the human body and it's major systems. Along with the textbook and hands on activities they integrated technology for each lesson. The lessons also included Differentiated Instruction which addressed multiple modalities in an effort to reach each child.

The teachers have worked hard to integrate reading strategies and skills into the content area. Previously they taught students to use Three-Column Notes as a strategy they could use while learning about a new topic. Demonstrations, Modeling, and several Mini-lessons were crafted and implemented with the students in an effort to practice this strategy. The strategy was previously taught as part of Reader's Workshop and then students were shown how to infuse this strategy into other content/subject areas.

Students took the challenge and created their own notes. (Refer to sample products on PowerPoint at the bottom of this blog)

The teachers preselected three different levels of questions for students to respond to in a reflection log once the lesson was completed. The reflection log has been a very powerful differentiated instructional tool that was used throughout this study.
*Students were asked to select a student
*Answer the question by telling everything they knew about the topic
*Reflect on what new information they learned from the lesson
*Explain how this new information will help them in their daily lives or in the future

Students are given the expectation that elaboration, inquiry skills, and deeper thinking is important. As students finish they bring us their logs for review and conferencing. Teachers looked for proof of understanding coupled with thoughtful and purposeful writing that reflected the content of the subject matter and remained focused on the lesson taught.

Just think...this is only the tip of the iceberg for The Way of Work at Alimacani...Sweet Land By The Sea!

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HIGH TECH - HIGH TOUCH - HIGH TEACH

2008-03-08T22:55:00.040-05:00

7-15-08 MORE MAC-BYTES!

Additional Web Sites To Visit:

Computing with Accents, Symbols, and Foreign Scripts
http://tlt.psu.edu/suggestions/international/accents/codemac.html#math

Thinkfinity
http://www.marcopolo-education.org/home.aspx

Andrew’s Mac Tips
http://www.andrewburke.orconhosting.net.nz/mac/

Think Mac – Visual Guide
http://www.thinkmac.net/visualguides

Shortcut Guide
http://www.silentway.com/tips/mac/shortcuts.html

Labels
http://www.iworkcommunity.com/?category=4

http://www.avery.com/

Printable Calendars
http://www.eprintablecalendars.com/

Shortcut Keys To Success:
F1: Makes your screen darker
F2: Makes your screen brighter
F3: Mutes the volume
F4: Lowers the volume
F5: Raises the volume
F7: Allows you to project using your LCD projector. You will need to use your dongle to connect your LCD projector and your Mac.
F9-F12: You can set these to do what you want by clicking on your apple, going to System Preferences and selecting Dashboard and Expose.
F9: Shows you all of the windows you have open.
F10: Shows your application windows.
F11: Clears your desktop so all of your open windows go away. Just click it again to make them reappear.
F12: Pulls up your dashboard with your widgets.
F3: Mutes the volume
F4: Lowers the volume

What Does that FONT Look Like?
Pages does not allow one to see samples of the fonts. All the names of the fonts look the same. We have a program on our Macs that will display all fonts in the ABC's with numbers.Follow the steps below:
1. Open the Macintosh HD on the desktop.
2. Open the Applications Folder.
3. Open the Font Book icon.When you click on a font it will show it in the right window.

This is not as convenient as having the fonts displayed in the program but it's the next best thing!

You've Got Mail...E-Mail MAC-Bytes!
Making a Distribution List
Making a distribution list using your MacBook, has a different look than what you do with your IBM. A Distribution List makes it a easier to send out e-mails to your grade level, the faculty, or other groups.
Try following the steps below:
*Open your email. On the top of your screen where it reads "New", there is a drop down box. *Click on this drop down box, and select "Distribution List".
*Next to List Name, write the name of the list you wish to create. For example, if it is for your grade level team, you can title it "Third Grade ELA Teachers".
*To add DCPS faculty members, click on the "Find Names" button.
*When the pop-up screen appears, enter the person's last name and first name in the appropriate boxes.
*Check the box of the name you wish to add, and find "Add recipient to" and click on "Distribution List". The pop-up box will not disappear, but just look at your main screen to make sure it has added your recipient.
*You can continue to search for and add names to this distribution list using the same pop-up screen.
WOW!You have just created a distribution list using your Mac!
*To access, send e-mails or make changes to this list, click on "Contacts" on the left side of your web mail screen.
* Click on the distribution list you wish to send an email to, and click on the third button from the left that looks like an open piece of mail. This will allow you to send an e-mail to this list.
*To make changes, simply open the list and select "Find Names".

Oops! I Really Didn't Mean To Delete! How do I recover deleted items?
*First, click on “Options” on the left side of your e-mail window. Scroll down to the bottom of the screen. There is a heading for recovering deleted items.Underneath this, there is a button that says “View items”. This will allow you to view recently deleted items and choose the e-mail you wish to recover.
Create a folder to store e-mails:
* Click on “Folders” on the left side of the e-mail window. At the top of your window, there should be the word “New” with a drop down box that reads “Message”. Click on the down arrow of the box and choose “Folder”. It will then ask you to title your new folders. One way that I use folders on my e-mail is to save any e-mails from teachers or perhaps training sessions in a special folder. If this is a major form of communication for you, you can even go as far as to make a folder for each individual.
Adding e-mails to my folders:
*Check the e-mails you wish to move to a particular folder. Click on the icon that looks like a sheet of paper with an arrow pointing to a folder. These icons are very small, so it is the first icon after the drop-down box that says “Message”. After you click on this, your folders will appear. Choose the folder you wish to move them to, and click on “Apply”.

A very special thank you to each Apple Core Lead. Each member gives true meaning to TEAM
Together Everyone Achieves More!
Blog....Blog...Blog...Blog!

Take a moment to view the video Shift Happens. To access the video just click on the underlined words...Shift Happens located on the left of the main blog page under Web Sites to visit. This video takes you on a journey that literally focuses on the shift that is presently occurring in our world. You will be exposed to amazing statistics, facts about Globalization, and the Information Age.
Now Alimacani Family...Are you ready to Shift
HIGH TECH!
HIGH TOUCH!
HIGH TEACH!

With MacBooks In Reach Let's Get Ready To Take A Byte Out Of Our Apples! They Are No Longer Forbidden!

Alimacani is an Apple Core Team Member. We are well into our professional learning for our Primary MAC ATTACK TEAM. Next byte out of the Apple will occur after Spring Break with our Intermediate MAC ATTACK TEAM.
MAC-POWERED Time line for Alimacani's PreK-5 Train the Trainer Program: Mid-End of May 2008!

Before you take a glimpse at some of the professional learning our first wave of MAC ATTACK TEAM Members have participated in let's catch a glimpse at the opportunities that await all who embrace the MacBook journey.

Face it, our children are indeed the Digital Natives. Students come already programed so it is indeed time for us, the Digital Immigrants to set down roots, fertilize the soil, and gather a harvest of Apple...icious learners!

Take a moment and think back to my brief summary of the book A Whole New Mind. (The summary is located on the left side of the main blog page under Blog Archive...click the 2007 arrow and then click on October). Daniel Pink focuses a lens on left brain verses right brain. We have been learning in our Apple Core Training how to Engage, Empower, and Educate our students for this Brave New World...while engaging both sides of the brain.

Take a Quick Quiz and see if you are up to speed with some of our resident Digital Natives:
FYI:
BTWL:
FAQ:
TGIF:
LOL:
K:
L8R:
L2M:
POS:
TAW:(You Better Know This One)
AFAIK:
OTTOH:

Breakthrough by Michael Fullan, Peter Hill, and Carmel Crevola emphasizes the importance of students becoming independent learners so that when they are confronted with the new, they know what to do-(pg. 11). The book further illuminates the growth that will occur when the student follows the teacher, rather than the teacher following the students. In the end, the goal is to put the students in control of their learning process-(pg. 11).

The goal is to empower teachers so they in turn will infuse their zest for learning into the classroom setting. Imagine a classroom where teachers integrate technology into their daily instructional practices and students experience the Workshop Model in action as they create podcasts, explore Safari, Firefox, Flip Videos, Voice Threads, Garage Band, iMovies, and so much more! As with all technology explorations we will monitor safe and appropriate use so we will maintain a safe and civil school environment. Take a moment to read the article: Blogging with Elementary School Perspective.

I mentioned the term Voice Thread. I encourage you to go back to my blog and check in the month of December. You experienced your first Voice Thread with Voices in the Park, our December Book of the Month.

Flip Video Camcorder...Can I just say WOW! My mind is racing with the possibilities of a readers' theater, math conferencing, science inquiry, share chair, authors' chair, mini lessons, read alouds...the opportunities are endless! Stop by and see the videos I have captured of incredible teaching/learning taking place right here at Alimacani. A few of the video clips I have stored include: Small Group Conferencing During Reader's Workshop, Small Group Conferencing During Writer's Workshop, Creating a Teaching Learning Rubric-Assessment for Learning, Standards Based Bulletin Boards, Test Taking Genre, Skills Accountability, and so many more!

Ok...Now for a glimpse at some of the Apple...icious Professional Learning Alimacani's MAC ATTACK TEAM Is Exploring!

MAC BYTES!
*The Apple Store at the Town Center offers free workshops. They also offer one-on-one training at a reduced price for teacher. You can register on line.
*The MacBook uses Firefox and Safari instead of Internet Explorer. We will stick to using Firefox for now. Training. We will go on a Safari later...
*The Lexmark 450 and virtually any other compatible Macintosh printer works from the get go! Just plug the USB cable from the printer into the USB port on the left side of your MacBook and you are ready to print!
*MacBook uses Pages...The PC uses Microsoft Word
*MacBook uses Keynote...The PC uses PowerPoint
*MacBook uses Number...The PC uses Excel
*This is a learning journey that we will explorer together....Remember to have fun as you are charging to be MAC-Powered!
*Each grade level has (2) MacBook Powered Trainers...Please know that I am ready, willing, and somewhat able to help...I do not have all of the answers but I know that Together We Can Achieve More!

MAC-Byte Buzz!
We embarked on our MacBook training with two technology lead teachers from ESE, Resource, and K-2nd grade teachers. Their energy and zest was contagious. We embraced the opportunity to carry forth with additional training and sharing sessions. They now serve as Mac-Powered trainers and have charged ahead with training sessions for teachers on their grade level. We are eager to learn from one another as we explore Apple...icious treats!

K-2nd Grade Teachers Are Apple...iciously Deployed and Empowered! The schedule for deployment of MacBooks came after training sessions for technology lead teacher training. The technology leads will continue to help unfold the training for teachers on their grade level and beyond.

K: Wednesday, March 5, 2008
1st: Thursday, March 6, 2008 A.M.
2nd: Thursday, March 6, 2008 P.M.

K-2nd Grade Professional Learning opportunties included deployment of MacBooks along with basic introductory steps that covered:
*Get To Know Your MacBook: parts, attachments and their place
*Basic Operation Practices
*Applications for everyday survival and exploration

Roll-Out for the intermediate grades will begin after Spring Break.
Get your taste buds ready for Apple....icous Mac-Bytes!

Resource Teachers: MacBook Roll-Out: March 14, 2008
They already act like Apple...ious pros!

FAQ
*How do I turn my computer on?
Open the lid and press the icon in the upper right corner of your MacBook.
*How do I turn my MacBook off?
Click on the Blue Apple in the upper right corner of your screen then click on Shut Down. Make certain that your screen goes black before you close the lid.
*I do I access the Internet?
On the bottom of your screen is a display referred to as the Dock. Move your mouse or touch pad over the Dock and it displays the name of each icon. Click on Firefox.
*What if Firefox does not display on The Dock?
Click on the icon on the right that says Macintosh HD. Open Applications and simply drag the Firefox Icon down to The Dock and let go. Now you will see the Firefox Icon's blue globe and orange fire around the southern hemisphere appear in your Docks. (This is totally unbiased...but I believe the universally accepeted colors are actually garnet and gold or perhaps red and black) Once you place an application icon on your Dock remember to keep it on Dock...move cursor or arrow gently on touch pad while thumb holds bar just below touch pad and highlight keep on dock.
*How do I create a shortcut for Webmail?
Open Firefox and click on gain access. Go to the Webmail page...before you click on here...take the globe beside the URL: https://webmail.duvalschools.org and drag it to your desktop.
*Where and how do I insert a CD or DVD?
The CD/DVD Drive is the opening on the right side of your MacBook. Simple insert a regular size CD/DVD into the slot and it will automatically take it into the drive.
(NEVER...EVER...EVER...USE A SMALL CD/DVD...YOU WILL RUIN YOUR MACBOOK)
*How do I eject a CD/DVD?
You can drag the CD/DVD icon to the trash or press the escape key
*Does the Mac come with a grade book program?
No, but there is a grade book program in Numbers that is easy to manuver. The district is looking into purchasing a grade book program for the MacBook. I will keep you posted. Remember to check with your MAC POWERED Trainers.
*Where is the backspace key?
There is no backspace key. You can use the delete key to backspace one key at a time.
*How do I Right Click?
There is no right click...you can use a mouse...or Apple + Click is the right click on the mouse. You can also go into system preferences located under the blue apple in the upper right corner of the screen. You will see an icon that says mouse)

ACCESSORIZE...ACCESSORIZE...ACCESSORIZE!
*Sleeves and Deco Soft Skins can be purchased from the Apple Store and online. Prices range from $15 -$40. Check out Amazon... and enter soft skin or computer sleeves as keywords.
*Marware is a removable hand rest that protects your MacBook from scratches. It also gives you a cushion for comfort. The keyboard cover protects the MacBook from oil and dirt build up and serves as a screen cleaner. The price is around $34. Check out the following sites for the best price: and
*Mighty Mouse is a wireless mouse. You can purchase it at the Apple Store and is a priced at $69. The Apple Store at the Town Center also sells the Mighty Mouse. (Your current mouse works just fine)
*Speaking of Accessorizing-We are styling as we carry our MacBooks in our new cases. Thank you Ms. Stalls.

Web Sites To Explore!
*Switching from PC to MAC*Switching 101
*Pages - Keynote - Numbers*Think Mac-Visual Guide
*Saving Documents in Pages: See Video At The Bottom Of This Page
*Shortcut Guide
*Movies
*Photos: Creating A Slide Show
Creating A Photo Book
*Music

Right about now might be a grand time to view the following Inspirational Video.

Remember to breathe! This is indeed an exciting time to be a learner! The book Breakthrough gives us a glimpse of what happens when we move an idea from an invention to an innovation. "When an idea moves from an invention to an innovation, diverse "component technologies" come together. Emerging from isolated developments in separate fields or research, these components gradually form an "ensemble" of technologies that are critical to each other's success...(pg. 13).

How exciting it is to be part of Alimacani's MAC ATTACK TEAM!

Now Go Forth...You Are Most Certainly On Your Way To Becoming...

MAC-POWERED!

2008 State of the School Address

2008-02-28T22:26:00.018-05:00

Alimacani has a yearly tradition of presenting a keynote address we now refer to as the "State of the School." Ms. Kathy Stalls, Principal of Alimacani Elementary School, presented her "State of the School" address during our Faculty Meeting on Wednesday, February 27, 2008.

This is a time where we are offered a Look At A Glance as we view the past, present, and future for our children and staff.

An in depth look at the data is conducted at the beginning of each school year. We spotlight specific areas of data results throughout the course of our school year. We use the data collected as a road map that keeps us true to our course of action which is to provide quality education for all learners.

Alimacani is currently taking a look at achieving a streamline profile that will serve to showcase high stakes test data, district assessments and classroom assessments.

Historical data enables us to target the strands and sub strands that will drive instruction. This data also provides each staff member with the ability to identify and target the "At Risk" and "Bubble Students". "At Risk" typically refers to those students who score a Level One or Level Two on the Florida Comprehensive Assessment Test (FCAT). "Bubble Students" refer to those students that can go either way and will benefit from focused intervention as the testing window narrows.

Alimacani is keenly aware of the importance placed on providing a rigorous curriculum for our high achieving students as well as those students staffed in the Gifted Program. Our goal is to provide an environment where our children are provided with the tools to achieve to the best of their ability and beyond.

Ms. Stalls took us on a DATA DRIVE. This particular journey displayed our map with a scale depicting the 2007 FCAT scores with an overlay of the districts projected 2008 scores. The view of the road ahead was not used to increase anxiety but rather to empower and help us focus on the task/reality at hand.

Ms. Stalls encourages us to continue engaging students in the Workshop Model. If we stay true to our course and fuel-up...(regardless of rising fuel costs)...then each child and fellow co-worker will live and perform as success oriented Life Long Learners.

Teachers are constantly reflecting on instructional lessons in an effort to meet the individual needs of each student while engaging our learners in motivating and rigorous curriculum components. We can make great inroads toward these goals by gradually releasing educational opportunities/responsibilities to our students. Breakthrough by Michael Fullan, Peter Hill, and Carmel Crevola emphasizes the importance of students becoming independent learners so that when they are confronted with the new, they know what to do-(pg. 11). The book further illuminates the growth that will occur when the student follows the teacher, rather than the teacher following the students. In the end, the goal is to put the students in control of their learning process-(pg. 11).

We have been holding discussions, sharing strategies, and analyzing assessments as part of our professional learning. Quality formative assessments generate feedback. Here the teacher moves the data from the page into daily instructional practices. This in turn gives students a road map for learning. Breakthrough succinctly summarizes this: Personalization is education that "puts the learner at the center."

Alimacani fervently believes that our PreK-2nd grade teachers are the cornerstones for achievement. Even though they are not required to take the FCAT they are most certainly part of the process. The entire Alimacani Family inherently knows that the scores of our 3rd-5th students rests on the strength of our Primary Grades.

The work we do and the decisions we make on a daily basis are made as we visualize a child's face. This places Relationships at the center of who we are as professional educators and demonstrates our tremendous capacity to care. Alimacani's classroom focus is to consistently respond to the learning needs of each individual student. Mentoring is an essential component in this endeavor. Research tells us that in order for a child to do his/her best then they must have an "I Can" Attitude which leads to a perception of success. This premise will carry our children not only through test taking time but will assist them with tools and opportunities to become Life Long Learners and productive members of society.

We are working hard on the Work. Our Gardens are Growing and we are reminded to keep a sense of humor as we minimize stress levels. Helpful tips for stress relief included some of the following tips:
*Exercise
*Visit the Wellness Room (Always use the buddy system...this is also good for a laugh or two)
*Laugh outloud and often
*Try a safe scarf trick
*Be kind to your neighbor

Ms. Stalls gave each of us a next step: Fill someone's bucket by tomorrow. How Full is Your Bucket? by Tom Rath and Donald O. Clifton, Ph.D depicts the value of filling someone's bucket with a kind word or deed. This simple act of kindness helps people to smile and feel like they are valued. This in turn has a spill over effect as it fills your own bucket!

Ms. Stalls concluded our "State of the School" address by empowering us to stay the course and embody the Alimacani Vision that we are indeed a place-

Where Education is A Treasure And Children Are Inspired To Reach For Their Dreams...

Interventions: Struggling with Basic Math Concepts

2008-01-31T22:16:00.000-05:00

Once again I find myself turning to an article found in Educational Leadership. I have the privilege of working with dedicated teachers who put tremendous personal time into providing Safety Nets for our learners. These teachers do this at their own expense in such a selfless manner. They come in before the school day begins and they leave long after the traditional ending time...of let's round it off to say...3:30.

I recently read an article by Marilyn Burns and I believe it just might provide a spark for teachers that are always searching for that one more strategy or intervention that just could reach a child. We have all heard at some point and time phrases such as: He doesn't even know his basic math facts, What happened to knowing the multiplication tables? Borrowing...the child doesn't even have a clue as to the basic math concepts...the list goes on and on...As frustrated as teachers may sound their frustration is a faint cry when listening to the sound of frustration that is not often voiced by the child but seen in the deep recesses of their eyes.

Face it...multiplication will remain a mystery to many children because of a weak foundation linked to understanding. This produces the proverbial cycle of falling farther and farther behind other classmates. Before a child can begin to work multiplication problems they need to understand the concept and how it connects to...yes...addition. We all know that this is not an isolated case but in each classroom there exist a handful of children who are At Risk. So...what can we do to help these children?

Marilyn Burns began her quest for help by taking a look at issues that are key to teaching mathematics:

It's important to help students make connections among mathematical ideas so they do not see these ideas as disconnected facts. (A student can not succeed if he views multiplication facts as separate pieces of information to be memorized)

It's important to build students' new understandings on the foundation of their prior learning. (Sound familiar...Reading Strategy...adapt it for Math...students must use what they know about addition)

It's important to remember that students' correct answers, without accompanying explanations of how they reason, are not sufficient for judging mathematical understanding. (Even if a student gives a correct answer it can mask the lack of deeper understanding...memorization for memorization does not equal understanding)

All instruction must be scaffolded. Math is the same. Instruction in number sense and operations prepares our students for algebra. Marilyn Burns developed lessons that help students make sense of number and operations with attention to three important elements:

Computation

Number Sense

Problem Solving

I love her quote that prayerfully is intended to avoid the "yours is not to question why, just invert and multiply" approach and to create lessons that are accessible to all students and that teach skills in the context of deeper understanding.

Lesson plans are developed, revised, retaught, based on student work products. Even the best of lesson plans require revisions to accommodate differentiated instruction which is a matter of necessity in any classroom. At Risk students present unique and multiple factors that contribute to their already challenging instructional needs. They may already be a minimum of one year behind and very well could lack the foundation of mathematical understanding. One can not continue to add to the foundation if it does not have the proper cornerstones or structure. The structural foundation is further weakened by the failure(s) and lack of confidence our At Risk student experience. These students require more time, supplemental instruction, and materials that are designed for their learning style and modalities.

Previously I mentioned that lessons are scaffolded. These lessons are comprised of layers and layers of strategies. At Risk students require bite size portions of scaffolded lessons to provide them with optimum learning experiences. The help and pacing is critical if student success is to be achieved. My reference to extra help is the essence of the type of help our At Risk students require. They do not just require additional practice...after all...just because you give a student 20 problems to do doesn't ensure they will be correct.

Below are nine strategies that Marilyn Burns found to be essential to successful intervention instruction for struggling math learners. Please note that the majority of these strategies will need to be applied in a supplementary setting and or in a large or small guided math group.

Determine and Scaffold the Essential Mathematics Content
(No extraneous information)...do I smell a reading strategy?

Pace Lessons Carefully
(Try to avoid...Deer in the headlight syndrome...stop when enough is enough)

Build in a Routine of Support
(Teachers should always model, Think Aloud, Model again, give an example, teacher presents another problem while this time students can turn and talk, independent work time...Oh My...adaptation of reading once again)

Foster Student Interaction
(Think-pair-share or turn and talk strategy)...are you seeing the correlation!

Make Connections Explicit
(Provide many experiences that are scaffolded and paced)

Encourage Mental Calculations
(Don't scream or pull your hair out just yet...this really does enhance number sense...they need to know what is the best way to multiply two or three numbers)

Help Students Use Written Calculations to Track Thinking
(Paper and pencil are tools for record keeping...not a crutch for negating mental math)

Provide Practice
(Not just additional practice but purposefully practice that is directly connected to students' immediate learning experiences. Provide the practice and work towards gradual release to independent work)

Build in Vocabulary Instruction
(Remember the Math Vocabulary Word Wall?...even, odd, product, factor, multiply, subtract, greater than, less than, etc...teach Math Vocabulary Explicitly and within the context of the lesson...follow up consistently and review constantly)

A strong foundation is essential for all learners. Students need to understand...Begin with the end in mind and make sure that all learners, especially At Risk Students, receive instruction that focuses on understanding, sense making, and skills. Once you begin your journey of purposeful interventions you might notice that your instructional practices follow a different path. Careful scaffolding with purposeful lessons that provide routine support will assist all students with making necessary connections. Connecting the Dots has just taken on a whole new meaning and Planting Seeds for Growth may indeed require different types of Soil and Nutrients.

Educational Leadership
November 2007
VOL. 65 NO. 3

(Because I am still a novice and haven't figured out how to post credits or quote...I want to remain in compliance and verify credits...so...portions that are italized come from the article...I will strive to improve on blogging skills...a journey worth unfolding)

Voices In The Park by: Anthony Browne

2007-12-26T23:45:00.000-05:00

Voices In The Park

You are about to take a journey as you discover the magic within Voices in the Park. A technique known as a Voice Thread will help to unfold the layers of Alimacani's Book of the Month for January 2008.

What is a Voice Thread?
A Voice Thread is a strategy known as digital storytelling. It is an online media album that can hold essentially any type of media (images, documents and videos) and allows people to make comments in 5 different ways - using voice (with a microphone or telephone), text, audio file, or video (with a webcam) - and share them with anyone they wish. A Voice Thread allows group conversations to be collected and shared in one place, from anywhere in the world.

You will be able to interact with the Voice Thread at the bottom of this page. Before we explore the Voice Thread let's take a quick look at the mystical qualities of Voices in the Park by Anthony Browne.

At first glance the reader begins the journey with a mother taking her son and their dog to the park. Readers are quickly transported to a magical world through the use of wondrous illustrations. The characters are not simply a mother, son, and dog. The characters are depicted as chimpanzees. One might remember King Kong, another work by our author.

The story is separated into sections using four voices. The author cleverly denotes shifts in moods with each illustration combined with the use of colors that evoke a certain tone, mood, or feeling. The images reflect the inner thoughts of mankind which can move about like the wind.

The reader should look for clues such as the appearance of the red hat and how its shadow pauses the reader to visualize or emotes a feeling.

As you explore Voices in the Park you will quickly notice that a mere trip to the park can be anything but ordinary...the colors, images, and voices allow the reader to see this trip in various lights.

The Voice Thread below contains a few bits of commentary along with Wonderings and Noticings that I tagged to several pages throughout the course of the reading. Don't forget to ask Ms. Stalls and Wendi Troutman for additional strategies and insight. They conducted one of the breakout sessions during our professional development session from the Perry, Georgia participants. Their breakout session was based on the seminar pertaining to Voices in the Park. I have placed the PowerPoint from the breakout session on the Share Drive in the folder titled BOM. Review the PowerPoint prior to introducing the Book of the Month and Voice Thread to your class.

Directions to activate the Voice Thread:
If you see a small box outlined in yellow that says: Add a picture of yourself... then just click on the upper right (x) and the box will disappear
Next Click on the arrow underneath the author's name to activate the Voice Thread.
You may need to adjust the volume on your computer.
You can choose to wait for the pages to change automatically or you can click on the arrows to the right or left of the center arrow. These arrows allow you to proceed forward at your own pace or revisit a previous page.

Now, let's explore the creativity that is woven into Voices in the Park as you activate the Voice Thread below!

Integrating Reading and Thinking Strategies with Math

2007-12-26T20:25:00.000-05:00

I recently read an article from Educational Leadership. I was impacted by the interwoven use of Reading and Thinking Strategies to enhance Mathematical Conceptual Understanding. We have talked at numerous professional development sessions dealing with the importance of integrating reading strategies across content areas. We have frequently commented on the fact that far too often teachers must literally give students permission to use Reading Strategies when solving math problems or dealing with Social Studies or Science content.

The article referenced to a study that was conducted by by Hiebert and colleagues' in 2003. They analyzed videotapes of 8th grade lessons that were collected from the Third International Math and Science Study. The study concluded that math classrooms in countries that score high on international comparisons of mathematics achievement have commonalities. Those commonalities consist of cultures of teaching and learning that are designed to assist students make connections and build conceptual understanding. The study also found that teachers in these countries assign students challenging math problems and use active questioning and dialogue to assist students and help them see and understand connections. This sparked my attention because conceptional understanding is at the heart of Math Investigations.

In contrast, U.S. teachers that were videotaped did not use questions or conceptual dialogue to help students explore math connections. The teachers viewed the problems as procedural exercises and proceeded to give students formulas and/or tell them where to plug in the numbers. Basically, the teachers told the students the answers. (Stigler & Hiebert, 2004).

Alimacani is a Standards Based school and has utilized the Readers, Writers, and Math Workshop Model with great success. All of the Workshop Models utilize connections, links, in conjunction with our rich metagcognitive strategies. Our work with New Performance Standards and the Workshop Model has proven that total student engagement combined with conversation that is rich in conceptual understanding produces student products that encourage students to converse and think thus promoting improved academic achievement. Research has shown that when students are actively engaged in the learning process academic achievement improves. Research has also proven that simply teaching by telling, lecturing, drilling, taking the pen or pencil out of a childs' hands to show them how to solve a problem or perhaps what word fits are methods that are embedded in the culture of mathematics teaching in the United States. This can be viewed with a lens of practicing the scales on a piano...rote, routine practice each day leaves little to no room for exporation. The old premise that it is easier to give a child the answer rather than guide students to self-explore does not equip our students with the skills that will enable them to solve real-world problems and become life long learners.

The concept that teachers need to teach math for understanding is the first step in changing the culture of mathematical conceptual understanding and problem solving in the U.S. One way to accomplish this goal and help our children soar is to weave together math, language, and cognition. When these areas are woven together they become stronger and more powerful thus enabling our teachers and students to develop richer conceptual understanding.

Arthur Hyde, Professor of Mathematics Education at National-Louis University has worked with K-8 teachers to investigate various ways to help their students become good mathematical problem solvers.

The integration of language, especially reading comprehension and mathematics has increased students cognition. We all are aware that Reading is the process of deriving meaning from written language. This is where the reader is able to engage or interact with the text to create meaning using the content of the text as well as how the text is structured. This applies not only to Reading but also to other content areas.

One of the paramount strategies that enable cognition to improve is through the use of vocabulary development. Holly and Linda have started us on a refresher journey into Vocabulary...A School-Wide Approach. I encourage each Math teacher to stretch vocabulary by including a Math Vocabulary Word Wall that is interactive. If space is an issue consider the use of a chart stand or chart that can be pulled out for use and housed in an accessible/visible location in the classroom...readily available for student use. The chart should be cumulative in nature in an effort to constantly review previous lessons. Remember, when a teacher places value on a strategy or artifact then students will value this strategy or artifact and its use will be frequent and powerful.

Research has identified effective cognitive strategies for students to use in reading comprehension (Harvey & Goudvis, 2007; Keen & Zimmermann, 2007; Miller, 2002), they include:

Making Connections

Asking Questions

Visualizing

Inferring and Predicting

Determining Importance

Synthesizing

Metacognitive Monitoring

The above strategies are all too familiar as part of Duval Counties Standards Based Curriculum. These same strategies can be adapted for math and will result in a deep conceptual understanding of abstract ideas. The National Council of Teachers of Mathematics (2000) identified five key cognitive processes in which students must engage in order to understand mathematical concepts:

Problem Solving

Reasoning and Proof

Communication

Connections

Representations

Let's take a look at a tried and true strategy/tool used to for reading: The Reading K-W-L Chart:

K: What do I know?

W: What do I want to learn more about?

L: What did I learn?

Teachers adapted the K-W-L tool and formed the K-W-C Math Chart with great success in increasing their students cognition. This can be used during the Work Period of Math Investigation when students are in small groups. This can also be used as a type of Math Conference with a small group of students or as a one-on-one conference. The questions would be presented during the launch portion of Math Investigation or as part of the classroom Rituals and Routines. Here the teacher models the K-W-C questions for the whole class and encourages students to use the questions as they focus on reading story problems. Once the students are in small groups the dialogue continues allowing the questions to serve as a springboard or structure for the students' work and to assist students by connecting problems to prior knowledge. The Math K-W-C Chart:

K: What do I know for sure?

W: What do I want to find out?

C: Are there any special conditions that I have to watch out for?

This type of strategy also lends itself for students to conduct dialogue that will assist them with open-ended or extended response tasks. The study showed that the quality of the students' work improved significantly as demonstrated by their written responses.

The above experiment paved the way for the Braid Model of Problem Solving. This model incorporates seven reading comprehension strategies into four traditional phases of problem solving that consist of:

Understanding

Planning

Carrying Out The Plan

Looking Back

Let's take a look at how the adaption of Making Connections for Math helps students become more proficient at problem solving. We all know that Making Connections is interwoven in all aspects of reading comprehension. Making connections holds true when working with math problems. A teacher's goal should be to provide each child with a variety of connections as they try to solve problems. After all...there certainly is more than one way to solve a problem.

When we began our journey with New Performance Standards and the reading comprehension strategies we were introduced to the familiar connections in reading: Text-to-Self, Text-to-World, and Text-to-Text. If we adapt the same connections to math it will read like this: Math-to-Self (connecting math concepts to prior knowledge and experience); Math-to-World(connecting math concepts to real-world situations, science, and social studies); and Math-to Math (connecting math concepts within and between branches of mathematics or connecting concepts and procedures). Once this is embedded in our students thinking then they are readily able to identify different kinds of connections and bridges have been constructed that will help students cross over and reach greater understanding.

The Braid Model also took a look at the other comprehension strategies and adapted them to Math. The K-W-C process had students viewing the questions to decide what inferences they made and whether those inferences were accurate. Problem solving at its best!

Obviously reading is an integral component of math. Just as Read Alouds increase comprehension conversation, dialogue, questioning, etc., enhance successful learning for math concepts.

The United States is striving to raise the achievement of math for our students. In order to accomplish this goal we need to use a lens that infuses language and thinking into mathematics. This is not an easy task. Teachers and students are asked to realize that we are on a quest that will help us discover the importance of using all modalities, require us to ask relevant questions, and unfold the layers of cognition.

Teachers must be the catalyst to spur students into this new arena of learning. This is indeed a Brave New World! Alimacani's teachers are the bravest and will always strive to enrich their teaching with Research Based Practices that adapt reading strategies, language, and thinking to help Plant Seeds For Success in All Content Areas...It's All About Growth!

Educational Leadership
November 2007
VOL. 65 NO. 3

(Because I am still a novice and haven't figured out how to post credits or quote...I want to remain in compliance and verify credits so...portions that are italized come from the article...I will strive to improve on blogging skills...a journey worth unfolding)

Take A Data Drive

2007-11-04T11:48:00.000-05:00

November 4, 2007: Take A Data Drive
Yes, Report Cards go home this week. Breathe! The cornerstones were set and the foundation is strong. When we began the 2007-2008 school year we determined that we would Plants Seeds For Success because at Alimacani It's All About Growth!

Let's take a moment to reflect on the Data and Instruction that shows the Standards-Based Way of Work at Alimacani in conjuntion with maintaining alignment with district and state progress monitoring accountability components.

Each grade level holds equal responsibility for the academic achievement of our learners. Baseline and diagnostic assessments were administered beginning in August 2007 and included some of the following instruments targeting specific grade levels:
*FLKRS-ECHOS - K
*K-12 District Writing Prompt
*DRA/RR
*Math Summatives
*Science Pre-Assessments
*DIBELS
*3rd Grade Duval Benchmark Reading/Math Assessments

The beginning of the year is a time to acquire concrete data that gives us a baseline profile of our learners. Teachers take the data and record the results on various Progress/Class Profile Documents. Once the data is recorded then teachers use the data to drive instruction.

The instructional practices at Alimacani and throughout the district are Standards-Based. We begin with the end in mind and thus have a roadmap that paves the way for professional growth and student achievement.

Teachers are constantly Reflecting on each instructional lesson in an effort to meet the individual needs of each student while engaging our learners in motivating and Rigorous curriculum components.

When the half way point for the first nine weeks arrived Progress Reports were delivered to parents. Progress Reports should reflect the same language that parents will see on their child's report card. The opportunity to communicate the language of the report card and the Standards-Based language is an on-going process. Open House, Parent Fairs, Parent-Teacher Conferences, phone calls, newsletters, web sites, and planners are but a few tools that help parents understand the difference between the county report card and the Standards-Based language. Remember, there is a new pilot report card that is being reviewed in some schools. There is no timeline on the implementation of the new report card that will mirror the alignment of Standards-Based education. It is the teachers responsiblity to communicate and maintain adequate grades, anecdotal conference notes, formal conference notes, and other concrete data that gives the school and parents a clear picture of each child's performance in their day-to-day work force environment. Progress Reports provide parents, teachers, and students with knowledge that all is well on the academic front or challenges are present. This is also the time to help parents and students understand that with challenges there exist plenty of time for opportunities.

Now that the first nine weeks has past we are Digging Deeper into our Soil to produce a Stronger Harvest of Learners! Data now takes on richer meaning for our teachers. Data now should include teacher assessments that are infused with state mandated FCAT expectations.

Analyzing the data begins with the Leadership Team (LTM) uncovering the layers of FCAT results. It is important to realize that in order to understand patterns/trends previous FCAT results are included in the analysis of data. The Leadership Team provides each teacher with school-wide results and drills down for each grade level, classroom, and student. The LTM provides data analysis professional development sessions school-wide, grade level and/or team based, and indiviudally. This enables teachers to scaffold and differentiate their instruction so that instructional decisions are unpacked and help each student.

Grade Level and/or team meetings as well as Vertical meetings should be taking a close look at student work in conjunction with the data recorded in each teacher's gradebook and Teacher Assessment Notebook. Class profiles provide valuable tools for data analysis that help you see trends/patterns within your class and/or grade level. These trends/patterns enable teachers to make informed decions that will drive instruction and provide our High Achievers as well as our At Risk students with differentiate instructional practices that promote student achievement. You will also be able to target strengths and deficits. Identifying strengths affords the opportunity for Go To Classes/Teachers...while a lens on the deficits/weaknesses identifies areas in need of attention. You will then be able to work as a grade level and/or team with identified target areas. The data conversation needs/must take place at each grade level meeting so that you are addressing the unique needs of each learner.

Drilling down to the individual student level is not a new concept. This practice enables teachers to address individual student levels/needs. Teachers need to leave each meeting with a concret Action Plan...not just converstaion that says..."Well, this is a problem." An Action Plan will drive the next workshop instructional lesson.

You have heard me say many times...Data is our friend. It becomes our instructional friend when we do more than just input/record numbers. Analyzing the data, determining the course of Action, and leaving with a concrete Action Plan that consist of instructional practices will make a difference for our own professional growth which directly impacts student achievement.

Each grade level has received targeted data analysis training over the course of several years. Each grade level teacher has also received several documents that include helpful resources for ensuring Rigor in the classroom and collaborting to maximize student performance. Below I have recapped the main points from the No Child Left Behind (NCLB) Fact Sheet.

*Ask the Right Questions:
*Determine if performance gaps are impacted by curriculum gaps, instructional gaps or both (See MAP Task 4)

*Ensure Rigor in the Classroom:
*Cognitive Complexity Classification (CCC)-Review classification system and discuss ramifications for revising instruction
*Determine what moderate and high level instruction looks like for each subject and grade level
*Include students in process of reviewing question stems and practice responses

Become a Test Connoisseur
*Understand the levels of questions and ramifications for instruction
*Review and revise instructional strategies and student activities to maintain ongoing moderate and high levels

Released FCAT Tests and Answer Keys:

Released FCAT Tests and Questions: Reading-Math-Science

FCAT Sample Questions: Reading-Writing-Math-Science

Teacher Self Assessment is Key:
*Review diagnostic performance using charts to form basis of comparison with whole school, grade level, class by class
*Comparing student FCAT performance to district, whole school, your classroom
*Review instructional practices and student activities to address gaps revealed by performance data

Collaborate to maximize student performance:
*Discuss data as a TEAM-by grade level, content areas, departments
*SHARE strategies and materials used by tachers with highest performing students
*Scaffold learning by assigning specific responsibilities at each grade level
*Categorize/Differentiate lessons based upon Standards-Based instruction and work as a TEAM to move into moderate and high levels

The link below provides valuable FCAT information along with a glossary of Testing Terminology. Once you open the link scroll down and view pages 41-43. You might want to print pages 41-43 and keep in your Teacher Assessment Notebook. You can also Bookmark this URL Address as a Favorite for future reference.
FCAT Information and Terminology

I am thankful to work with a Circle of Professionals where teachers are willing to stretch in an effort to increase instructional "Rigor" for our students. The engaged motivation and academic growth of our students is directly related to the value we place on our own Professional Culture of Learning Communities. I applaud each individual that is building a TEAM with our Professional Learning Community where respect and everyone working together is appreciated, achieved, and admired!
http://fcat.fldoe.org/pdf/ufr_07_content.pdf

Alimacani has a bright future as we continue to Plant Seeds For Success...It's All Abouth Growth!

A Whole New Mind

2007-10-19T17:59:00.000-04:00

A Whole New Mind by Daniel Pink has provided me with a crisp lens for viewing the magic of the human brain. The journey you take with this book will amaze you as you realize we are preparing our children for a workforce that embraces research based practices with creativity and relationship building.

As educators we must latch onto opportunities that purposefully prepare our children for their life today and tomorrow. Daniel Pink's book talks about the Left-Brain thinkers and the characteristics of the Right-Brain thinkers.

Left-Brain thinkers/workers showcase the analytical research based approach as compared to Right-Brain thinkers/workers who venture into the realm of creativity and relationship building.

The workforce as we know it today is moving its focus. The future workforce will capitalize on Left-Brain thinkers/workers who embrace Right-Brain components and dive into the creative aspects of the workforce environment.

When we view education today we realize that most of the workforce revolves around research and skills. It is so valuable to breathe in the knowledge one consumes from researched based practices. Teachers need to unpack the research to increase their knowledge base in an effort to impact student achievement. I am reminded of the need to breathe in knowledge each time I reflect on the quote from Margaret Fuller: "If you have knowledge, let others light their candles in it."The enthusiasm that teachers invest in educating our children cannot be ignored. This is where teachers can open the door to Right-Brain creativity and relationship building.

The ability to deliver the curriculum is just one aspect of teaching. Providing engaging, inspiring lessons that will infuse a love for learning is what makes teaching a passion for educators.

The task for educators is to factor in research and nourish creativity coupled with relationship building into the equation so that No Child Is Left Behind. This practice will provide wondrous opportunities that meet the needs of each diverse learner.

A Whole New Mind presents us with the opportunity to provide a environment filled with the aroma of creativity while building relationships and exploring rigorous depths for learning that have the potential to produce outstanding results.

We believe at Alimacani that we are on the right path by utilizing Left-Brain practices mirrored with Right-Brain creativity and relationship building.

Alimacani's mission is to provide children with an environment - Where Education Is A Treasure And Children Are Inspired To Reach For Their Dreams.