ERIC ED354277: IMPACT II: A Network for Innovation and Growth: 1991.

44 Pages·1992·1.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 354 277
UD 028 804
TITLE
IMPACT II: A Network for Innovation and Growth:
1991.
INSTITUTION
Fairfax County Schools, Va.
PUB DATE
[92]
NOTE
44p.; Supported by a grant from the Fairfax County
Public Schools Education Foundation.
PUB TYPE
Reference Materials
Directories/Catalogs (132)
Reports
Descriptive (141)
EDRS PRICE
MFOI/PCO2 Plus Postage.
DESCRIPTORS
Catalogs; Creativity; *Curriculum Development;
Educational Change; *Educational Innovation;
Elementary Secondary Education; Incentive Grants;
*Instructional Innovation; Preschool Education;
Program Descriptions; Recognition (Achievement);
*Secondary School Curriculum; *Teacher Developed
Materials; Teacher Role
IDENTIFIERS
*Fairfax County Schools VA; *IMPACT II
ABSTRACT
This publication describes award winning IMPACT II
projects developed by teachers in the Fairfax County (Virginia)
Public Schools in 1991. IMPACT II is
a teacher program that assists
educational reform by providing innovative teacher-developed
curriculum ideas, teacher-to-teacher networks,
professional
development, teacher recognition, and discretionary funds
for
teachers. IMPACT II enables teachers to share professionally
with
each other and to serve as teacher leaders. The projects
highlighted
were funded by grants to teachers who sought to develop their
own
creative ani innovative ideas
or to purchase materials to enhance
their teaching
The publication opens with a description of the
type
of grants available, which include developer
grants to those
developing a program and adaptor grants for
teachers wishing to adapt
programs in the catalog to their classrooms. The document
describes
programs funded in 1991 organized by school level:
(1) preschool;
(2)
elementary school;
(3) intermediate school; and (4)
secondary school
and high school. Each description
names the teacher who developed the
program; describes the program, students, staff, materials,
facilities, and outside
resources needed; and discusses the program's
overall value. Names, telephone numbers, and
addresses of the program
developers are provided. Also
more briefly noted are adaptor grants
listing the project adapted, the originator
of the project, the name
of the adaptor, a short d scription of the
project, and information
for contacting the adaptor.
(JB)
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Reproductions supplied by EDRS
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from the original document.
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
COUNTY
A GRANT PROGRAM SUPPORTED BY THE FAIRFAX
PUBLIC SCHOOLS EDUCATION FOUNDATION, INC
BEST COPY AVAILABLE
A GRANTS PROGRAM SUPPORTED BY THE FAIRFAX COUNTY
PUBLIC SCHOOLS EDUCATION FOUNDATION, INC.
IMPACT II
In Fairfax County
1991
Kohann H. Whitney
Chairman
Fairfax County School Board
Robert IL Spillane
Division Superintendent
Jack M. Dreyfus
President
Fairfax County Public Schools
Education Foundation, Inc.
Nancy F. Sprague
Assistant Superintendent
Department of Instructional Services
Sylvia Auton
Director
Office of Professional and Organizational Development
Donald H. Price
Impact II Site Coordinator
N M
IMS
11111111
O M
CONTENTS
4
Index
Introduction
6
Program Profiles
Preschool
8
Elementary School
11
30
Intermediate School
33
Secondary School
34
High School
41
Adptor Grants
We gratefully acknowledge the support of the
Fairfax County Public Schools Education Foundation, Inc.
4
INDEX
page
PRESCHOOL
* One, Two, Three...Smile Linda Steinberg
8
PAC (Parent and Child) Puzzle Kits Diane Cini
9
Project Challenge Willa Dowries
10
ELEMENTARY SCHOOL
A.S.K. (After-School Knowledge): Everything You Wanted to Know but Were
Afraid to Ask Joan Russell
11
Building a Multicultural Art Program Kaye Mc Kendrick
12
Community Connections (Citizen Interview) John Brennan
13
ESL Students Are Pioneers Shirley Thomas
14
Films for Fun Betty Friedl
15
* Fish Tales Janice MacDonald
16
Hands on History; Art Through the Ages Debra Masnik
17
* How Do We Spell Fun? "I-N-T-E-G-R-A-T-E-D R-E-C-E-S-S" Elise Passentino
18
Kindergarten Creatures Teach Science and More... Susan Doubles
19
* Look, I'm a Cook Jeanne Sampson
20
MultiCompuware & Associated Software Inc. Donna Sue Bartlett
21
PAC and the 3 R's (Parent and Children and Reading, Writing,
and
Reinforcements) Lucille Bettis and Judy Baldwin
22
P.A.H.S. (Poems at Home and School) Jo Ann Abrams
23
Read to Map, Map to Write Jean Randall
24
Science Buddies Linda Snider and Emily Lipson
25
Teaching About Folk With Folktales April Phillips
26
Technology Exposition Gwynne Corridon, Susan Friend,
Ann Gwynn, Norman Jimeno-Canales,
Tracy Matheson, and Suzanne Morgan
27
Trek Across America Kimberly Fleming
28
Video Animation Publication Eileen Rothberg and Ned Stapleton
29
INTERMEDIATE SCHOOL
Gold Readers: A Classroom Reading Incentive
Program Char line Barnes
30
Minding Your Ps and Q's: Patterns, Pieces, Quilts,
and Quadrants
Priscilla Franks and Kate Wilson
31
There's A S.L.O.B.(Supplemental Learning
Options Box) in Our Class! Judith Drew
32
4
INDEX
SECONDARY SCHOOL
33
Chances Are Sherry Gorrell, Nancy Oliver, and Chris Mackmin
HIGH SCHOOL
34
Critical Thinking for Life M. Sue Kunihiro
35
Experience Japan: Customs, Protocol, Language Carole Hoover
Oram, and Chuck Snell
36
High School TV News Terry McConnei, Dianne Mulligan, Lisa
Virginia Ronald Maney
37
The Battlefield Lost and WonHistoric Preservation in
38
Norell
The Book and the Media: Comparing Media Michelle
39
Baun
Virginia Young Readers Video Production Program Grace
40
Water Saint or Water Hog Robert Lamons
ADAPTOR, GRANIS
NV
PRESCHOOL
41
Library Kim Beveridge
* Noncategorical Preschool Toy
ELEMENTARY SCHOOL
41
American Heritage Stitchery Uzma Hussain
41
American Heritage Stitchery Ruth Ann Barr
42
An Author's Perspective Judith Stewart
42
It's in the Bag With Books Fran Dixon
42
It's in the Bag With Books Sharon Ramsier and Marcia Hershey
42
It's in the Bag With Books Lucille Sorensen
43
Tomorrow's New Today Deborah Bullock
INTERMEDIATE SCHOOL
43
LLtening to Learn Niki Lachica
HIGH SCHOOL
43
Immigrants and Minority Literature Nicki McAninch
43
Nicki McAninch
Using Audio Tapes to Improve the Reading of Underachievers
Production by Office of Media Services
* Denotes a special education program
Design by Jenny Chun
Photos by James Corrie and Tom Schudel
5
U
he Impact II program has
received the generous support of
the Fairfax County Public Schools
Education Foundation Inc. since
1984. More than 300 teachers
have been awarded grants for
innovative and creative teacher
strategies. It is a proven means
IMPACT
of sharing imaginative ideas.
This catalog is a collection of
recently funded proposals. Im-
pact II teachers use the grant
funds to purchase a wide variety
of teaching materials to enhance
their teaching.
Developer Grants
Any instructional-level staff
member (FECEP, librarians, K-12
teachers) may submit a proposal.
To receive consideration for
funding, the high quality program
in Fairfax County
must have been used in their
classrooms and have been proven
to be effective with the students.
The funds may be used to pur-
chase supplemental materials
such as books, classroom supplies,
and games. Honorariums for
guest speakers and limited use of
field trips may also be financed
with grant funds.
Grants for approved proposals
are
awarded twice during the school
year. Proposals may be submit-
ted any time prior to the applica-
tion deadlines. Please watch the
Supergram for program an-
nouncements.
Adaptor Grants
Teachers interested in adapting
A
any of the programs in this
catalogue may apply for an
adaptor grant.
The adaptor teacher selects a
program appropriate for his or
her classroom. Both funds and
6
-22ST COPY AVAILABLE
time are provided for the developer
and the adaptor to meet, discuss,
and tailor the program to a differ-
ent classroom situation.
Cal
Teachers interested in adapting
any programs in this catalog
i-
should contact the Impact II Office
at 698-0400 ext. 8709 for more
information.
The Selection
t
Corrunittee
44:
one elementary school teacher per
administrative area
one secondary school major de-
partment chair per administrative
area
one representative from the De-
partment of Instructional Services
one representative from the
Department of Student Services
and Special Education
Program Profiles
The Network
one representative from the Office
This catalog contains award-
Impact II teachers become part of a
of Human Relations
winning proposals. They are
national network of teachers who
arranged by academic level (pre-
one representative from the Office
share their creative and innovative
school, elementary, intermediate,
of Vocational Education
programs and strategies in a
secondary, and high school).
variety of ways.
two recent Impact iI grant recipi-
Special education programs are
ents (one elementary and one
Each site produces an annual
included but do not appear in a
secondary)
catalog of award-winning pro-
separate category. Adaptor grants
grams. The catalogs are distrib-
are listed separately.
Each member receives a complete
uted to all schools in the system, as
packet of grant proposals. The
well as to Impact II offices across
packets are sealed until the mem-
the nation.
bers receive them on the meeting
day.
In addition, the New York head-
quarters publishes a quarterly
The Awards Banquet
newsletter of program activities
and special events involving Impact
Each developer grant recipient is
II teachers. Teachers from school
honored at an annual banquet.
systems across the country are
The honoree is presented with a
invited to submit articles for the
certificate recognizing participation
newsletter. Fairfax County teach-
in the Impact II program.
ers are frequent contributors to this
publication.
Approximately every year and a
half, several hundred Impact II
teachers gather at a national
convention to engage in discussion
groups and workshops designed for
sharing experiences, creative ideas,
and innovative programs.
7
PRESCHOOL
ONE, TWO, THREE...SIVILLE
Linda
Materials and
Steinberg
Facilities
The Program
The required
materials are a
One, Two,
35mm camera, a
Three...Smile helps
Polaroid camera,
children in a pre.
film, photograph
school handicapped
albums, construc-
program to follow
tion paper, and
directions through
poster board. The
the use of photo-
.
V,*
program is imple-
graphs of them-
mented in the
selves and their
preschool classroom
daily activities. The
and school
program stimulates
ment.
r
1,4
language develop-
ment, visual
Outside
memory, and sequencing
Resources
skills. A Polaroid picture
Pictures are taken during
dicn. The school pro-
is taken of each student
special activities such as
Outside resources are not
gram consists of six
when school starts in the
field trips and school
necessary for the success
classes. The program
It is important for
fall.
birthday parties. These
of the program. Pictures
includes children who are
these young children to
pictures are hung around
are taken during the
two to five years of age
see the picture appear
the room and placed in
normal school day and on
and who have various
immediately and that
an album to be used to
regularly scheduled field
handicapping conditions.
these photographs be
stimulate communication
trips.
used each day during the
and labeling skills. For
The Staff
daily opening language
non-verbal children,
Overall Value
circle. Children are
The program developer is
photographs are used to
involved in many activi-
One, Two,
an experienced teacher of
develop personalized
ties using these pictures,
Three...Smile stimu
communications boards. preschool handicapped
including recognizing
lates communication and
Pictures are sent home
children and has used the
their own pictures and
cognitive skills with
program in three differ-
for developing carryover
placing them on a poster
children in a preschool
skills. Physical therapists
ent preschool settings.
board school bus. recog-
handicapped setting.
take pictures showing
The program is imple-
nizing and naming
The children use these
students in adaptive
mented in the classroom
classmates' pictures,
skills during the school
by the teacher and an
seating positions to help
finding pictures in a
day as well as at home.
parents with appropriate
instructional assistant.
series, and sequencing
positioning at home.
pictures on a daily
A slide presentation on
activity chart of photo-
the preschool program
The Students
graphs.
was also produced and
used for staff orientation.
Each preschool class is
made up of eight chil-
i
.
.
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8
PRESCHOOL
PAC (PARENT AND CITILD)
PUZZLE KITS
Diane Cini
parents to become an
age from 3 to 5 years and
book whose theme
active participants in
have varying degrees of
coordinates with the
their child's learning
skill levels. This is an
subject of the puzzle, and
The Program
experiences. This pro-
ongoing program and can
a suggested outing or
PAC Puzzle Kits use a
gram, under the teacher's
be implemented in any
activity that corresponds
supervision, gives the
variety of puzzles, books
pre-school classroom. The
to the picture on the page.
parents the materials
and suggested outings to
size of the group is only
and the opportunity to
involve parents in help-
limited by the number of
Outside Resources
teach their child the
ing their children im-
available puzzle kits.
The outside resources
prove spatial relations
correct developmental
available to help enrich
skills. Parents are given
steps in assembling
The Staff
this program are public
puzzles. The parents also
instructions on how to use
The program was devel-
and school libraries,
help their child by
the puzzles so they can
oped and implemented by
which provide an excel-
help their child find the
reading to the child or
an e,:perienced early
lent source of additional
taking a trip that brings
solution. After comple-
childhood teacher. Paren-
books for the puzzle kits.
tion, the parent reads the
the subject of the puzzle
tal involvement is a major
There is a need to locate
to life. This real and
book from the kit or takes
part of the success of this
places in the community
the child on the suggested
meaningful program
program. Only the
that correspond with the
outing that correlates to
builds self-esteem in
teacher and parent,
puzzle's theme where
the puzzle's subject. The
parents, as they become
working together to help
parents can take their
parent completes a
much more willing to
the child in acquiring
children and extend this
help their child learn a
questionnaire regarding
certain skills, are needed
learning experience.
the number of attempts it
new skill. The children's
to execute the program.
spatial relations skills
took the child to complete
The administration favors
the puzzle, the method
improve and with this
Overall Value
the added involvement of
used to complete the
success, they become
There is a great need in
the parent because it
puzzle, and which method
eager to try more difficult
the early childhood
strengthens the relation-
was most efficient. The
puzzles.
program to empower the
ships between home and
questionnaire also in-
school and between
cludes a segment for
-OF
parent and child.
comments about the book
and the outing. After the
Materials and
child returns the kit, he or
she receives a certificate
Facilities
r
to share with his or her
To implement this
parents. Upon completing
program the teacher
seven kits and question-
needs to assemble a
naires the child receives a
variety of puzzle kits,
puzzle to keep and enjoy.
of different develop-
A
mental levels, for
The Students
parents to check out
The program has been
for their child. Each
implemented in a class of
kit, which is housed
fifteen early childhood
in a sealed bag,
gi
children. They range in
contains a puzzle, a
More Information: Diane Cini - Hunters Woods Elemer1tary School
Principal: Linda Goldberg
Colts Neck Road, Reston, VA 22091
[phone]
2101
9
BEST COPY AVAILABLE