Facilitator+Updates

MAP and ACT benchmarks from Sandy (Mostly from Edutopia) **Kim Sanford** Before man could step foot on the moon, he had to step outside the spacecraft. Spacewalking, or [|Extravehicular Activity], began 50 years ago with the walks of Soviet cosmonaut Alexei Leonov and American astronaut Ed White. How is spacewalking doable? The key to spacewalking is the [|spacesuit], a mini-spacecraft that [|allows the astronaut to survive], communicate, and work in the harsh space environment. Teachers, find lesson plans on space exploration and spacewalking: [|Poetry for All Levels from Angie Sandy] [|Every Day Leadership] from Angie [|What It Takes to Fix American Education] from Kathy Provides examples of best practices Models instruction Assess student learning Facilitates professional learning Models classroom management || Identify students’ strengths and concerns Identify instructional strategies Target programs or curriculum to address identified needs || Ensure alignment of the written, taught and tested curriculum Encourage pacing guides Ensure implementation of standards-based instruction and essential learning Collaboratively identify what to assess Analyze curricular materials to support achievement of standards Encourage integration of content to provide opportunities for students to acquire, apply, assimilate and adapt learning || Suggest interventions with appropriate instructional strategies Support incorporation of professional development training in the classroom Ensure implementation of district identified curriculum Collaborate with teachers regarding instructional strategies to reach desired student learning outcomes Have a deep understanding of the research on effective strategies Assist teachers to understand the “big picture” to plan and develop horizontal and vertical instructional and assessment strategies Provide guidance and current research to teachers about the learning process || Develop a trusting relationship to encourage an invitation into the classroom Encourage the teacher to assume more responsibility through time || Conduct trainings – large group, small group or individual Encourage and guide new instructional strategies, whole school study groups, action research groups, grade level or content-based departments Promote each school as a professional learning community working within the district framework || Provide assistance to staff members through a mentoring process tailored to individual needs Support teachers who mentor novice teachers || Serve as a school leader Encourage teacher leadership Serve on content curricular district committees || Introduce alternatives or refinements to current practices, which includes being current on research-based practices Cultivate and evaluate learning within the schools Model continuous improvement, and identifies and initiates alternative options || Model continuous learning about teaching and learning, the educational contexts, collegiality, and the change process Analyze, synthesize and reflect on practices and experiences ||
 * Spacesuits as spacecrafts**
 * [|21st Century Explorer], for grades 3-5
 * Activity: [|Cool Suits]
 * [|Exploring Space Through Math], for grades 7-12
 * Algebra I: [|Spacewalking]
 * Algebra I: [|Suit Yourself]
 * Geometry: [|An Astronaut in Motion]
 * ** Roles and… **** …Responsibilities of Instructional Facilitators ** ||
 * ** Resource Provider ** |||| To expand teachers’ use of a variety of resources to improve instruction ||
 * Locates information, resources & materials
 * ** Data Facilitator ** |||| To ensure student achievement data is used to drive instructional decisions ||
 * Assist teachers to look at student achievement, demographics and process data
 * ** Curriculum Specialist ** |||| To ensure implementation of adopted curriculum ||
 * Develop teachers’ understanding of the scope and sequence of the curriculum
 * ** Instructional Specialist ** |||| To differentiate instruction with curriculum to meet the needs of all students ||
 * Encourage teachers to implement effective, research-based instructional strategies
 * ** Classroom Supporter ** || To increase the quality and effectiveness of classroom instruction ||
 * Provide classroom support through a modeling, co-teaching, observing, feedback continuum
 * ** Learning Facilitator ** || To facilitate collaborative, job-embedded, standards-based professional learning ||
 * Coordinate a wide range of learning opportunities
 * ** Mentor ** || To increase instruction skills of the novice teacher and support school-wide induction activities ||
 * Provide training on instructional practices that have been incorporated in the school district
 * ** School Leader ** || To work collaboratively with school’s leadership to plan, implement, and assess school change initiatives to ensure alignment and focus on intended results ||
 * Serve as a resource for the school improvement team
 * ** Catalyst for Change ** || To evaluate the current practices and seek to influence initiatives for change ||
 * Engage teachers in “evaluation think,” looking critically and analytically to discover what is working and what is not
 * ** Learner ** || To model continuous learning, to keep current, and to be a thought leader in the school ||
 * Model attitudes and behaviors teachers need to be successful – desire to learn, knowing how to learn and knowing how to apply learning

Some Ideas

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[] Donna and Margo 8/21/2014 Ryan sent out these excellent directions for loading a Time Clock and a Printer 8/2014 MATH FACTS FasttMath was not purchased this year. We kind of had a heads up last year and did some research on math facts practice. This site was recommended. [] Many of our teachers use it and like it. If you have been a user of Xtramath (I do know Donna McGarvin has used it), would you let me know, and I will get your name out to people? I-READY Dear Teachers: the password for I-ready changed, so it has taken me a bit to get things going with this. The company says they rolled over the program for us. If I understand correctly, they did student promotions. If a student did not pass, we will need to move them back. They say the account has been rolled over for this year. Let me know if you find differently. I will import kindergarteners.

Things to know: Students are promoted one grade. No students are deleted from the account. Students that are being retained will need their grade edited before taking the 1st diagnostic test. Students are removed from classes. 3. Usage on the Home tab is reset to zero.

4. Student data is archived. Note: All data is still available to admins. To view data from past school years, select the appropriate academic year when running reports.

Please note that once the rollover occurs, your students will not be able to access i-Ready until they are placed into classes again.

Once your account rolls over, your account will be ready to set up for the 2014-15 school year.

Also note that all report groups will be deleted and will need to be recreated. New for this year Report Groups will be Instructional Groups which will allow teachers to access student lesson plans that they are responsible for and not just report viewing.

I don't think I enrolled students in classes last year but let me know if you find differently.

Hope your year is off to a great start. I will be sending more emails regarding programs. Chawna and Angie will be able to help with all of this too (if we can ever get together).

Hello,

When you log into Infinite Campus and navigate to the grade book you will notice that above "Grade Book" is "Grade Book (Beta)". Beta is a new grade book offered from IC. It works seamlessly with the current Java based Grade Book you are all familiar with. (For example type in a grade inside the Java based grade book and navigate back to Beta, you will see that grade there as well and vice versa). However, Beta offers a lot more than the Java based grade book does. Most recognizable is the fact that Beta does not run off of Java, so you will be able to access your grade book from an iPad or like device. Beta also offers graphs and color coding that makes the grade book more visually appealing (those are settings that can be turned on or off depending on user preference).

Attached to this e-mail is a fact sheet on Beta and the Beta user guide from IC. Please be sure to look both over.


 * Make note that if you prefer to use the web browser Internet Explorer Beta will not work**. Beta, at this time, is only compatible with Mozilla, Safari, and Chrome web browsers.

The Java based grade book is expected to be available through this school year, but IC does plan on phasing it out and only offering the Beta Grade Book, so please familiarize yourself with Beta this year.

Any questions let me know....otherwise....dive in :)

Grit Sites from here must be copied and pasted in a browser. It won't go directly.



August 2013
 * We are in the process of securing more internet bandwidth for our district, but until that actually happens, we will be using the following guidelines:**

We have been working on the internet content filter. You Tube is a very commonly requested site for **staff** to be able to access. We have opened up You Tube for staff logins Monday- Friday 6:00 AM – 7:45 AM and 3:30 PM – 10:00 PM; Saturday and Sunday all day. //(Students will NOT be able to access You Tube.)// You must use your district login and password for the override screens.

To save the You Tube video to use in your class, I suggest you use the website called KeepVid.com (override times are the same as the You Tube times).

The reason we have those hours is to help protect the bandwidth during the instructional day so our students can use the programs/sites that have been purchased for educational use.

Please let me know if you have any questions or concerns.

Thanks Hi

We have had to make some changes in how non-networked devices access the district’s internet forapplying Internet filtering policies and CIPA compliance/monitoring purposes. Please see the attachment for an explanation and directions.

Please let us know if you have any major issues with how this works. So far, the staff has been able to use it successfully to access the internet.

Thanks in advance for your help with this. The WDE test development staff completed the mathematics and reading assessment targets for grades 3-8. These documents describe the eligible content for the 2013 and 2014 PAWS field test items. Items from these field tests will be used to build the 2014 and 2015 operational tests. The documents are designed to identify the standards being assessed over the next two years as districts transition to full implementation of the 2012 Wyoming Common Core Standards (AKA 2012 Wyoming Content Standards).


 * All documents are on our district I Drive at…I Drive > PAWS Testing > 2012-2013 > Assessment Targets - 2013 and 2014 (files are listed by grade) **

Or…go to the WDE website, click on the State Assessment tab, then the PAWS webpage, and scroll down and on the left, click on the link to the 2012 Wyoming Standards - Assessment Targets, grades 3-8. The link: http://www.edu.wyoming.gov/Programs/statewide_assessment_system/paws/2012-wyoming-standards-paws-assessment-targets.aspx

The Student Assessment of Writing Skills (SAWS) webpage describes the 2013 and 2014 SAWS as an overview of both the operational and field test designs for the writing assessment, grades 3-11. The link: http://www.edu.wyoming.gov/Programs/statewide_assessment_system/Statewide_Assessment_of_Student_Writing.aspx

Mary 11/6/2012 It sounds like we will have to go on to Volume iTunes no matter how many devices we have or don't have in our possession. Kathy would like to wait until next year because we don't have the equipment available to do volume syncs right now. So...try and buy free ones, or consider your purchased ones consumable, and be aware that we will be switching up next year (most likely). :-)
 * iTunes**

As I am listening to what you have to say during meetings, I feel like I can do a better job of keeping track and addressing your technology needs. I am going to begin stopping by classrooms- one because I love to see what you do, and two, so you can let me know if you need anything. I will try not to interrupt class, if you need me to stop by later, let me know, and we can make arrangements. It is hard to find a time when you or I don't have meetings after school, so I need to find a better way and a better time. Suggestions are welcome!
 * Reprogramming**

I am adding Common Core lessons to my wiki now. If you want a unit put together regarding a Common Core skill and don't want to gather all the links/files on your site, let me know. I can make a page on this Wiki and link it to my desktop site or not link it at all. It could be for you alone to use, or you can share it. Often it is best if we work together building the site page.
 * Common Core**

www.deniseherman.wikispaces.com You are welcome to copy, paste, download, etc. whatever you need.

Be aware that assessments for Common Core aren't finalized, so when someone says something is Common Core, it may or may not be accurate.

PLC's will help us achieve strong intervention programs and strong Common Core programs. This is exciting!

Thank you for all you do for our students at Washakie County School District #1.

Denise

If you take classes through TIE, I just found out that they change your password every so often (maybe once a year), and you no longer can get in your Blackboard account. The South Dakota teachers get the information on this change-we don't. The nice lady told me that you can go to: members.k12.sd.us to change your password to one you like. I hope this helps someone. If your password stops working, you can call Karen Parry at 605-381-5356  begin_of_the_skype_highlighting   605-381-5356  end_of_the_skype_highlighting  for help. I will try and make it around to check on everyone today. I am running behind so hope to make that up this week since testing is about finished. Next week I am on an external review visit until Thursday.

I have a note out to volume iTunes. I was unable to find some apps that we have been using on the volume account site. I am not too pleased with this. Maybe they will let me know differently when they respond. 4th Grade-I am just changing passwords on "My Access" to simpler ones. The students are in the system. You just need to pull them in your classes. You can ask a 5th grade teacher or contact me.

FasttMath should be up and running for 4th grade.

About all middle schoolers should be in Google Apps now unless they did not get their Acceptable Use policy signed.

I still need to get all kindergarteners in Think Central and all of them in Study Island.

I probably won't be able to start in classes until the new quarter.

We are putting together a technology vocabulary sheet for each grade level. These are common terms with definitions that we would like you to use and embed in everyday language in your classrooms (computer labs) with your students. These are grade appropriate and are not extensive. Our goal is to make sure all students are hearing the same technology language. It will help reinforce what Vicky and Jody are teaching. Let me know when you receive yours if you have questions or concerns.

I will try and make it around to check on everyone today. I am running behind so hope to make that up this week since testing is about finished. Next week I am on an external review visit until Thursday.

I have a note out to volume iTunes. I was unable to find some apps that we have been using on the volume account site. I am not too pleased with this. Maybe they will let me know differently when they respond. 4th Grade-I am just changing passwords on "My Access" to simpler ones. The students are in the system. You just need to pull them in your classes. You can ask a 5th grade teacher or contact me.

FasttMath should be up and running for 4th grade.

About all middle schoolers should be in Google Apps now unless they did not get their Acceptable Use policy signed.

I still need to get all kindergarteners in Think Central and all of them in Study Island.

I probably won't be able to start in classes until the new quarter.

We are putting together a technology vocabulary sheet for each grade level. These are common terms with definitions that we would like you to use and embed in everyday language in your classrooms (computer labs) with your students. These are grade appropriate and are not extensive. Our goal is to make sure all students are hearing the same technology language. It will help reinforce what Vicky and Jody are teaching. Let me know when you receive yours if you have questions or concerns.

Greetings AND Salutations!

I will be back to work on Monday, August 13th. I will actually check my email too. I can spend Tuesday helping with technology if you email me your needs. These can all be found on the facilitator update part of my Wiki. I will get the Wiki updated soon. www.deniseherman.wikispaces.com

> http://www.scholastic.com/teachers/
 * First Week Activities: http://www.scholastic.com/teachers/classroom-solutions/2009/08/setting-stage-exploration-and-involvement?eml=Teachers/e/20120807/facebook///SMO/teachers/Blogs/CSVictoria/


 * Post it note activities: http://teachers.post-it.com/wps/portal/3M/en_US/Post-it-Teachers/Home/All-Activities/?tag_GradeLevel=4th%20Grade


 * Teaching with Technology: http://teachinglikeits2999.blogspot.com/


 * Pinterest is a great site to view at home to get some inspirational educational ideas. It is free.

Zamzar has backed off of YouTube (at least for now). Let me know if you need something converted.
 * We do have Pd360purchased again this year. I also will be asking to record some of your best practices to add to our district's PD360treasure chest.

I look forward to working with you this year. I will see the new teachers on the 15th.

Take Care,

The following strategies are quick 5 minute strategies that can be used in the classroom. The strategies send a message to students – be the best learner you can be because you will be asked to demonstrate your learning during class. Most were adapted froma D.C. Everest Area Schools in Weston, WI. **Three Minute Writing** - **Draw Two Names** - **Simon Says** – **Roll the Dice –** **Fogginess** - **Newspaper Headings** - **Chalkboard Champs –** **Chapter Skim -** **Retelling -** **Test Questions -** **Mini Drama -** **Letter to the Principal -** **Meet the Teacher -** **Rock Paper Scissors -** **Back-to-Back Boards -** **Trio Rap/Song -**
 * Good Questions –**
 * On a piece of paper, write three __good__ questions you could ask to learn more about the topic we studied today. (Ticket out the Door)
 * You have three minutes to write everything you learned today. Don’t worry about the organization – just write for three minutes about what you have learned.
 * You have one minute to think about how you might summarize today’s lesson.
 * Two names will then be drawn and those two people will stand and each gives a thirty-second (time can vary) summary of the key points of the lesson.
 * Simon say – tap your head if you understood _ from today’s lesson.
 * Simon says – hold your arms up if you didn’t understand.
 * Simon says – turn around if you understood.
 * Simon says – flap your arms if you know what _ means.
 * Decide which person is “even” and which person is “odd.”
 * The teacher asks a questions and you and your partner discuss how to respond.
 * The teacher rolls the dice. If it’s an even number the “even” people stand and the teacher calls on someone to respond. If an odd number is rolled, the “odd” people stand.
 * What part of the lesson today was the most unclear (or foggy) to you?
 * Write it on a piece of paper. (Ticket out the Door)
 * Create a newspaper headline that may have been written for the topic we are studying. Capture the main idea of the event. (Ticket out the Door)
 * The class is divided into 3-4 teams.
 * The chalkboard/whiteboard is divided into a large space for each team.
 * Each person needs a writing utensil.
 * When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)
 * At the end of 3 minutes, each team must present 2-3 ideas from their chalkboard creation.
 * Skim over pages _ in your textbook that you have already read. You will have two minutes to skim.
 * You now have thirty seconds to tell your partner some key ideas from the book. Then your partner does the same.
 * You have just finished reading/hearing about __.
 * You have one minute to think about what you read/heard.
 * Partner A – retell it to Partner B in two minutes.
 * Partner B – ask questions to check for understanding.
 * Write two test questions that you think the teacher might put on the test.
 * Make your two questions be about the most important ideas of the unit.
 * The main idea of the lesson today was.
 * You and your partner have two minutes to come up with a short one minute play that tells the main idea of the lesson today.
 * Present your play to another pair.
 * Write a short letter to the principal telling him all of the ideas you have learned about this week.
 * You and your partner decide on the most important idea from the lesson.
 * Together, state that idea in one sentence.
 * When you are ready, you and your partner should line up to “meet the teacher” and tell what you think the most important idea was.
 * Have students pair up and number each group.
 * Listen to the question the teacher asks and discuss it with your partner.
 * Do “Rock, Paper, Scissors” with your partner.
 * The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times. //(Teacher could use number cards to determine students.)//
 * You and your partner each get a mini-white board and stand back-to-back.
 * The teacher asks a question and you each answer on your board.
 * When the teacher says “turn around” you show each other your answers and discuss.
 * Your trio should create a rap or a song that includes three main ideas from the lesson.
 * If you’d like, use the melody of a common song.
 * Perform your rap/song for another trio.

Think/Pair/Share Variations: http://learningisgrowing.wordpress.com/ (Sorry, this is a repeat for some of you.) Don't be afraid to join the teachers sharing with teachers. It is free to join and some of the stuff is free or very inexpensive. The attachment above is to help struggling students understand number charts.

All Grades ideas: http://kidsactivitiesblog.com/play-with-math/

Math Elementary +6th ideas for teaching: http://jimmiescollage.com/2011/04/ultimate-list-of-printable-math-manipulatives-games/

Fraction Game with cards (Can be adapted for positive and negative integersand other skills): http://www.education.com/activity/article/simplest-form/

Click on the Links to find ideas: http://ispeakmath.wordpress.com/2012/03/22/turning-words-into-math-graphic-organizer/

5/6th Math: http://rundesroom.blogspot.ca/2012/04/still-having-fun-with-factors-and.html

Variations of Think, Pair, Share: http://learningisgrowing.wordpress.com/ Schmoker asks for discussion-think, pair, share, can be varied.

**Suzanne Dorn found these first ones in her School Library Journal. Thanks Suzanne!**


 * The first is an online guide to apps for learning which includes a category for Bloom's. http://www.appitic.com/
 * A collection of more than 150 apps: http://groups.diigo.com/group/iphoneipodtouch
 * Apps being used with students on the autism spectrum. http://www.proloquo2go.com/

**Here are some more sites you may like to try:**

IPAD APPS and other information: http://www.pacer.org/stc/pubs/AllAboutAppsforEducationHandout.pdf

Kids Apps: http://www.bestkidsapps.com/

Interaction Education: http://interactioneducation.com/index_files/Best-Educational-Apps-For-iPad.html

Homework and Other Apps: http://homeworktips.about.com/od/schoolsupplies/tp/Educational-Apps-For-Ipod-Touch.htm

College Apps: http://unh.edu/disabilityservices/ipod-ipad-and-android-apps-college-students

Greetings!


 * NOTES: **
 * I changed the "I" drive SPARK folder a bit to add some new movement stuff.
 * I do have some beach balls if you like to do some Kim Bevill activities for movement.
 * Kathy put a link on the "I" drive in a new READING folder. This is a Renaissance Reading document that describes books that students read. As my own children have left the house, I find it harder and harder to know what good book recommendations are now. This document is very good.
 * A big thank you to all the DLT, BLT, subject, and grade level leaders. The work you do is much appreciated.

** ATTACHED to THIS EMAIL: **
 * Summarizing Bookmark for fiction (for Reading Teachers)
 * //Putting Students on the Path to College// technique #1 (for all teachers- 1 of 49 techniques)

** iTunes: ** If you need help getting your iPods to work in "in the cloud," let me know. I can send directions.

VISION **-MISSION-PROFESSIONAL LEARNING COMMUNITIES** As I was listening to teachers at East Side discuss teaching and learning from the PLC book about a month ago (see below), nonacademic essentials skills kept popping up. Listening, cooperating, and following directions were all part of the discussion of essential skills. Habits of Mind for an elementary student may look slightly different than it does for a middle/high school student, but they are obviously important. http://deniseherman.wikispaces.com/Vision+and+Mission.

I see this as one way to advance student learning in our district.

**Professional Learning Communities** **Pages 183-184** Questions instructors should ask themselves as they prepare lessons. 1.What is it we want our students to learn?What knowledge, skills, and dispositions do we expect them to acquire as a result of this course, grade level, or unit of instruction? 2.How will we know if each student is learning each of the essential skills, concepts, and dispositions we have deemed most essential? 3.How will we respond when some of our students do not learn?What process will we put in place to ensure students receive additional time and support for learning in a timely, directive, and systematic way? 4.How will we enrich and extend the learning for students who are already proficient?

Can Habits of Mind (part of our mission(http://deniseherman.wikispaces.com/file/view/Vision+and+Mission+Goal+pdf.pdf) and higher level thinking skills be included in our lessons for Professional Learning Communities?
 * FOOD FOR THOUGHT: **

Could it look like this? http://deniseherman.wikispaces.com/file/view/Targeted+Essential+Skills.pdf

Mike Schmoker is big on teaching the essentials and the essentials he describes are right out of the 21st Century handbook.

To keep with our Vision/Mission, I think it will be important to include teaching good mind habits and higher level processing skills in our lesson goals. These seem to be essential.

Knowledge and skills alone do not get us where we want to be. Certain dispositions help put knowledge and skills into practice and continue to increase the depth and breadth of learning. Thank you for considering this as you explore PLC's.


 * SITES TO SEE: **

Math and Science Lessons for 21st Century http://www.thelessoncloud.com/2011/11/math-and-science-linky-party.html

Essential Questions: http://questioning.org/mar05/essential.html

I am grateful to belong to such a high achieving district. It makes learning and growing fun. Connie hung a poster above my head (not sure if she is trying to tell me something). It goes: E // ven if you are on the right track, you'll get run over if you just sit there. // //s// //o true...so I'd better go now...:-)//

Take Care, Denise **3-8-2012 Spring Conference Keynote Speaker II**
 * Bryan Fiese**


 * The Generations**

**Baby Boomers 1946-1964**
 * Veteran Generation 1922-1946**
 * Dedicated and Loyal
 * Understand a clear chain of command
 * Teacher was the dictator
 * Value and enjoy conversation
 * the first generation to be raised on television
 * Independent thinkers
 * Take responsibility for own success
 * Self-reliant
 * Not adverse to technology
 * Have adapted well, in general, to using technology that drives communication
 * Now caring for children and elderly parents

**Generation X 1965-1981**
 * Known for lack of optimism for the future
 * Cynicism and skepticism for traditional values
 * Sought out changed
 * Not a generation of slackers but a generation of seekers
 * Challenge the status quo
 * Embracing technology

**Generation Next 1982-2000**
 * "Millennials" Once referred to as Generation Y
 * Fast and fearless generation that has grown up with technology
 * This generation will supplant the Baby Boomers in terms of size
 * One of the most heavily marketed-to generation with companies battling to for buying power
 * This generation believes it can accomplish anything
 * multi-taskers
 * Also known as the "Ritalin Generation"

**Bryan Fiese Continued:** Research shows that the happiest time in your life is when you are one on one with someone you love and respect. Engagement begins before the student enters the classroom. Strong leadership is a must for parenting. A child is motivated by pleasure.

You should be listening 80 percent of the time as a teacher.


 * His Managing Student Behavior System**

I am disappointed. I am worried. I am puzzled. This is a reevaluation statement is used to alert the target to the reason for the confrontation in a specific way. // I have told you to stop talking, and you have continued to ignore my request. // This is a re-approach statement used to tell the student what you want from them. Be specific and accurate. // I need you to turn around, face forward ,and begin working on the assignment now. // This is a handshake statement to make sure the student understands the expectation and is used as part of the pre-discipline process. Only ask questions that can be answered with a yes or no. // Is that clear? //
 * STEP 1 **
 * First:** **Express how you feel in one sentence.**
 * Second: Assess the Situation**
 * Third: State Your Expectations**
 * Fourth** **Yes/No Question**

**STEP 2** Follow through every time: //Consequences must follow if the student does not improve. A consequence involves taking away a student's pleasure.//

//Acknowledge student's perspective. I understand...but// //Ask an open-ended question What can you do to make sure...?// //Acceptance and agreement-- confirm the student agrees to abide by acceptable solutions//
 * // STEP 3 Recovery //**

At Glenn Livingston Elementary School: Very few assemblies Every classroom uses the same rules, expectations and procedures No announcements Students with poor behavior in kindergarten have improved behavior in fourth grade. The principal spends most of the time with kindergarten behavior expectations. **Concepts** Caring is key. Conflict is inevitable. Behavior can be changed. Good behavior must be taught. Good discipline is well timed. **THE TIME TO TEACH BEHAVIOR MODIFICATION TECHNIQUE** **MODELING BEHAVIOR** **Model: I do.** The teacher demonstrates the perfect way to do a routine, the imperfect way, and the almost but not quite way (to eliminate the gray area) practice only the perfect way to do the procedure Susie, I need you to refocus. If Susie doesn't refocus she gets a **Refocus form** There is an arranged classroom (buddy teacher) next door where she waits for a nod from the teacher, goes to an appointed spot, and completes the form without talking. This form includes: Name date grade There are three questions she must answer. When finished, she stands up, waits for the teacher to recognize her, gets the paper signed, and goes back to her room. Sent from my iPad(which seems to have a mind of its own)
 * Break Out Session with a teacher from a Blue Ribbon School in Cody using the **
 * TIME TO TEACH Program **
 * Guided Practice:** we do
 * Test: you do** Student demonstrates only the perfect Check for understanding Refocus eliminates 90 percent of behavior You give the kids the choice
 * ASK YOURSELF BEFORE YOU STOP THE WHOLE CLASS TO DISCIPLINE ONE STUDENT:** Am I able to teach? Are other students able to learn? Is the student able to learn? If yes to all of these, then work on correcting the behavior later**REFOCUS TIME WITH A BUDDY TEACHER**

SPRING NCAConference Mikeschmoker.com
 * Keynote Speaker Day One: Mike Schmoker**

(Maybe keep in mind that he is looking at a curriculum world that is more streamlined; he did make us think.) If what you are doing is working, don't let this email change it! :-)


 * SIMPLIFY** His feeling is that we have gotten lost in the details. For instance, Schmoker does not believe that teaching rising action and major and minor events, etc. is useful.

Cold calling and other checks for understanding Purposeful reading 90-120 minutes day Content curriculum Reasonable implementations Guaranteed curriculum Authenticcollege prep literacy Reading, writing, and talking is the key Read with the mind to use evidence in the text
 * HE SAYS:** *Read instead of doing worksheets *Teach how to read textbooks *Less is more *Focus on the first things first ceeeeeeeeeeeeeaselessly *Group work is not always the best teaching method-partner work is more effective. He believes pairs are the most powerful and efficient form of cooperative learning.
 * Do the old stuff-Madeline Hunter had it right. *Create simple *See the essential
 * Madeline Hunter, Madeline Hunter, Madeline Hunter...
 * The BEST STRATEGIES According to Schmoker****:**

PowerPoint projects waste a lot of time; they can be a time killer. There are too many standards. Marzanosays we should decrease our standard by 50% or more. Common Core Standards are way too much too. They need to get rid of some.
 * NOT EFFECTIVE According to Schmoker:**

Coherent sequence of core content using reading, writing, and discussion Drawing inferences and conclusions //Do you think he is a good guy or a bad guy bad on evidence?// Analyzing conflicting source documents. Use underlining Solve complex problems without an obvious answer Support arguments with evidence Multiple 3-5 page papers and far more books, articles, and essays in the curriculum Use primary resources Textbooks Books novels Argue--- infer--- resolve conflict--- problem solve Read with the mind to use evidence of the text Nonfiction writing is a key Increase the amount of quality writing Use primary resources Students should complete two three to four page paper per year in each class. (I can't remember what grade level.) Math should stop every two minutes to give the students a chance to process. Processing should happen after each problem at the beginning of explanation in math. 3/7/2012 PAWS has begun! Good Luck! I will be sending information on what we learned at the Advanced Education conference. I am sure others will too. **Resources to Explore in your "free" PAWS testing time (ha ha):**
 * Mike Schmoker** **says these are what count:**
 * LECTURE:** can be effective but we can't just talk every x number of minutes- kids need to process frequently-- ** review notes --discuss --pair/share ** Marzano says this should happen every two to 7 minutes.
 * One Source Schmoker Uses: College Knowledge by David Conley**

These are mostly elementary resources but some can be used in upper levels. I will put them on my Wiki too under the heading of "Facilitator Updates" and in some other places so don't feel like you have to save the email.
 * www.deniseherman.wikispaces.com**
 * National Geographic**-This site has lots of rich expository reading opportunities. Won't it be fun when we have iPods or iPads in classrooms so students can go to this site? The link I have targeted is science, but it doesn't stop there! http://kids.nationalgeographic.com/kids/activities/funscience/

**Reading Tools**-dig deep into this one when you have some time. Some of these ideas are bound to get you excited! http://independenceinlearning.blogspot.com/2011/10/partner-talk-anchor-chart-for-reading.html **The Techy** **Teacher**-the main page is about Dr. Seuss (a little late) but she has other links at the top. This seems pretty elementary school age. http://tekyteach.blogspot.com/ **First Grade Teacher's Box of Tools**-this is a first grade teacher in Florida-the site is a bit cumbersome because it skips around. Look on the left side for posts she has on different subjects: http://mrsgilchristsclass.blogspot.com/search?updated-max=2011-07-20T06%253A57%253A00-04%253A00&max-results=7 **The Organized Teacher:** this has my friend, Suzanne Dorn, written all over it. I saw an idea on another blog how they used hand sanitizer bottles with a picture of something or other on it that the student put on the desk when he went to the restroom. I don't remember the full story but was cute and appealed to my "bet he/she didn't wash the hands after using the bathroom" thinking. http://www.mslulu.info/2010/11/100-classroom-organizing-tricks.html

**Classroom Freebies**-once again, the Blog is kind of slow, but it does have ideas to view. If you want to see the ideas better, hold down the control key on your computer and click the plus sign until it is the size you wish. To make it smaller again, do the same thing but click on the - key or do control 0. @http://www.classroomfreebies.com/2012/01/nets-of-3d-shapes.html **An Extra DegreeFirst Grade, Second grade or so:** this is okay but it basically gives you ideas and not something you can print: [] The pictures make is slow. **Math and Children's Books:** http://love2learn2day.blogspot.com/p/math-book-lists-tba.html **Math about Me and Other Subjects-** He has resources on the left. The mainpage has the idea on how students can generate ideas for numbers in their lives. Instead of doing it on a poster though, Glogster would be cool! This may be a "bit" fluffy. His resources are much better. Check it out! []

2/21/2012Good Morning (or not depending on when you check this),

Textbook and iTunes are coming out with more and more options. A lot of these are common core associated. To see what the listings are, go to ITunes, iTunes store, books, textbooks, and preview for free. As I have said before, we are starting more in the direction of iPod/iPads. We need to hear your feedback on this. I hate to get stuck on a device because devices will change, our goals as a district are what count. We will be talking more about this.

If you haven't entered the educational social networking world yet, there are some good Facebooksites that deal with education such Scholastic, Facebook in Education, PD360 , Promethean , and Two Writing Teachers to name a few.

Pinterest, Twitter, and YouTube are also loaded with educational thoughts and ideas. This is a great way to keep up with what is new and exciting in education. Let me know if I can help.

I have attached a few elementary idea picsfrom Pinterest.

Jody and I have a few Glogster and Animoto accounts if you would like to check with us sometime to see if there are some available in addition to what we are using at the time. I don't know if there will be a waiting list for them or not.

We are working on our elementary Google Apps. There are a few things we must consider before rolling it out to the elementary level. To be honest, I think our first rollout will be to 4th and 5th grade. We will get training to you. There are just a lot of privacy and other issues we have to take into consideration + work on getting a new domain name. Hopefully, we will get that going soon.

Some Good Technology Ideas: [|Instructional Tech Best Practices]

Education World:[| http://www.educationworld.com/]click over the advertisements

Teacher Technology Blogs: Teacher Blogs slow

It is fun watching you learn and grow with technology. This is an interesting continuum of technology growth. Where do you think you/we fall?

Signs of Technology Facilitator Effectiveness-please let me know how we can help you to the next level.

|| **Desired Behavior** **Access for all students**
 * **Daily appropriate use** || As teachers gain in skill, confidence and inclination, they and their students will begin reporting daily use of new technologies side by side with more traditional technologies such as books, Post-It Notes and Magic Markers. ||
 * **Continued self sustained growth** || Participating teachers report sustained acquisition of new technology skills along with an expansion of lesson design capabilities. ||
 * **Continued self sustained growth** || Participating teachers report sustained acquisition of new technology skills along with an expansion of lesson design capabilities. ||

Without exception, students in classes of participating teachers report sufficient access to tools to manage assignments effectively.
 * **Self sustaining community of learners** || Participating teachers indicate that adult learning is collaborative, ongoing and informal. ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">**Technology invisible, transparent, natural** || Artificial, silly uses of new technologies subside and technology for the sake of technology is no longer evident. Uses of new technologies are comfortable, casual and unexceptional. ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">**Expanding definitions** || Classroom strategies and activities move from an emphasis on technologies and technology skills to focus on information literacy, research, questioning and standards-based learning. Students are challenged to analyze, infer, interpret and synthesize with a mixture of classical and digital tools. ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">**Support for engaged learning** || Students report that they spend an increasing percentage of their time on Engaged Learning tasks - taking responsibility for their learning in a collaborative, strategic and energized mode. ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">**Teacher as facilitator** || Both teachers and students report that teachers devote an increasing proportion of their class time to facilitating and guiding the learning of students in technology. ||
 * **Discerning use** || Participating teachers gain enough in confidence and discernment to identify technology uses and activities they have discarded or found unsatisfactory. They report movement toward quality and worth. ||
 * || © 2002, J. McKenzie, all rights reserved. ||

<span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">The EdTech Daily Practice Survey (EDP)
|| <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">If you were to give this to your students, what would they say? For your own information, don't forget to take the teacher survey next. <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">Student EDP || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">A version in Microsoft Word is available for downloading by clicking here. ||  ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">1. I make use of the network (or the Internet) to explore important questions and issues arising out of the content of this class. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">2. My teacher challenges me to do my own thinking, build my own answers and interpret information, using new technologies only when they might prove helpful. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">3. The Internet and e-mail makes it possible for me to communicate with experts, other students and people from around the world to enrich my learning. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">4. I organize my thinking using software programs to make mind maps. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">5. I make smart choices about the tools I use to accomplish tasks, using books, a spreadsheet or digital information when each one is the best || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">___ strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">6. I work in a group to solve problems, make decisions and explore challenging questions. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">7. I have the software skills I need to handle classroom assignments and challenges effectively and efficiently. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">8. I am getting quite good at recognizing worthy uses of new technologies while avoiding the silly, trendy uses that waste time without delivering much of value. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">9. My teacher presents the class with a challenge or issue, points us to a large collection of relevant information resources and expects us to figure things out. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">10. I am able to make an important contribution to the work of a team considering a curriculum challenge. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">11. The work we do in class and the tasks we must perform are going to prepare me for my life as an adult - both as a worker and as a community member. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">12. Many of the things we do with technologies in our class seem kind of flashy and senseless to me. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">13. We have as much access to technology as we need and we can always get more if we need it. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">14. We don't bother to do much with networked information because the network is either too slow or is breaking down right in the middle of a lesson. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">15. Most days we do not need to make use of new technologies in my classes. They have no real place in this type of course. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">16. If I run into in a new task requiring software or technology skills I do not already possess, I am quite good at teaching myself the new skills or at finding someone to help me learn them. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">© 2002, J. McKenzie, all rights reserved. This form may be used without express permission by schools and non-profit organizations only. All other groups must request express permission for any use.

<span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">A version in Microsoft Word is available for downloading by clicking here. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">What do you say? <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">Teacher EDP ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">1. I ask students to use networked computers to explore important questions and issues arising out of the content of my class. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">2. I challenge students to do their own thinking, build their own answers and interpret information. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">3. I encourage students to use the Internet and e-mail to communicate with experts, other students and people from around the world to enrich their learning. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">4. I expect students to organize their thinking using software programs to make mind maps. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">5. I encourage and model smart choices about the tools students might use to accomplish tasks, using books, a spreadsheet or digital information when each one is the best. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__never__ monthly __weekly__ 2-3 times weekly __daily__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">6. I ask students to work in groups to solve problems, make decisions and explore challenging questions. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">never __monthly__ weekly __2-3 times weekly__ daily ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">7. I have become quite good at adding to my technology skills by asking for help, using the tutorials and teaching myself. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">8. I really don't have the time or energy to do much lesson or unit development for new technologies. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">9. I take pleasure in learning new approaches alongside of my peers in ways that are informal, casual and low-key. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">10. I rely mainly on packaged programs to make sure my students have good technology experiences. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">11. There is so much curriculum content to cover that I can rarely take the time to engage students in group investigations and problem solving. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * 12. <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">I am getting quite good at recognizing worthy uses of new technologies while avoiding the silly, trendy uses that waste time without delivering much of value. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">__strongly agree__ agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">13. If I run into in a new task requiring software or technology skills I do not already possess, I am quite good at teaching myself the new skills or finding someone to help me learn them. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">14. The district offers me a wide and rich menu of learning opportunities that allow me to match my preferred learning styles with the activities I select. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">15. Not enough time is made available for me to figure out smart ways to use technology and build the lessons and units that would comfortably blend such tools into the work of my classes. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">16. I am making more time now than I used to for students to do more of the thinking - analyzing, interpreting, inferring and synthesizing. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">17. I would do more with new technologies if it were not for the pressures that are loaded into me by the new state standards and tests. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree __agree__ disagree __strongly disagree__ ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">18. If I get stuck or frustrated with something new, whether it be technology or some other aspect of teaching and learning, I know whom to turn to if I want support and assistance. || <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">strongly agree agree __disagree__ strongly disagree ||
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">© 2002, J. McKenzie, all rights reserved. This form may be used without express permission by schools and non-profit organizations only. All other groups must request express permission for any use.

Thanks, once again, for all you do. These posts are not meant to make you feel guilty for not doing more. Remember that even when I teach groups of students, I don't have them on the computer 100% of the time. I think it is important to have technology meet our needs and not the other way around; it is about active and engaged learning.

2/15/2012

Hi

I just wanted to let you know that you can now view PD360 videos on your IPad or IPod. You can search for videos and you can view videos. You cannot do any administrative work in the program, print reports or work with communities, etc.

The app is available in the ITunes store and is called PD360. They also have Observation 360 HD. Both apps are free. You use your district login and password to access the video content. 3/16/2012
 * **Thank you** for all you are doing in learning and leading with technology. I feel like our capacity is huge and growing. The budget is slim but you all have a lot of heart.


 * The iTunes store has a wonderful new selection of **education apps** in the education category. They have "upped their game" as far as education and apps. They are in the beginning stages of textbooks. If you would like help creating your own "textbook" online, please let me know. We can do this through a Website.


 * The PD360


 * ** app ** that Kathy mentioned works wonderfully! Give it a try when you get a chance.


 * Kathy pointed out that we should be paying for ** each app on each iPod .** There is a bulk rate that is kind of on the honor system as to how many we say we need. We haven't been doing this. It is kind of a disappointing extra expense but legal is legal.


 * If you would like help with ** syncing through iCloud ,** let me know. I don't see a big advantage of this right now in our schools unless you have enough electrical plugs/cords for the iPods. When we have carts, it will be wonderful, I think.


 * We are adding technology as the budget allows. Our thoughts are that for the elementary, ** we keep at least one lab in every school and add iPods/iPads to the classrooms .** Please discuss this with your grade level teams and get back with me regarding questions and concerns. This isn't written in stone. As you know, things have to "give" when we move new things into the mix.


 * I sure enjoyed the **Adobe Photo Shop** class with all of you that attended. Let me know if you want to come sometime after school and practice what we learned. I know there was a lot of information. Pat Hilmer found another program that is for editing that is free. She is trying it out right now. What great groups we had those three nights!


 * Picnik is on its way out......


 * Kim Wyman is arranging **virtual field trip** lessons. Please contact her for more information.

Thanks for all you do. I know your plates get pretty full and the rewards can be great when we have those successes.

12/1/2011 from Kathy: Edutech

12/13/2011
 * Google Apps for Education Questions/Answers**

Jody, Jacob, Joe, Nick, and Denise will be doing training in teams. They are all school administrators for our Google Apps for Education Google domain. We also have other brilliantly talented people in our school that catch onto these things very fast. Ask around for help.
 * Who can I go to for help with Google Apps for Education?**

We don't expect teachers to check both emails all of the time. If you do not want to check your Google emails, just tell the students that you do not check Google email. It is kind of nice to have two because it keeps your student email separate from you school email.
 * How will I keep up with it?**

If a student uses Google Apps to be off-task, misbehave, etc. let one of the administratorsknow. We are using these as teaching moments. Just send Denise an email. She or one of the Google adminswill call the student in and have a lesson on the topic (Internet safety, staying on-task, inappropriate language, etc.) We can make it uncomfortable enough that maybe they won't be so eager. If the infraction is a larger one, it will be sent immediately to Mr. Schaal. There is a document sheet the Google App administrators and Suzanne will share regarding infractions. We can shut down their accounts for any amount of time. It doesn't have to be shut down for 30 days.
 * What happens if the student is not using Google Apps for what it is supposed to be used for at school?**

Technically, you can. Using our domain is just a good way to keep personal and work related information separate. Using our domain (worlandhs) also allows for a plethora of opportunitiesthat we can set-up in our domain.
 * Why can't I use my personal Google account?**

Good question! This is all about possibilities for the future. As you know, our goal is to have one-to-one computing as soon as the money is available. When it does happen, we will be ready. The world of apps, the cloud, online communication, online storage, etc. is endless. Great things are to come. For awhile, it is a matter of focusing on the possibilities, so we can get through the problems.
 * Why are we doing this when we can't get in the computer lab?**


 * I don't have time.**

That is understandable and a very real problem. I think if we can get this streamlined, you will find that it will save time in the long run.

More information can be found on the I drive: Middle School---Google

Let us know how we can help and THANK YOU!

12/10/2011 From Sandy:

Barbara Blackburn

I think one of the hardest things to do in a classroom is to review content, without repeating yourself. At times, I felt like I was the only one reviewing! It's important to use higher levels of questioning, as well as shifting ownership to students.One of my favorites for reviewing vocabulary is to have students write riddles. Instead of writing their own definition, which too often means rearranging the words from the original definition, I ask them to use what they know to create a riddle that will stump other students. It must be true, and should not give away the answer too soon. This review activity works with all grade levels and subject areas. For example, in primary grades, you might do a short riddle, such as: I'm shiny when I'm new, my group of five equals 25, what am I? The answer...a nickel.However, look at the complexity of this riddle from a high school social studies class: I'm known as a party school, My mascot changes regularly, Popularity doesn't necessarily rule. What am I?A great activity that is fun, requires analysis and application skills, and students are responsible for doing the work instead of us. By the way, have you figured out the answer to the second riddle? It's the electoral college. And the students who wrote this really understood the concept. ||
 * Reviewing for Understanding




 * Principal's Perspective

Do you know how much time is spent in classrooms reviewing material? One of the best strategies I've used is quick drop-ins, when you are only looking at the content taught. Rather than going from class to class at a certain grade level, choose a specific subject, such as language arts/reading or science. Just visit those classrooms or times, all in one day. It will provide an overview of how much content is repeated in multiple grades, and how much review is occurring. ||


 * Tips for Engaging Learners **

Missy Miles uses "Will the Real Christopher Columbus please stand up?" as a review game. All students stand, and she asks questions about Columbus. Those who know the answer remain standing. She increases the complexity of her questions, until there is only one Christopher Columbus still standing. This is a great game that can be adapted for characters in a story, historical figures, or different types of jobs/workers. 11/29/2011 NAEP 8th Grade Reading WY snapshot: http://edu.wyoming.gov/Libraries/NAEP/Gr8_Reading_Snapshots.sflb.ashx Lots of good info. If you read down far enough, you understand why MT is scoring so high-not a good reason...

NAEP 8th Grade Math Snapshot: http://edu.wyoming.gov/Libraries/NAEP/Gr8_Math_Snapshots.sflb.ashx

Wyoming Link to NAEPfor all the info: http://edu.wyoming.gov/Programs/statewide_assessment_system/naep.aspx

11/10/2011 Questions have come up about iCloud and organizing in your iTunes account. This is from Sami. (THANK YOU, SAMI!). If any of you have figured out iCloudand how it will help, please let me know. I have some things about it on my Wiki in the iPod section, or you can Google iCloud. I will know more after this weekend when I will get a chance to experiment. You will see Sami is using a hub to sync. She recommends it!

www.deniseherman.wikispaces.com

**From:** Sami Swing **Sent:** Wednesday, November 09, 2011 12:35 PM **To:** Denise Herman **Subject:** RE: favor

YES, of course After you plug in your ipods on the left hand side it says your iPod name... 1. click on that (the summary page will come up) 2. on the top bar it says apps, click on apps 3. you can choose the pages you want to coordinate 4. to put apps in folders together just put them on top of each other 5. it will automatically name them something if you want to change the name just type it in pretty easy... also, the name of my sync thing is a D-Link DUB-H7, USB 2.0 Hub, and it does 7 at a time

11/2/2011


 * FOCUSING ON THE IMPORTANT: **
 * Marzano** **Checklist of Instructional Strategies to maintain or build in your class this year (prioritized by percentile gain):**
 * 1) Student tracking progress and scoring scales
 * 2) Student setting of goals/objectives
 * 3) Building Vocabulary
 * 4) Identifying similarities and differences
 * 5) Interactive games
 * 6) Summarizing

> //We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. --T.S. Eliot//

** DEVelopING ** **DEEPER MEANING**

Blog on http://mindhacks.com/2011/10/24/make-study-more-effective-the-easy-way/ An old study on learning ---The comments are interesting and seem to promote paraphrasing as a way to promote deeper learning.

Mike Schmoker: More writing less grading: http://mikeschmoker.com/write-more.html
 * WRITING **

** iOS5 ** **update information for iPod users** **THINKING ABOUT HOMEWORK**
 * New for the iPod/Pad: http://www.apple.com/ios/features.html iOS5 updates

**GADGETS**
 * Attached is research on homework

> // I have always wished that my computer would be as easy to use as my telephone. My wish has come true. I no longer know how to use my telephone. --Bjarne Stroustrup (originator of C++ programming language) //
 * For those of you that are looking for some more new and exciting technology- on my Wiki site from the FETCconference: (www.deniseherman.wikispaces.com), there is a PowerPoint under the heading of "Sites of the Month." This PP includes some of the newest gadgets out there.

**10/11/2011**
 * My Experiences at the Fall School Improvement Conference...**

www.teachers.net //Harry Wong// and //Educational Project Center// are a couple of links to view www.mathraps.com A math teacher that sells math rap CD's-they are kind of pricey but the demo was very good www.classroommanagement.com Harry Wong Classroom e-class costs money, but he is good too www.rubristar4teachers.org Help with designing rubrics www.effectiveteaching.com More Harry Wong stuff to buy (the man is a salesperson after all) http://teachers.net/wong/AUG11/wongprint.html Karen Whitney Sisseton Public Schools-the first day of school script and her story-she is strong with procedures
 * Harry Wong:**

www.singaporemath.com The SingaporeMathworkshop was quite good. They go by the theory that less but deeper is more.

Expectations are high High regard for teachers and administrators PAWS indicates an upward trend Legislature is looking at data with their advisory group Senate file 70 has a lot of resounding themes. It is a placeholder file-it needs to be refined Goal is education equitable and well funded---consultants have been hired Comprehensive statewide accountability system Trying to be prescriptive and deliberate with the plan Concentration on the ability to read at grade level at the end of 3rd grade Concentrate on engaging parents at the early ages The new law says that the legislature is in charge of developing a system The advisory committee has made third grade reading, ACT scores, Graduation a priority The framework is being put together by the advisory committee Concerns about changing our assessment system because too much change won't make it comparable to previous years They say this may have the look and smell of micromanaging but this is a very open process-the want and need comments They do not want writing on AYP. The devil is in the details. This is a systems issue' There has to be accountability and alignment. They need things to be very specific and concrete to keep it out of the courts. They say the federal government plays a part in 8-10% of the money; they shouldn't be dictating what we do in Wyoming. Contact them!! The don't believe that a system should be based on a single test score. This will not be a punitivething. PAWS doesn't provide useful information for that year. This needs to be a growth model. Colleges shouldn't make students go into remedial courses and take the money. They need to hear from us. The are skeptical about Common Core because it seems to have the smell of a national mandate (It wasn't--that is from me :-))
 * Random Legislature Comment Notes as recorded by my iPad (In other words, all mistakes can be credited to it):**


 * The end**

Draft: http://legisweb.state.wy.us/InterimCommittee/2011/SelectAccountability/SF0070MIN0727.pdf

The Tony Anson mentioned in the article is the high school principal at Basin High School. I spoke with him the other day about the Common Core. He is probably is a good contact for you too.

We received our Accreditation banner and certificate. Here is a big **THANK YOU** to Jody and ALL the DLT and BLT memebers for all the hours and energy you put into this. Exceptional work done by you!


 * NEXT...**

As you may have noticed, Google Is changing its look.

New Look Video Introduction: http://whatsnew.googleapps.com/new-look

We are experimenting with Google Education Apps at the Middle and High schools. This is something you may wish to pursue at the elementary level too. Please share with me any knowledge you have about implementation of Google Apps at an elementary level. **[|Technology Integration]** **5/16/08** **PAWS** PAWS testing is almost a thing of the past. Let me know if you need help looking at online scores. Some of our students weren't showing up on the reports. I spoke with Melissa and the students needed to be assigned a class and then they appeared in the reports. **TECHNOLOGY NEEDS** We are assessing your technology needs right now. Jody did the Middle School, Dave is doing East, Kari is South and Kim-West. We want to know what your priorities are for next year. **LESSONS USING TECHNOLOGY** Let me know if you want help setting up an interactive lesson or a video next week. I can have it ready for your class when they come to the lab or to the PolyVision board. I am also available to find resources for lessons and units. Just let me know and I will get on it. I have been working with lots of technology integration lately. It really helps for me to have a grasp of your curriculum, so if you have curriculum meetings that you think may be useful to me, please let me know. I often don't know when you meet. Remember that I work for you, so please use me when you need help. **MATH RESOURCE SITE** I am adding to the Worland Math Resources site. I need to get more ideas for what I can add as far as activities, tools and other resources. This is what I have so far: http://worlandmathresources.wikispaces.com/ Please look at it if you teach math and tell me what I need to add. Right now, I am trying to get rid of all the dead links, proof it, and add what is needed and take away what is not and organization. I need your feedback on what is useful and what is not. Remember that you can make your own site specific to your own needs if this is too much. Cindy Huhnke mentioned that I change links on my School Notes, so it made it hard to find things. I will leave this the same so you can find things when you need it. Thanks Cindy for the help! **FLIP VIDEO CAMERAS** We have FLIP Cameras available for checkout. The facilitators for these in each building are: East-Pat, West-Shauna, Middle School-Suzanne, and South-Debbie. Shauna was kind enough to give me some of her thoughts on the camera: When sharing a computer at a public location (I.e. a hotel lobby or a library), it's a good idea to remove the **history, cache, and temporary files** from the computer before closing your surfing session. Leaving the information on the computer opens the door later for others to access your private information. Here are some guidelines for erasing your sensitive information after you have the completed of your Internet session.
 * AGENDA to PICK and Choose:** 1. PAWS 2. TECH NEEDS 3. INTEGRATING TECHNOLOGY 4. MATH RESOURCE SITE IN PROGRESS 5. FLIP VIDEO CAMERAS AVAILABLE for CHECKOUT 6. PUBLIC COMPUTER-PRIVATE INFORMATION 7.SITES TO SEE 8. EBAY 9 BLUETOOTH CELLULAR RATINGS AND GPS DEVICE RATINGS 10. FORMATIVE ASSESSMENT ATTACHMENT
 * Flip Camera Ideas from Shauna Bruckner** **//__Batteries__//** They are just standard double A's. They don't have to be recharged and that is nice. The first set I went through very quickly, but since I replaced them once, I haven't had to again. Hard to tell how long one set will last and you have to keep extras on hand.**//__Zoom__//** The zoom in and out is somewhat limited. Great for in the classroom or up-close events. Not very practical for large events with many people or if you are at a distance.**//__Practical Uses__//** I see this technology being very beneficial for classroom teachers. It works great to video science experiments, student presentations and projects, guest speakers, workshops, demonstrations, and basic classroom happenings. I used it to video a science demonstration for a student who was absent, volcano eruptions for this year's and next year's students to view, Missoula Children's Theater Workshop with student participants, and a session with 5th graders and kindergartners working together. **//__Other benefits__//** You can get a still photograph from you videos once they are on the computer, so this could essentially replace the more expensive digital cameras that are currently used. The size and use is very practical and easy to operate. It holds 60 minutes of video, and after that videos must be downloaded and saved on the computer.**//__Using it with the computer__//** All of the software is included in the camera itself which is great. The first time you plug it into the computer, it downloads what you need with the update and you are set to go. I am still playing around with how to save videos in specific places, and how to transfer onto a memory stick,SD card, or DVD. It works great in conjunction with the Polyvision Board, allowing students to review past lessons and just see themselves on video. **//__Suggestions__//** Don't put off trying it because you feel like you need to plan something special. Check out the Flip Video Camera from your building representative for a week, and you will find ways to use it. It is easy to run, so when something comes up, just pull it out and catch a few minutes on camera. Clips can range in length from 30 sec. to 30 minutes and are automatically saved on the camera. They are also easy to delete directly off of the camera, or off of the computer. Good Luck and Enjoy! **PUBLIC COMPUTERS**Some Caution and Guidelines when using public computers for private business:

<span style="color: #000000; font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF;">**Erasing Your Private Information From A Public Computer When Using Internet Explorer 6 On Windows XP Home Edition or Windows Vista Home Premium** > > > > > > >
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">With Internet Explorer 6 open, click your cursor arrow on the "Tools" menu. Drop down to and select "Internet Options."
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">When the "Internet Options" window opens, click on the "General" tab.
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">In the section labeled "Internet Files," click on the "Delete Cookies" button. This will delete cookies set by the sites you visited.
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">When the "Delete Cookies" dialog box appears, click "OK."
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">To delete your temporary Internet files, click on the "Delete Files..." button. When the "Delete Files" dialog box appears, you can click "OK" to delete your temporary files. Also, if you saved any pages to your hard drive for offline viewing, you can delete them by checking the box next to "Delete all offline content" and then click "OK."
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">In the "History" section, click on the "Clear History" button. This will delete the record of the sites you visited.
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">A small "Internet Options" dialog box will open and ask, "Are you sure you want Windows to delete your history of visited Web sites?" Click the "Yes" button.
 * 1) <span style="font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">Click "OK" to close the "Internet Options" window, and then close your browser.

<span style="color: #5e5e5e; font-family: VERDANA,ARIAL,HELVETICA,SANS-SERIF; font-size: 12px;">** SITES TO SEE: ** Save Water and Money [|http://wateruseitwisely.com] Well Said [|http://howjsay.com] - Submit a word and you will hear it in English http://dsc.discovery.com/guides/discovery-earth-live/discovery-earth-live.html Discovery Earth Live allows you to track the state of the planet and the best part is spinning the globe. **EBAY**Since we had an EBAY lesson (thanks, that was fun) one night, I thought this was applicable. It is from PCWorld. **How to Buy and Sell on EBay Scam-Free**1. Never reply to (or click on links within) email that comes to your personal email even when you are expecting it. Always log in to //My eBay// to make sure the messages are genuine and not scammers.2. Monitor your //My eBay// page regularly and report unauthorized transactions right away to the eBay Security Center.3. Never click on user-created links within the auction listings as they can be phishing links that take you out of eBay even though they may still look like an eBay link.4. Don't let your browser automatically log you in. Enter PayPal and EBay manually. Use different passwords for Ebay and PayPal.5. Use antivirus and antispyware to prevent infection by password-capturing Tojan horses.6. Leave feedback only after you are satisfied.7. Check the sellers record before buying. Beware of short auction time lines such as one to three days or items that are overseas.8. Know your merchandise so you can recognize fakes. Google can be a resource for this.9. Ask questions if you are at all not sure and don't bid until you have the answers.10. Purchase with a credit card (I guess this includes PayPal).11. Don't use a bank debit card with PayPal as the protection you receive isn't as strong as a credit card purchase.12. Avoid sending a check and don't use Western Union or other wire-transfer services.13. Consider conventional reputable e-tailors when you can. In fact, as with many auctions, things can go higher on eBay than what the original price was.14. Bid late.15. Accept second-chance offers only through My eBay--no where else16. As a seller, don't allow returns unless you make your living selling on eBay and can develop safeguards, permitting returns can set you up for difficulties. Let them know your no-return policy on the listing. 17. Wait a day or two before shipping your merchandise. PayPal may need to reverse the buyer's payment.18. Wait for the buyer's check to clear.19. Send items only to verified addresses to make sure it is going to the correct account owner.If you are scammed, report it to eBay. You also may wish to report to the Federal Trade Commission, the Internet Crime Complaint Center, Better Business Bureau, National Consumers League, U.S. Postal Service (if it was sent USPS), and PayPal (if it was used)-especially when it is an expensive item. **PC also reports this month:** For the best Bluetooth, try a Jawbone cell-phone. It ranked above the others as far as Bluetooth headsets. The second place finisher was Plantronics Voyager. Are you traveling this summer and want some electronic help finding your way? Of the GPS devices they ranked, the Maestro 4250 /Magellan was their top ranking but it is listed at $400. Please don't rely on the above information. Do your own research. I notice Consumer Reports doesn't always agree with PCWorld. **FAI ASSESSMENTS**I have attached a brochure explaining a little of what we learned at the Formative Assessment Institute this year in case anyone has a burning passion for assessments! At the middle school, team members will be reviewing the information with their teams.