**Week+4+Assignment+Discussion

(Darlene) Cathy, this looks good. Follow along with Betsy's input. The only thing I have to add to that is to remind you to use the spell check. I saw three or four errors that can be easily fixed if you run it. I think you did a great job on your assignment. Don't sell yourself short!
 * //We're back in the saddle again . . . Week 4 has body-slammed us and it's time to look at this week's assignment and work together again. //**

(Betsy) Cathy, I think this draft will serve every so much better! As a teacher, I would enjoy this in-service (okay . . . NOT so much the AEIS discussion -- but that's because data make me want to scream). For your action plan, Section 2, Under the Resources area (specifically "people") you put "anyone who has been approved can be of assistance to another student." Are you talking about peer-tutoring? I think you could really have something here. Perhaps you could flesh out a time each day for one-on-one tutoring by an older student to replace one of the tutorial times. There might also be an ongoing peet-tutoring training that as the tutored gets better, he or she could tutor the next level down. (Sure wish I hadn't turned in my paper . . . . ) (Cathy) OK...I am body slammed. In the middle of my brain actually hitting on a few last cells, we had a storm and I had to shut down the computer for about 3 hours last night. Here is what I came up with and finalized about 3:00 am this morning. I tried not to change to much of the agenda because of the comments made on my original assignement from Sara, but I did get rid of 3 additional sections. I know it needs a bunch of work, but I welcome all of the comments you can provide. If you would rather email them to me directly that will be great. My work email is cprause@mclennan.edu and I will be here until 9:20 this evening. Tuesday are my LONG days. I appreciate your input.



(Betsy) Cathy, I'll be happy to look it over, too. I'm glad you'll be able to help with the next class. You're taking EDLD5366 Digital Graphics and Desktop Publishing, too?

(Darlene) Betsy, thank you for reminding me to add classwork to my indicator of success!

(Darlene) Cathy, I can check it for you tomorrow afternoon if you get it posted by noon tomorrow. Glad to be of service. Hang in there lady! You can do it!

(Cathy) Darlene and Betsy: Thanks to both of you for being so supportive. The last few weeks have been really crazy both in school and personally. Getting whatever I had this past weekend certainly did not help the situation. I am busy working to get this done and posted so that you can at least see what I am doing and if you have time, some input. If not, I will turn it in tomorrow after my class is over at 9:20 pm. I think that I am just making it difficult on myself because I was trying to overdo what is being asked. I have looked over what the two of you have posted and I think they look great, of course, I don't really know the enviroment, so the two of you are the experts and it gave me a better idea of what was needed...as usual, I was just not interpreting it the same way. I sure hope that someday they ask how things are done in my area, because I owe both of you so much. We are ready to face our accreditation again, so our campus is beginning to get wild...and it is not quite two years away. I sat on one of the committees the last time and I think that is why I focused a different direction on this one. I will probably be up most of the night, so if one of you can look at it sometime tomorrow, I would appreciate it very much. If not, I am turning it in as is. I think the next few classes are in my "comfort zone" so maybe I can do be more supportive to you.

(Betsy) Darlene, what you have so far looks good. I think you've covered each of the sections well. Will you be using classwork as another indicator of success?

(Darlene) This is what I have (so far) for Part 2. I will fininsh after my meeting tonight.



(Darlene) Cathy, I agree with Betsy. You bring an entirely different view to what we are doing. I know it must be extremely difficult to keep up with school, work and just our everyday living. I don't think you need to spend a lot of extra time figuring out the various programs we use, just know that we use them. I look forward to your input on our assignments BECAUSE you ARE working for a college. Your thoughts are invaluable from the perspective of where the students need to be by the time they get to you.

We are all in this together. We need ALL the parts to make it work. Betsy and I will help you any way we can for as long as it takes. I know it is sometimes easy to become frustrated and discouraged, but know that we are here for you! Hope you are feeling better and are over your "bug!" I had one too...yucch!

(Betsy) Cathy, you are here because Darlene and I need the perspective of your unique knowledge. There are no "accidents." We have been drawn together for several assignments. While I know that not all my students will go on to college, I certainly WANT them to, if that is their choice. I hope that we can provide you with similar perspectives. I'm not sure why none of our activities are centered around your age-level of students, but I'm glad you are one of our collaborators. You have helped me keep my activities from becoming pro-forma, everyone does it. And keeps me focused not only on the here-and-now but on the education to come; whether community college, 4-year college, trade school, or family business.

I cannot help but wonder if you might be learning so much about K - 12 in order to either have more insight into incoming Freshmen or to become a liaison between K - 12 and upper level education. Or perhaps a bit more empathy for their apparent lack of knowlege.

(cathy) I do have a copy of the CIP plan for the school I used. I will probably choose the reading or language area. This is really difficult since I do not work in K-12. The principal that I spoke with seemed really nice, and liked some of my ideas for the assignment. He was all for my improvement ideas -- when I asked what they were currently doing though, he only mentioned a few things, and then said that they would like to focu on using more technology in all content areas, especially for the ED students for reading, language and math. I am definitely thinking of emailing Sara and ask why everything is focused around k-12. I think that they should integrate higher education for some of us who have no idea about what happens in the classroom. Although I have learned a lot of great information, it seems like I have to spend more time researching what some of these programs are....CScope, Aspire, etc. I have received several emails from students in the other sections who teach in higher education settings and their are having a really hard time...one is from Lamar. The one thing we need to be very thankful for is that Sara is willing to help and answer questions, I get the impression the other group doesn't have it. Ok...I apologize...and I will focus on getting my work done... ​(Cathy) I have not disappeared. I was feeling kind of wimpy and was beginning to think that I was beginning to get the flu bug. Thanks to our 60 second public service video, I took our advice and started using massive quantities of hand sanitizer at school so I think the bug died or decided it was not worth sticking around. I am feeling much better...but it will probably be tomorrow before I can post what I have come up with. I do apologize, but I will get with it. I will try to get part of it done tonight. (Darlene) Betsy, your assignment looks great. One thing you may want to add is a Science Specialist. We have one on our campus that works with the Science lab teachers. She works with small groups during the day and has an after school science program with "hands-on" activities. On Wednesdays, our early dismissal day, she has a "science camp." Don't know if you want to include that or not. What you have is really good. I am going to work on my Part 2 now. (Betsy) Here is my first effort on Part 2 of our Assignment. In your copious free time, please take a few minutes to look it over and give me feedback on it. Thanks Darlene! Thanks Cathy! You have helped me a lot to focus my assignments.

(Betsy) Darlene, I'll take on the 5th grade Science.

(Darlene) Betsy, which of the four content areas do you want to focus on for Part 2 of this assignment? I will focus on fourth grade English/Reading.

(Darlene) Cathy, do you have a copy of your CIP for Part 2? If not, I can send you a copy of our CIP.

(Darlene) Here is the reply from Sarah. 

(Darlene) Thanks, Betsy! I just e-mailed her too. I think the instructions are a bit too ambiguous.

Thanks for the suggestions for my staff development. I'll use them. I used to have my "dead words" on "tombstones" which consisted of gray construction paper cut into the shape of a tombstone. I put one word on each sheet of paper and put them on my bulletin board. We had a dozen or so words (complete with a black picket fence around them) in rows on the board. We made "flowers" of various colors and wrote synonyms of the dead word. We placed the boquet of "flowers" beneath the tombstone. It was a hit at Halloween!

(Betsy) Darlene, I looked at all the parts and decided since the assignment called for a "chart we filled out" it must mean Task 2. I think I will see if Sarah can shed any light.

(Darlene) Betsy I thought Part 2 had to do with the CIP and the identified area of need that we were going to focus on for staff development, It mentions Learner Centered Staff Development Plan under the box listing Tasks/Action Steps. I am not really sure what we are supposed to do. Part 1 of the analysis is the state required stuff. Part 3 of assignment 1 is the CIP that shows what needs improvement. I think that's what they want, but I'm not sure.

(Betsy) We also have to collaborate on our Action Plan stuff. I thought it was from Week 1, but now that I look at it, I'm not sure anymore. I've attached my chart from Week 1 here. What do you both think?

(Betsy) TO DARLENE: Thanks for the great idea for another idea for me to give teachers to take back into their classrooms! I'll be sure to incorporate it. It's also clear that you've been in good and bad staff inservices and know what makes the time go quicker and make learning fun for the teachers, too. I like your building a break into the inservice. I, for one, always hate needed to leave to take care of personal needs -- I don't want to miss anything (especially something fun!). I'm not sure where you'd put it, but what about giving each table a sheet off an easel pad and some markers. Prior to the meeting you could write down a dozen or so "dead" words (happy, sad, really, awesome, thing, etc.) fold them, and put them into a brightly colored bag, pencil box, or other container. Each table chooses one and then give them two minutes to write down all the other words they could use in its place. The table with the most "colorful" words wins. The prize could be chocolates, a poster of "colorful" words, or a box of colored pencils (colorful . . . colored, get it?) 

(Betsy) TO CATHY: Wow! I was expecting an agenda based on the age-group you serve, but was overwhelmed! I love how you had a time period for arrival, snacks, and chatting before getting to the main meeting. I also like how you introduced those who have provided a special service or are special guests. It just seems that during your topic discussions, you don't give enough time for attendees to delve into the topic. Have you considered for under "test scores" having the group do a think-pair-share exercize? Provide them the information, give them a few moments to think about possible answers, turn to a shoulder partner to discuss their ideas, and then share with the whole group. You could write down the ideas shared, split those present by tables, and have them come up with an idea for implementing it. Give them some time and have everyone come back together and share as a group their ideas.

You could do something similar for parental involvement, technology integration, and safe and drug free schools. Another idea is using graphic organizers and have each table define a subtopic (what is technology integration, what parental involvement looks like, etc.) You might also consider that involving the membership present will create possible issues with timing, and that you might want to allow for a more flexible timing of activities. Like a lesson plan, sometimes we have to carryover an activity to the following day because we couldn't pass up a "teachable moment."

Your door prize idea is great, as is recogizing the provider.

Just a thought.
 * (Darlene) TO BETSY:** You seem to be an old hand at providing teacher inservice. Your agenda looks great! I only have one suggestion. Since you are providing the teachers with science vocabulary on colored cards remind them that students could "practice" using the colored cards, BUT they could also use the vocabulary as an assesment. All they would have to do is run off all the definitions onone piece of white paper and run all the vocabulary on another sheet. Cut the definitiions and vocabulary into strips, place in an envelope and have the students match the word with the correct definition...instant grade, instant feedback! I use this in my classes and the kids love it.


 * (Darlene) TO CATHY:** The first question, Part 1, is to revise the activity or activities from the week 2 assignment using suggestions from our collaboration. If you want to change your entire week 2 assignment and use only one activity, you might want to show them something generic that everyone could use, then tell them how it use it in each of the content areas. Perhaps you could provide an example or examples of each of the content areas in your handout. You could also include websites that may be useful for them. All of that would be preceded with a quick overview of the AEIS results that led to your rationale of using technology as a means to raise test scores. You could also include the programs you discussed in the technology section of your original assignment. They looked great to me.

Part 2 of the assignment has to do with the action plan section of the same assignment **I think! Or maybe it has to do with the CIP.**


 * (Cathy)** //Is the purpose of the assignment to actually focus on one major activity or several of them in the 45 minutes? If I were to focus on one hands-on activity, using "school" laptops or computers, and providing complete handouts (instructions) and the necessary tools to complete the activity, or for the teacher to use for his/her own content area, do you think it would be enough? I am thinking that this once activity could be used across all grades and content areas for teachers and students could also learn to use it for project related activities. It would fall under the Technology Integration area which is on the CIP and a way to increase the ED learning process, language and reading. I could really use your input and/or ideas. Hope you are enjoying the weekend. //

(Cathy) My agenda probably doesn't make a lot of sense after I read Betsy's and your agendas. For my final version, I am going to focus on the technology integration using a specific software aimed toward all teachers using it for any of the classes, including the content areas that the ED students need. In fact, I have an idea about using Photostory 3...sound familar? I have just been overwhelmed at work, and with such a wide variety of students (and their issues) that it has been really hectic. I just want this class over....hopefully this is the last class that I will feel like a "fish out of water." These last two have been really hard because I am not in the k-12 area.

As far as how to collaborate..I am open. Maybe we can each use a different font and either make the changes, or just add notes as needed since we all have the originals. I will repost mine as a Word document tomorrow because I left my USB at school today. (Darlene) Cathy, that's what makes collaboration so interesting. We come from different backgrounds and different perspectives. I am not sure how we are supposed to do this. shall we just open each other's assignments and make our comments on this page? I am going to print them out, read them and make notes. (I still have to use "real paper" to mark up and make notes.)

(Cathy) Here is my Week 2, but it is definitely different from each of yours. I am thinking of focusing on the Technology Integration section and showing how teachers can use, and once they are comfortable, can integrate storytelling into several of the learning areas. I think the use of technology can be intergrated into reading, math, language arts and social studies by having students create their own stories by using it to enforce the knowledge that they have learned in class. (reinforcing what they learned) For part of this assignment, I collaborated with another student. I am not sure what Sarah is actually wanting, but I went by what she suggested in her email. I did not have as much learner centered info in mine. Here goes.....

(Darlene) Here is my Week 2 Staff Development Agenda:



(Cathy) I teach a late class on Tuesday and just got in, but I am definitely with the two of you. Betsy, I loved your agenda and plan on looking at it again in the morning. It has been one of those weeks. Hope you enjoyed your retreat.

(Betsy) Here is my Week 2 Staff Development Agenda:

Cathy -- are you with us?