Top News:
Scour the twitter feed (#edtech, #5thchat, #titletalk) to find current news stories.
Possible hot stories:
Google Earth with Social Studies map skills (talk about the elevation feature)
Wiki creation and multiple use of that tool
Using VoiceThread for presentations
Smartboard segments

The Click: Websites that we frequent to find information
smartteq
Jen Wagner’s site

Hot Reads
It might not be totally teched out, but what are you and your students currently reading?
Hunger games, Eragon, FableHaven, Series of Unfortunate Events

Back to the Basics
Explanations on how to use new technology: iPads, iPods, microphones, video equipment, posting on video sharing sites

DUAL-DISCREPANCY Model

Dual-Discrepancy RtI Model of learning is needed:
1. Skill gap is found by grade level <current performance level> (How many words should a 4th graders read in a minute- this is but 1 subskill of reading)
2. Gap in rate of learning <slope of improvment> (after intervetions, are they making gains?)

Skill 1 needs RtI teams to find average levels for our school or norm average.

Pyramid of Intervention

 The pyramid of intervention says we don’t pull kids for supplemental intervention from general education time.

Tiers 2 and 3 is when the team comes together. Having too many kids to talk about can be overwhelming.  Reserve problem solving team for just a handful of kids.  How to narrow the list down?

Two typical RtI Aproaches – H. Duffy (2007)
Standard Treament: Exsisting program, already made program.
Problem-solving approach: More detailed custom plan for kid
This is a high school study, will the research work for elementary school kids who are still learning to read?

Tier 2/3 RtI Team

 Introduction to RtI Teams handout from Jim Wright

Need to have a reason why teachers want to use this team.  We need to be educator support teams.  Reasons why teachers should be exited to met with the team:
1. collegial conversations about the students
2. learn instructional and behavioral ideas
3. increase their teaching time, by reducing the issues with the kid
4. feel less isolated
5. have better/different resources
6. help documenting their intervention efforts

Risk factors at home do not assure student failure, risj factors simply make the odds of failure greater.  We need to discuss the factors we can control.

RTI Teams can be flexible in their membership but should be multidisciplinary (e.g., school counselor, special or general education teachers, etc.).
An initial student RTI case should typically not exceed 30 minutes. Follow-up RTI Team meetings often do not exceed 20 minutes.
A single RTI Team can comfortably manage between 25 and 40 Tier 3 cases in the course of a typical school year.

RtI Team Member Roles

Case Manager

Do not hold a premeeting with 8 people to define what is the problem with the student.  Case Manager is needed to hold premeeting.  This is not to solve the problem, just to prep the case. 
Case Manager schedules a 15 minute pre meeting to discuss upcoming meeting and concerns. 
1) Clarify reason for meeting. (start of process is scary)
2) Decide what is the area of concern with the student.  (academic or behavioral)
3) Decide what data should be brought to the RtI meeting. (can co-present student at RtI team meeting)

 Facilitator

Opens the meeting with introductory script.  Have a poster with steps  Keeps conversation on task moves from step to step (consulting the poster)

Recorder

Sits near facilitator, asks for clarification.  Keep notes on scratch paper and writes the official notes once decisions are made.

Coordinator

Do not have to be at the meeting.  Heads the logistics of the meetings (subs, rooms, coverage).

Try to rotate roles so others know how to do the jobs.  In the event one person is unable to make a meeting, the entrie process isn’t closed off.

Meeting Notes

Need to take enough notes so interventionists can know what is expected.  Also, if special education isa posibility, these notes will be used.

Structure of a RtI Team Meeting (8 steps – 30 minutes)

Introduction to RtI Teams handout from Jim Wright

1. Assess teachers concerns (may be done by case manager in pre meetings so it is a statement instead of a question)
Tell them what is the concern and why this is off from the regular education path.  Stick to the referral form.  Honor the work a teacher has already accomplished by filling out referral form.

2. Inventory student strengths and talents
Find out what they might be working for, incentives and interests.  This will reframe for adults the emotional stage, make the adults hopeful (even if just a small change)

3. Review background/ baseline data
Have attendance records, all information at hand so we don’t stop the meeting to get it.

4. Select Prior conrences (with case manager, this is already done SKIP IT)

5. Set academic and/or behavioral goals
Set a clear goal so we know what needs to be addressed.

6. Design an intervetion plan
Look at programs available

7. Plan to contact parents
One team member needs to be responsible for parental contact.

8. Review the intervetion and monitoring plans
Marching orders for after this meeting is done.  It will verify that the work will be done.

Defining Student Problems

Acedemic and behavioral are different yet the same.
1. If you can name the problem you can fix the problem:
Acedemic
Conditions or task demands (What is the student suppose to do)
Problem descriptions (What is the student actually doing)
Expected level of performance (What is the performacnce you expect)
Beahvioral
Conditions or task demands (What is the student suppose to do)
Problem descriptions (What does it look like in the classroom)
Expected level of performance (What indicates the behavior is challenging)
2. What are the reasons that are driving behavior
3. Select intervention possibilities

 Building Wide Screening
Collect 3 times a year for general ed population. 
Curriculum linked measures vs curriculum locked
Linked: are general programs (easyCBM, DIBELS)
Locked: Come with a reading or math program

Screener- We have universal screener (STAR) and supplemental. I’d like a more uniform supplemental form.
“40 minutes isn’t a screener it is an ordeal!”- Jim Wright

An effective screening measure should also be brief and simple. An efficient screening measure will quickly identify students who are lagging behind their peers, thereby maximizing instructional time (Hall, S. L. (2008). Implementing response to intervention: A principal’s guide. Thousand Oaks, CA: Corwin Press.)

Question: In regards to time for individual assessment, what would you recommend? Can you describe what you mean by brief? We have been told time could range from 3 ‐15 minutes? We are a grade 3‐ 5 school.

Answer: Well, the CBM measures we do are three one minute measures and with the comprehension, it takes about 10‐15 minutes to go the whole assessment. There are short versions of the MAP, which I think is like 20 minutes. I would say anything that takes about half an hour might be considered brief. In general we recommend efficiency and that’s why we use a cadre of retired teachers to do our screening so that the teacher’s time away from instruction is minimized as much as possible. Questions and Answers by Dr. Dave Heistad

Michael Ford- keynote

Discussion of the new books out for 2011.
My Heart is Like a Zoo a book with similes
Mockingbird by Katheryn Erkskine (girl with Asberger’s who lost her brother).
A Tale Dark and Grimm by Adam Gidwitz
The Line by Teri Hali (Hall)
Moon Over Manifest by Clare Vanderpool Reading historical documents to discover information about people’s lives during the Depression.

Children learn to read when their conditions are right. Conditions will be right when their relationship is good with their teachers.
Suzanne Collins books Hunger Games, Catching Fire, Mockingjay

Alfie Kohn You can’t make students do things. All you can do is make a culture to allow those who want to be able to.
Minutes reading Words read Percentile
3.9 134 20
12.9 601 50
40.4 2357 90

For those reading 1 minute a day, increase their reading by 10 minutes a day will improve their learning more than those who are already reading 20 minutes a day.
Get the kids involved with more self evaluation!!!
“Were my goals met?” “How do I feel about that?”

MOTION vs. ACTION
TIGER MOMs article in TIME
Praise for their ability vs. praise for the effort.
CAROL DWECK: When praised for effort, kids were more likely to try again.
Prez Obama: Success is a product of hard work (from State of union)
Ben Franklin: Never confuse motion with action
Mike Schmoker and Carol Ann Tomlinson discuss differentiated instruction
Must relook at what we are doing in whole group, universal instruction. Sending kids out is motion, what is the action happening in the classroom?
Common Core Standards: (esp. standard 10) Read fifth grade material proficiently at end of fifth grade.
Must have a growth mindset (both teachers and students) to get the best growth. Business models show there is no best way to do an activity for everyone. MUST be willing to grow and rely.

RtI Panel Discussion: Successful Approaches from Multiple Perspectives

RtI is something you do, not something you buy. Research clearly show, there is no “magic bullet” materials to buy, rather it is the teacher who can make this difference.
Federal Law has changed to restate, children need to have appropriate instruction before any referral. Children cannot be instructionally disabled. This is a soft science. RtI must be ready to be used in 2014. The current model overpopulated with children who shouldn’t be there. We must understands the law and the intent. The Federal Law and Register state: Children must have access to good teaching. The ability to know if the child is learning, and alter the approaches if they aren’t is mandatory. A critical hallmark is if data is collected analyzed, and communication is open between school and home.

Lisa Blackwell (2 year study of middle school kids)
Motivation with student learning (Michael Ford shard this morning motion vs action)
“What motivates students to seek new challenges, visions?”
There are no unmotivated babies, so what goes wrong? They try and try, fall down, get up, keep reaching for the unreachable toy.
Entity Theory Intelligence is fixed, your performances are a result of this fixed measure
“When I do my school work, I want to show how smart I am”
“When I work hard at understanding, it makes me feel worse”
“I will spend less time on my school work from now on”
“I will cheat the next time to do better”
Incremental Theory Intelligence is malleable, able to be developed and cultivated.
“I want to learn”
“I will work harder, be more motivated”
Student achievement
Growth mindset

Fixed mindset
Growth Mindset –> Success
I can get smarter, learning is my goal
New nerve cells are made when we are learning, so this may be true! (Brain Plasticity theory)
Big impact on motivation. What if I try hard and don’t perform well? What does that say about me as a learner? (Ford talked about praise of brains vs praise of effort this morning.)
Skilled Reader (Fixed Mindset) (Growth Mindset)
Vocabulary (too hard for me) (I will learn these words and keep at it), Fluency (don’t want to do it) (Take my time and this is a challenge), Comprehension (I don’t want to do it, I am stupid) (I have a lot to learn), Automaticity in word recognition (messing up, stupid, won’t do it brings about faking it and avoidance) (I can learn it)

What can educators do?

1. Create a risk-tolerant classroom environment
a. Model risk taking moves (show them how to take risks and make mistakes)
b. Give them space to begin (think, pair, share, ticket at the door, anticipatory set)
c. Emphasize learning, not perfection
Risk intolerant Risk Tolerant
Ask students to take a guess, but mark off points for incorrect answers
Ask students to speak in front of the class without preparation Record guesses, later explain the differences to see how guesses could be improved
Practice in small groups with a rubric

2. Growth Feedback Research
a. 5th Graders given easy task to solve, praise was given “Intelligence” score vs. “effort” score. EFFORT group more willing to try a harder task. Then, harder puzzle was given, and the kids with intelligence praise scored lower, effort group scored higher. Intelligence group, lied to others about their low results (even though they knew the results).
b. High risk if it is intelligence mindset is evident.

Brain Rangel (Literacy Coach)
Comprehensive Systems Approach: Research says teachers are the key, so professional development and collaboration must be built in.
Grade-Level Team Meetings during the day are a must (we have these) to have professional discussions
Vertical Meetings Once a month allow teachers to work up and down with each other
Intervention Team Meetings Quarterly to discuss about kids with needs, or in need of help. Emergency meetings available in mornings to meet as needed
Collaborative Conferences Brief 2 minute what to watch for, specialist meets with child, meet to discuss
Cluster Visits Go into another teachers classroom to discuss their approaches
“Classroom teachers are experts and should share with others to help improve the environment” (some of our staff feel “who are you to tell me what to do?)
I NEED THIS CHART Degree of intensity/ Layers of support chart (layering sheet)
A portfolio of interventions that meet diverse needs of kids
1. Clearly defined literacy blocks!!!
2. Structured routines
3. Congruency across classroom and supplemental programs
READING WORKSHOP
Mini lesson
Small group work
Workshop projects
Writing about reading
Conferencing with teacher
Share time

Supplemental Tiers (Guided Reading Plus, Writing Aloud, with special help from outside teacher)
Universal Reading program for all students
Lit group discussions, individual conferences, reading response prompts
Portfolio of interventions is the next tier

Progress monitoring chart lists reading levels, second tier, and then back into classroom

Dr. Donna Scanlon (she has an approach to share, Reading Department at the Univ. New York)
Interactive Strategies Approach to Preventing and Remediating Reading Difficulties (ISA)
1. Approach, not a program to gain success
2. Emphasizes teacher knowlegdes and decision making
3. Encourage responsive and comprehensive instruction
4. Draws on and builds from the extensive theoretical and empirical literature that informa early literacy instructions
5. Emphasizes importance of self regulated learners
6. Evolved from studies by enhancing quality of instr. at early grades
a. Study 1 (1996) designed to compare struggling readers with one to one interventions and improvements made. Not effective for all struggling kids, mainly because of phonemic losses (sort of a backwards tier approach to RtI) It’s not cost effective to met with kids one to one!
b. Study 2 (2005) two major parts: PART ONE: Identify Kindergarten kids at risk, place in small groups (3 kids 30 minutes twice a week Oct-May). Less first grades with reading difficulties PART 2: In first grade, more intervention was supplied with Text emphasis, Phonological skills, or control group. Kids in bottom 15th percentile were very low after the approach. Originally all kids in the test were below: after the test, 5%, 0%, 7%. In control group percentile was much higher. Kids in top 50th percentile showed growth as well, but not as much.
Studies show kindergarten interventions make sense and should be sought after.

Dr. Peter Johnston (Dept of Reading Univ of New York out of New Zealand)
(Donalyn Miller-esque) No assigned reading, only reading according to their interests. Older kids are introducing younger kids to edgy fiction, trying to turn the kids onto reading. 2008-2001 academic year 3 books a year to 40 books a year. Also, students have increased the amount of kids talking about the books out outside of school. Teachers need to instruct less to get out of the way of the reading. Students are improving in spite of less instruction. (have my students do book talks to show the other kids about the books)
Student Anecdotal Notes
Mikayla went from not passing the state test, to high achievements. She came from a broken home and is determined not to do drugs, hit her kids, or let her mom take care of her children when she has them.
Quinten doesn’t just react, thinks about his behavior before he acts. Doesn’t have time to get in trouble, rather read than sit in trouble
??? She shared the book with a bunch of friends. Reading is starting to invade their other classes. They are watching peers finish the book so she could talk about it with her.
A big change occurs, with really a little change in instruction. Change in the way kids are reading books. They want to share the book. This is a change of comprehension and social attitude with the books. Kids are forming learning communities with reading. (Fable Haven, Skeleton Creek (Kamen), Percy Jackson, Diary of Wimpy Kid groups).

Barbara Taylor, Linda Dorn (couldn’t get in)

 Deepening Comprehension through Talking about Literature

Use Multiple Sources
The more you know the tougher it gets to hold just an opinion.
Journey of Thought
What big ideas to do you to develop?
How will each source grow those ideas?
Do you go from topic to issue?

Ben Franklin Exapmle
Create a web for teh topic, then with each new book add ideas with a new color.  Add outside findings with post it notes.  Add colored checkmarks for repeated ideas that are duplicated to show concepts that are found often.

TEXT SET IDEAS
Articles of coyote
Pictures books of  coyotes eating shep
Videos from youTube
Political cartoons

Richard Allington

To help struggling reader’s we must double or triple the amount of reading growth to catch them up.

Need to intergrate phoics into the classroom, using nonsense syllable programs does not work.  It is “educational malpractice”.

The quality of the teacher in the classroom is the most importanta factor in reading growth (Pianta 2007, Nye 2004)

Paraprofessionals have the best opportunity to be successful when the teacher plans the lesson and works directly to monitor the work.

Interventions Must be All Day
30-90 sec lessons reading long with one to one help.
There are no RtI studies after 3rd grade, most are of K-2 successes.

Must have smaller goup, with a competent teacher to show gains.

8 studies prove 1 to 1 intervention groups are needed to achieve success.

High success reading is 99% accuracy witrh 90% comprehension.

 DAY 2 WSRA 2011 

Tony Evers — State Superintendent
Phasing out WKCE, building a new multi-state testing system, as well as many other mandates have been started during his 1 ½ year tenure as State Superintendent. Need to increase the amount of credits to high school graduates. Currently, it is the lowest in the nation.
“Fair funding for the future”, is the new program to repair the broken school funding system.
50-60 new legislators this year, let’s get them into the schools. Show them what is needed to succeed.

Dr. Steven Layne — Confessions of a Reading Arsonist
(Judson University)

Fire, on a crisp evening, smelling the leaves, and sparklers gives a powerful image. Kids know 911. Girls call 911, Boys pull fire alarms. The tiniest spark can become flame. Igniting a passion for reading is his book. Starting fires for the passion of reading is Layne’s love. Layne is a reading arsonist, trying to start fires for reading.
1. Bonfire:
Need to prepare to light the bonfire. We must have the right equipment in place to start the fire. The librarian is a main component in starting the bonfire.
Kids do not know how to “shop” for books. Some kids can find any book and love the books. Others need to know how to preview the books so they can successfully shop for books. Previewing includes: Dedication page, looking at reviews, why is the picture on the cover inside the book, or why is it not, where is the summary…
Bring down the “someday” book list, and shop in the library for books. The librarians need to place the books on the tables so we see a sea of books, not a sea of spines.
This Side of Paradise: The Price of Perfection has Skyrocketed is Layne’s best awarded book. A sequel is out Paradise Lost
2. Flash Fire
They occur suddenly, when combustible material lights up and BOOM we have fire.
Reading kids books, and only kids books, can help ignite a passion for reading. Put out signs to show what kids book you are reading. The bus driver matters! She gave a presentation about what she read. These combustibles came together (librarian “the hero” and a book). We are all heroes to kids, we must know that we are. If you breathe and work in the school, you are a hero to someone!
3. Wildfire
A wildfire is an uncontrollable fire, engulfing everyone and everything around.
Mergers, is a book about a horrible society that attempts to eliminate differences and race. It was the merger that happened long ago to stop the diversity in a society. The main characters are together with the evil Senator and they must die, since they are of different race.
After a book chat with a middle school group, the ENTIRE school wanted copies of the book, teachers requested copies of everyone. “We will never get the entire population a library book by the end of the year. We must get a copy for every kid.”
Hand a kid a lighter
“I thought of you” are words we MUST say to kids. Present reluctant readers with books and the outcomes will be amazing! The boy with horrible parents was given a Navy Seals book, and he was so grateful. IF you can’t buy books for every kid, should you buy them for no kid? You can be the spark in some child’s life. Get a book to that child, “I thought of you with this book”.
“Crystal Apples” by Sara Holbrook
Busy hands cannot be troubles with trophies.

Bruce Lansky – How to Turn Kids into Poet Readers

“Giggle Poetry” One of the top poetry sites for kids
Ways to have fun with Poetry, We are going on an adventure. Immersion strategy: just like learning a foreign language. We are going to be dropped into the middle of a poem and we are going to have to get out of the poem.
Immersion
Poetry is a great way to learn reading, poetry-telepathy due to the rhythm and rhyme of the poetry helps gives clues to how the poem should work.
“Bad Hair Day Rap Poem” Must snap the rhythm, and figure out the last word in the line. 60% cannot figure out the last line. Consonant and vowels both rhyme for a true rhyme.
Receive the Words via Poem telepathy
“My Baby Brother” with motions to help kids figure out the end rhyme or last line.
“Violin”, “Sniffles” many poems to choose from for immersion
Motion
“Yankee Doodle” Animal poetry to have motions, noises and end rhyme fill in the blank.
Element of Surprise
“Poorly Dressed” is a fake out poem for a dog.
“Swimming Pool” by Ken Nesbitt
Write the words on an imaginary board using a clicky pen.
“Ned Knot was Shot” poem brings two people up to be tapped one to be Shot, one to be Knot. Ask who was shot, take volunteers to see who was shot.
Then hold a poetry race with “Betty Blotter” oral reading. Make one child race, then let another child read with expression to comprehend the poem.
Group Reading (Groups or Trios)
“How to Torture Your Students” in response to “How to Torture Your Teacher”
A choral reading for 9 readers
“Turn off the TV” poem requires a Mom, Dad and child. Child reads connecting parts.
“Giggle Poetry” for Poetry Theater for the kids to read with fluency with practice
Dramatic Practice
“Grandma’s Kisses” by Jeff Moss
Having a Grandma mime to act out the wonderful voices
Students are the directors to say “Lights, Camera, Action” and “Cut” and kiss noise at the end.
Poetry Singing, connecting music with poetry
“Homework, oh Homework” by Jack Perlutsky sung to the tune of “On Top of Spaghetti”
Now, change the premise to loving homework… a dog loving homework.
Finally, a poem of eating cookies “Adventures of an Oreo Cookie Monster”

Mary Howard

1. Read Alouds
Must do a lot of read alouds, short read alouds to start off the lesson. Once the reading is done, put up an anchor chart to guide them, must be used to anchor the learning for kids. It contains the skill, sample or strategy to help them. Use this as a way to revisit what they have learned. Personal anchor cards can be used to give the kids an overview of what is needed to be learned.
2. Demonstration
Modeling needs to be done more than it is being done currently. Think aloud, demonstration, coaching, and supporting the kids. Being a coach is also being a cheerleader for the kids, with the goal of independence. Prompting gives the kids the strategy needed, when appropriate. Feedback allows kids to have immediate, context dependent feedback of what they just did.
Fishbowl Model: Sitting in a circle, knee to knee, in the power position. Compliment the reader with a “reflect and respond” group they just watched. What did you see, hear and what do you think? 3-5 minutes of watching the group perform. Reading compliment chart can be used (reading was smooth, I liked the way you used the pictures, I liked the way your voice went up, I liked when your voice got softer, you read well, I like to listen to your voice). Focus on quality of reading, not the time (quantity) of reading. Two children, teacher and child, small group, whatever it is you want to work on.
3. Acceleration
We must read many books to gain the understanding within many texts. “Tick, tock” philosophy means time matters. We only have a certain time, for struggling readers, they need us to hurry so they can read the books and not fall further behind.
The size of the group matters for learning. Optimal small group size is 3, not more than 5!
We must increase the amount of time we are meeting with kids who are struggling.
Increase the quality of the opportunities for kids. Good instruction must have kids feeling successful when they leave the table.
“Quick Takes” Be quiet and reflect about what the kids are doing. Get to the struggling reader every day. Word work, response to reading, listen to them reading. It’s not the amount of time, but the quality of the time.
4. Individualization
Do not get rid of the small group work.
50% goal: 50% of your time is sacred small group work. 60 minutes of 90 minutes reading block should be spent in side by side. Only 10 minutes on whole group.
Choices for kids to choose what they read. Levels are for us, not for the kids. Kids need to be taught and taught again how to pick an appropriate book.
Spelling: “Wall cards” are the words the kids need. No better place to take kids spelling words than from their writing. Must engage the kids in the process of picking what they’re learning.
5. Participation
They must be able to participate in meaning reading. Engaging literacy events are reading books you are excited about reading and talking about them.
Read, Write, Talk THAT IS IT BABY!
Find out what the good readers are doing, and do that. Good readers read in the summer!
6. Application
Not teaching skills in isolation, but using those skills. Must increase the amount of meaningful reading
After independent reading “Take two, Buddy up” and share what you read about. Two minutes to find what you are going to share, about a skill you picked or a fun part, or a read aloud.
7. Repetition
Have repetition with a purpose. Rereading a book isn’t repetition with a purpose. Multiple exposures in multiple contexts over time is what is needed. Tape them reading out loud. Make a friendly folder that shows what they can read in a friendly environment.
8. Exploration
Must have many books at many levels, it is independent reading level library. Must be organized so books can be found easily. “Daily Word Basket” so kids can find words from the day. 60 seconds to review the words.
3 by 3: You have 3 minutes to tell 3 people what made you smarter with this topic.
9. Collaboration
Time to work with peers, and time for talking and opportunities to talk with peers will allow growth.
Information Rebound: Sitting in the power position, with different books, Find the goal lesson for the day, and explain it to a partner. Now the listener restates the point and adds a detail.
10. Integration
Across the curriculum means we are reading teachers all day long. The life strategy means teaching them to take notes, post it notes, or another way to learn. Make “anchor cards” to have kids share what they have learned. Not sentences, but phrases of what they have learned.
11. Coordination
Know your students well enough to know what they need.
12. Motivation
Having inspiration and feeling success allows them to feel good about what they do.
Public means Perfect!
We must put kids first.

We have a wonderful Face board for reading. 

Sept CAFE Board

And we set rules for what it will look like and sound like when we “Read to self”.

Classroom Library

At the end of school year, the library need to be moved to allow bookshelves to be moved into the hallway.  Early in August I start moving the classroom library back into order. The process started in June with outgoing fifth graders first moving the library from shelves onto counter tops around the room.  The cycle is finished by in early August as I touch nearly every book to guarantee the tubs are filled with correct books, the pages are neat and the library looks inviting for day one.  I still need to create  a checkout system, but I’m counting this one as done.
Classroom Library: CHECK

Bulletin Boards

Each year the classroom bulletin board provides easy to find knowledge, hints, student work and encouragement for the students to review.  To reflect what is being taught boards are added to, updated and altered as the year progresses.  Boards are also altered by our friend the sun.  Fade a little from the sun and lights throughout the year brings a surprise the first time a paper is moved to reveal a darker color that was shielding from the light hiding .  So first of all, the boards are updated to reflect a shiner, brighter start of the year.

Although brighter paper is nice, there is a more educational reason for the updating of the boards.  A different curriculum meets the students to start the year than that which ended the previous year.  For example, we ended the year with an American Civil War bulletin board, showing facts about North and South and displaying group flags we created for our simulation.   To start this year the board now shows a census map so we can talk about what we know about the USA.

A third reason to change the boards is to get rid of last years work and empty the boards for this years class.  The word wall or vocabulary board will need to be emptied, ready for a new crop of words to populate when the time is right.  We are al systems go here (after I had to take down and reposition a board I ran out of room with)
Bulletin Boards: CHECK

Student desks and chairs

The janitorial staff move the desks back into the room, but the chairs remain stacked for easy mobility.  All 30 chairs need to be unstacked and placed under tables and student desks.  Then, the fine tuning of 25 desks needs to be finished.
Students desks and chairs: CHECK

Class names

It is surprising the amount of times I write student names to start the year. It is a bunch less than when I taught first or third grade, but it is still a lot. Here is a partial list of where names are written by teachers: desk name tags, craft sticks, locker tags, math journal books, writing journals, and grade books.

Thanks to the computer some of this has become easier (but who need to cut and glue names that need to be put on desks: ME.  Not much or a time saver sometimes).  I have digital lists for the the following: grade book, class list first name only, larger class list to hang on the wall, reading status list, locker number list, student number list, anecdotal record list.
Class names: CHECK until a new student arrives, and then every name needs to be moved yikes!

New supplies

Not much needed here, but the new markers, staples, file folders, chalk (does anyone still have a chalk board?), and other supplies need to be stored or opened.
New supplies: CHECK

So it seems as if the check list is going well.  Not everything is done for day one however.

Student texts

The math, social studies, writing, and reading books need to be let loose for kids to consume. As of now the books are kept in individual students’ desks.  I have toyed with the idea of a central location for all writing books, and when need, they would be distributed. I might go there this year.  We shall see when Monday rolls around, because…
Student texts: NOT CHECK

Curriculum

What am I going to teach on day one through 180.  It is found a few places, old lesson plans books, hidden within math tomes, yet to be discovered from my brain, but there is one place it isn’t front and center on the teacher’s desk.
Curriculum: NOT CHECKED

Welcome to school letter

Being a parent of a kindergarten student, my oldest, reminds me of how nice a start of the year get to know you letter is for parents.  Grated, my fifth grade parents have been through this before, some many many times with older siblings.  However, many do not know me at the start of the year.  I am going to make a welcome to school letter, which I haven’t done in a few years.  I know myslef pretty well, so it won’t take long to write, but as of now it isn’t written.

I already have the multi-page document about our school year.  It includes information on curriculum, volunteer opportunities, and grae scale type information.  But it isn’t printed yet.
Welcome back to school letter: NOT CHECK

Now I am feeling a little unready for day one. With a few major chores yet to be accomplished prior to the start of the year.  And did I mention day one is really day one minus two because we have an open house on the first day back from summer break. I’ll be ready, ready for a nap maybe, but I’ll be ready.  Bring on those kids!!!

Things I want to do

1. Get to a Milwaukee Brewers baseball game
2. Play PS3 Madden 2011 (just bought it today)
3. Ride my Harley more
4. Finish two more books (Schooled by Gordon Korman and another unknown-to-me-yet book)
5. Find a copy of 39 Clues Book Two (also by Gordon Korman)
6. Edit more of Single Action Colt (a feature length movie by Maroon Films)

That seems to be a pretty good list. I’m sure things will pop up I forgot about, but just like a website is always under construction (so never use that silly image of construction barrels, if your website isn’t under construction, I don’t want to visit it) so is a to do list.  And here is my Things I have to do list.

Things I have to do

1. Finish getting my room ready for Aug 30 (that is a whole ‘nother blog entry my dears)
2. Put trim up around a window
3. Continue to help my daughter learn to ride her two wheel bike
4. Visit the YMCA five times a week
5. Sneak to Gallagher’s Pizza for the lunch buffet (and visit the YMCA a sixth time).

I suppose this “Things I have to do” List is more important so I shouldn’t add anything new until some of the items fall off. Time is ticking, I should get to some of the items before Sept 1.  Item number two, here I come (I’m curious to know if Madden included Favre this year or not, then I’ll get to the trim, I promise.. after the Brewer game!)

added Aug 25: Just put up the trim and discovered Favre is a Viking yet again.

What is a blog? You are looking at one now!  A blog allows you the opportunity to share thoughts and news in a organized format.

Creating your own Trip
To create your own Goolge Earth trip, you will need to understand a few of the tools (many tools have shortcut icons as well).

1. Folders: Keep all of your tools in this folder. This is the uppermost level (actually the my places folder is the boss of all folders), the folder is a great spot to keep your tour.  You have two choices for style, the folder and descendants are different (my preference) or all are the same.  I like the difference because all of the spots can have their own tools.  Spend some time plannig the hierarchy of the folders. Will you have one for math, reading, specific units, lessons and so forth.  All tools are easily dragged into new folders at a later time as well.
2. Placemarks: This is the key tools. Make placemarks for places you’d like to go to.  Schools, buidlings, rivers, anything you’d like.  The placemarks are dependent upon the level of altitude you are at. If you’d like to show a specific mountain range, be a couple of miles high. If yo’d like to show a building, see if you can have 3D at be a few dozen feet from the ground.
3. Path: this is nice to use if you want to trace a pathj that was followed.  Lewis and Clark, a march through Washington DC, or a border of a country.  You can make the path thick, or thin.
4. Polygon: This creates a filled or unfilled polygon.  A polygon would be good to highlight the area you’d like to study.
5. Model: You must have a modle file loaded on your computer.
6. Tour: A very powerful tool to combine all of the tools. You record the tour, and click on the placemarks/photos/paths/etc to take the kids on a tour of your geography.
7. Photo: You need to have the photo on your computer. Load the photo, link to it at the correct level, and add a description.
8. Image Overlay: Just like Photo, but it lays down on the map. Very cool feature if the photo doesn’t need to be studied.  The overtlay will take the place of the map however, so uncheck it after you have zoomed in to see the map.
9. Network Link: You need a specific type of file to link to.

An underutilzed tool is the “altitude” feature within the properties menu of each tool.  By default the tool is “clamped to the ground”.  You can force the tool to be visible at different levels. If you make a tool at an altitude of 53 miles or at 3 feet, it will show from sky high the entire way to the ground.  If you add an “altitude” specifier, it will disappear after you zoom through the level.  This is handy to allow visibility above a cetain altitude.
<altitude view is set in metric, but the google Earth defaults to standard measure, it can be changed in options if you choose>

You need to save your project or it may be gone!  Go to file, save, save place as and your file will save as a .KMZ file.

You currently need to add HTML language to enhance your comments for the tools.  Here is some basic HTML Code:

Paragraphs: You can use <P> some thing </P> for paragraph and <BR> for changing line
Add Link: <a href=”http://www.vietfun.com”>VietFun Home</a> and you will see: VietFun Home
Add Image: <img src=”http://209.239.53.143/getworldflash.gif” alt=”Here is the text display when the Image not load yet” border=0>
Horizontal line: <HR>

Some Google Earth Tips:

• Able to link video from sites like UStream
• Remove or add layers (like atmopshere, 3D buildings, water surface)
• Google Earth Pro is free for Educators
• In Ruler you can change the unit of measure. Have the kids find out how many feet it is to school.  Research Oliver Smoots unit

SENTEO Interactive Response System ($500 classroom set).
We are working with the SENTEO interactive response system.  The SENTEO is a great tool to check if learning is getting to the kids in a much reduced amount of time.  The check is instant on the screen.  Direct fedback on the board is very powerful (individual scores are kept secret).

Airliner ($300)
The airliner allows you to walk around and use the screen from afar (the  airliner doesn’t need the smartboard to work). 

 Tables
Using the tables is a great way to organize your data.  When you add data it “pops’ into the cell. It is also difficulty to move the table once it is added.  A quick solution to this porblem is, I copy the table using the camera and paste it down.  This makes it easier to move but data doesn’t pop into the cells as nicely. 
You are able to make individual cells play sound, or be hotlinked (allegedly). 

Dual Page
Use the dual page feature to help show two pages. 
When creating a story map, one side can be the template and one side is the filled out map. 
Use the pin page feature to lock one page and allow movement for other pages.  This is useful to have the filled out story template while moving through instructions. 

Alignment
Under the format, alignment screen, pick “show guides for active objects” to have grid lines show up when it is possible to allign an active object with another object (it will only work if there are more than one object on the slide).  It isn’t the best alignment tool, I would like to see more grid lines.  Currently it shows maybe a mid line and a top/bottom line.  Better than the unaided eye, just a little.

 Smart Recorder vs Page Recorder
Within the Notebook software (version 10 or higher) Click on properties and choose page recording. This will be helpful to show procedures and lining up terms while staying in the software.  The images, words, and icons on the page move around.
Recorder needs to be started from the quickstart tray.  It lets you have audio, the ability to leave the notebook software and saves to your computer that allows you to send the file away.

Windows-7 64 bit isn’t compatible with Notebook (allegedly) 

A-E

• Animoto: Create video slideshows (see Animoto for Education), need to apply for education account, sample student projects, use my account to try it: username – saellner@gmail.com, password - 2fe522, my sample
• Bitstrips for Schools: Simple way to create comics for your classroom (there is a fee involved, but there’s a free trial)
• Blabberize: Animate pictures to make the people, animals, or objects appear as if they are talking
• Bubble.us: Brainstorm ideas into an automatic idea web
• ClassChats.com: Free way to connect classrooms around the world
• CoolText Graphics Generator – Create text banners for printable student work, PowerPoint presentations, websites, videos, or any digital student product.
• Co-Sketch: Multi-user online whiteboard to quickly visualize and collaborate without even registering.
• Creatly: Create professional looking online diagrams with up to 3 collaborators for free
• Dabbleboard: Visualize, draw, explore, and collaborate with an online whiteboard
• Delicious: Social bookmarking tool
• Diigo: Visit webpages, highlight text, add stickynotes and annotate your thinking
• DomoAnimate: Create an animated cartoon – complete with music and dialogue bubbles
• DoingText: Web-based collaborative writing and editing without signing up 
• ePals: Connect with students around the world in a project based learning environment
• easyCBM: free online tool for progress monitoring reading and math PreK-8 

F-I

• Flickr: Organize, annotate, and share your photos with the world
• iCUE: Collaborative and online interactive learning center with games, callenges, videos, and discussions
• EverNote: Make notes and organize them online, sample shared notebook
• Glogster: Make an interactive poster with text, images, music, and video
• Go Animate: Create unique computer animated stories or cartoons
• Google Docs: Collaboratively create, store, and share documents, spreadsheets, presentations, and online forms
• Google Lit Trips: Follow or create virtual road trips to align with great literature
• Google Maps: Create and personalize your own maps
• Google Moderator: Enable your audience (students, etc) to actively post or prioritize questions or surveys that are viewable by all (example)
• Gr.oups: Free online social networking tool to set up your own community, with blogs, wikis, chatrooms, discussions, calendars, and more.
• iBreadcrumbs: Recording toolbar for your web browser keeps a bibliographic log of where you’ve been
• Ide@s – website of lesson plans, videos and interactives aligned to state standards by Wisconsin educators 
• Imagination Cubed: Multi-user drawing tool with a pen, stamp, line, or typing tool – can replay your drawings too in action
• KeepVid: Download streaming videos

J-N

• Jing: Snap a picture or record a short video and share instantly on the web TEACH PAPERLESS BLOG
• Kideos: Online kids video network with safe videos for young children to view and use in their projects
• KidZui: Download a free and safe Internet browser for kids
• Letterpop: Create eye popping newsletters (free plan to publish up to 10 newsletters)
• MeBeam: Create your own chatroom – just type in a title and invite people to join
• National Geographic Young Explorer: Listen and Read Stories about science and animals
• Notefish: Track your web inquiries with automatically bibliography generator and annotate/organize your reflections

• Off the Charts Web Karaoke: Listen to or create your own songs
• Pageflakes: Create a personalized homepage with all of your electronic tools and social networks
• Palbee: Set up free web video conferences or video chat rooms and record your presentations to share with others
• PBWorks - Easy to use wiki where you can create student accounts  MAKE A WIKI FOR BATTLE OF THE BOOKS. POST NEW QUESTIONS.  CREATE ONE GENERIC ACCOUNT FOR PARENTS TO BE READERS
• Penzu: Easy journal-writing tool
• Picasa 3: Edit your photos and store/display them online
• PIXresizer is a free photo resizing program to easily create web and e-mail friendly versions of your images with reduced file sizes.
• Photostory 3 for Windows: Teachers can download and use for free (example) – Digital Storytelling Guide to get started with examples
• Pivot Stickfigure Animator Create stick figure animations easily and save as an animated .gif file. WINDOWS ONLY
• Podcast Generator: Create, upload, and publish podcasts in a web format
• PowerPoint Review Games : many different PowerPoint game templates that are very easy to use
• Prezi: Online presentation tool like Powerpoint ALL ABOUT ME SLIDESHOW

• RealeBooks.com: Read or create striking picture books to share with the world
• Remix America: Remix the great words, speeches, and images of American History
• Scrapblog: Create and share digital scrapbooks
• Sharendipity: Build and employ interactive games, widgits, and other educational learning tools – browse the Education collection for ideas
• Skitch.com and Skitch: Take screenshots, edit them, and then upload to share with others
• Shidonni: Draw virtual pets and then play with them
• Slideshare: Upload and share powerpoint presentations loaded with audio podcasts
• Skype: Free audio or video conference calls
• Storybird: Collaborative storytelling with families, friends, and real artists art – take the tour to learn more!
• Stixy: Online bulletin board to share notes, photos, documents, and to do lists
• Text 2 Mind Map: The text-to-mind-map converter
• Thinkfinity – interactives 
• TimeToast: Create interactive timelines and share them on the web
• Trailfire: Create your own educational trails on the Internet
• ToonDoo: The Cartoon Strip Creator 

• Vimeo: Free video sharing environment
• Vixeynet: Download and convert video files (including YouTube Flash videos) to MPEG4 (AVI/MOV/MP4/MP3/3GP)
• VoiceThread: Group conversations around images, documents, and video (see Education examples)
• Voki: Create personalized speaking avatars
• Wallwisher: Online notice board maker
• Webspiration: Online visual thinking tool
• WebNote: A very simple online notetaking tool – puts all your notes on the page.
• Weebly: Create a free website and blog
• Wetoku: Online interview tool that automatically records, saves, and prepares for embedding and sharing with others.
• WetPaint: Another free wiki creator with a different look – mix all the best features of wikis, blogs, forums, and more
• Wiggio: A social networking online toolkit to send emails, surveys, set up video conferences, & keep track of group tasks
• Wikidot in Education: Create your own wikispace for classroom use
• Wikispaces for Educators: Create your own wikispace for your personal or classroom use
• WordSift: Visualize text and improve your vocabulary
• Worldometers – World wide statistics updated in real time. See the world statistics for populations, births, deaths – numbers of tonnes of food eaten, water drunk etc etc etc. This is an amazing site which will keep you and your class occupied for a long time!
• Wordle: Beautiful Word Clouds
• WritingFix – prompts for students or teachers to select from along with many other tools and ideas 

• YouTube Grabber: Download YouTube videos to use in your classroom
• YouSendIt: Send and track large digital files too big for an email box
• XtraNormal: Type something and it turns into a movie (you write the script and direct the action!)
• Zamzar: Download YouTube videos (and other files) and save in any format
• zinepal Students can create pdf and ebooks for sharing
• Zotero: Collect, cite, manage, and share your research sources