LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 September 8, 2000 TO: Middle School English Teachers FROM: Barbara Brandon SUBJECT: Collaborative Session Thursday, September 21, 2000 IRC - Room 18 or 19 4:00 -6:00 PM Features: Effective Planning/Active Reading/Collegial Sharing Effective planning is crucial to the success of any endeavor. We are in the business of preparing students for life-long literacy, it has been said, "Those who fail to plan, plan to fail". Lesson plans generally reflect what you will teach, why and how. They should be functional, flexible and adaptable (in your absence). Middle school English teachers are using effective plans throughout the District. We invite some of you to bring examples of plans that have worked well for you in the literacy-based classroom. Teachers actively working in the field are great resources. Please come prepared to share so we all will grow. Time will also be allotted for sharing success strategies and for seeking solutions to problem areas. We invite and encourage your attendance. Two hours of professional development credit will be given.IMLiddle School ColiaTbora'ti'sare Session. SejJ'tenxTbex 3X, 2000 4:00 - 0:00 IM lax-tx-o dLixotioirs Celebrations / S oTb-iFe stis ISlraa?iM.g  I*lajacttirLg for Sxxccess Active Hea<iixi.g SCamdoix-ts GrXOToqp A-cti'szl'ty SlxEtrixig Tlranlts fox allyoix dLo "to <a.e'veloi> literate clt^jjzoxLS.Presenter: Date
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tvC-^ 0 Stipend Paid (will also receive inservice hours) ^uired focus areas for Professional Development. Please check one relating to your inservice. Q Assessment O Advocacy/Leadership Q Content K-t2 0 Instructional Strategies  Standards, Frameworks, Curriculum Alignment  Supervision [23 . Systemic Change Process Q Wlentoring/Coaching  Educational Technology ,  Pririciples of Learning/Development Stages .  Cognitive Research Q Building a Collaborative Learning Community NAME Please Print & n Social Security Number Location S c W O V) eo re 7
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S P/ah>^ !I'lQJ t!^ ^ra.d^ 'T^ cke^*' / y^orntLcJi /d Pn Qrq^'^i z-o.:^^o'^ ___________ J Q)kisu-( , bloSe-r^^'^ .p. lO-e-' , . .d f^ahr^c-ii 'h addire. c^i'r^rjJ S^Se-d nee^^s /j^a- /- ci//'^ ReaJi>j o-(^a Employee Signature Back to School Inservice English Agenda Wednesday, August 9 Thursday, August 10 8:30 Welcome and Overview Suzi Oavis, Mable L>onaldson 8:30 9:30 Vertical l earning Begins Split into High School, Middle School Collaborative sessions begin Barbara Brandon, Middle School Suzi-Davis, High School 10:15 Break 10:15 Break , 10:30 Vertical Teaming continued 10:30 Collaboration continued 11:30 Lunch (on your own) lli30 Lunch 12:45 Vertical Teaming continued Multi-School Groups Subgroups 12:45 2:00 2:00 Break 2:15 2:15 Groups continued 3:30 3-.SO Good bye! Collaboration continued Break Collaboration Wrap-up Good Bye! Over for Foreign Language Agenda/ Middle School Pre-School Inservice Collaboration August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Design an effective model for teaching grammar in a literacy-based classroom. Considerations: Error Analysis/Student Writings Targeted Writing Skills Incorporation of Resources Language Arts Curriculum (Boley) Reading/Writing Workshop Manual Write Source Sample Documents: Weekly Lesson Plan Parental Communication Sample Homework Activities (with rationale)Middle School Pre-School Inservice Collaboration . August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Develop packets designed to assist parents in helping their children with homework. Considerations: Develop suggested homework guidelines. Parental Communication Homework Schedule (Rotation of assignments by subjects) Team schedulingGRAMMAR / PUNCTUATION / MECHANICS I SENTENCE CLARITY The following list of language skills and conventions is based upon A Pocket Style Manual, by Diana Hacker {3rd edition). Boston: Bedford/St Martins, 2000
1. GRAMMAR 1. Agreement of subject and verb -- agreement of singular subjects and singular verbs agreement of plural subjects and plural verbs -agreement of subject and verb with intervening words agreement of subjects joined by and with the verb -agreement of subjects joined by or/ nor with the verb -agreement of subject and verb when subject follows the verb -agreement of indefinite pronoun subjects with the verb {anyone, everything) -agreement of collective nounswith the verb (Jury, committee, audience) -agreement of relative pronoun subjects with the verb {who, which, that) agreement of subjects with plural form and singular meaning with the verb {athletics, economics, measles) agreement of titles, company names, and words used as words with the verb {Lord of the Flies, Delmonico Brothers, controlled substances) 2. Irregular verbs- correct forms of irregular verbs 3. Verb tenses- -correct form of verb tense: present tense, past tense, future tense, present perfect tense, past perfect tense, future perfect tense, present progressive tense, past progressive tense, future progressive tense, present perfect progressive tense, past perfect progressive tense, future perfect progressive tense 4. Verb mood- -correct form of verb mood: indicative mood, imperative mood, subjunctive mood 5. Voice of the verb- I -appropriate use of the voice of the verb: active voice, passive voice / / J 6. Pronoun-antecedent agreement -correct agreement of pronouns and singular antecedents -correct agreement of pronouns and plural antecedents -correct agreement of indefinite pronouns correct agreement of generic nouns correct agreement of collective nouns 7. Pronoun reference- avoidance of ambiguous reference avoidance of implied reference avoidance of vague reference of this, thet, which avoidance of indefinite reference of they, it, you 8. Persona! pronouns- -correct use of the subjective case of pronouns (/, we, they) -correct use of the objective case of pronouns {me, us, them) -correct use of the possessive case of pronouns {my, our, their) -correct use of subjective-case pronouns for subject complements -correct use of pronoun case in appositives correct use of pronoun case before a noun correct use of pronoun case after thdn or as -correct use of pronoun case before or after an infinitive -correct use of pronoun or noun before a gerund 9. Who or Whom- -correct use of who for subjects and subject complements correct use of whom for objects , - correct use of who/whom in subordinate clauses correct use of who/whom in questions 10. Adverbs- -correct use of adverbs to modify verbs, adjectives, and at^erbs -correct use of comparative and superlative forms of adverbs 11. Adjectives- -correct use of adjectives to modify nouns and pronouns -correct use of comparative and superlative forms of adjectives .112. Sentence Fragments- -repairing fragmented clauses -repairing fragmented phrases -recognizing acceptable fragments 13. Run-On Sentences -repairing fused sentences -repairing comma splices forming a compound sentence with a coordinating conjunction and a comma -forming a compound sentence with a semicolon, a colon, or a dash -revising a run-on sentence by separating sentences -revising a run-on sentence by restructuring the sentence 11. PUNCTUATION 1.Comma [,] -to separate independent clauses in a compound sentence -to set off an introductory dependent clause to set off long introductory phrases (of more than three or four words) to separate the elements in a series of words, phrases, or clauses to set off city and state or country, and to follow a state or country to set off date of month from year, and to follow a year -to set off a persons titles to separate coordinate adjectives r-to set off nonrestrictive (nonessential) clauses and phrases -to set off transitional expressions -to set off parenthetical expressions -to set off nonrestrictive appositives to set off a direct quotation introduced with expressions such as he said -to set off a name in direct address -to set off yes and no -to set off introductory words -to set off mild interjections -to set off an absolute phrase -to set off contrasted elements -to follow the salutation of a friendly letter NOTE: a comma always goes inside quotation marksI LITTLE ROCK SC 'OOL DISTRICT OFFICE OF FED=.<AL PROGRAMS WEEKLY ITTNERARV FY 2000-2001 Week of: 7 - / [) o?OOG' _ twSBa MON. Ay, 'J SE3 ISE & TUES. S WED. ' f^ 'ir H-. S-TIIURS. /k^-10 J. /\ i r )4t^ F) (J'ioaL ERI. Ar^. Il MiddleJ _______ ~re-^cJi^-^-^._____ r-he^rS,____ ra S I/Puir-t'l I .nsa-'" '^1 J5eJ! CrRif-t'i'CcfJ-UW dZKi.rtr'A'-S CbloVs^at-ey H/eh:/ ^:i^Q-r, 'X^'-Cch^'!^ l^r. 'P<Jr'-\'eA-S6T^ cs^oy/non qsgg^.s~ ne^Js_ Approved  Director of Federal Programs Empbyee Signature Week of: MON. TUES. LITTLE ROCK SC^JOOL DISTRICT OFFICE OF FEDLkAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Ki ^5 *-.fi,MP,i
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Enghsh Language Arts__________ 2. Develop in collaboration with teachers (and using advice of other school districts) pacing guides for implementation of the CMP cuniculum in grades 6-7. Responsihility Curriculum Directors Teacher Leaders Curriculum Director Teacher Leader Timeline Aug. 2000 Aug. 2000 .Evidence pf AchievemehC:.________ Records of meetings with teachers Record of meetings with parents for input Revisions in curriculum documents Pacing Guides 1Activity 3. A. B. C. 4. A. B. C. Develop in collaboration with teachers homework guidelines and packets to assist parents in helping their children with homework. Mathematics Science English Language Arts ________ Develop in collaboration with teachers a qualitatively differentiated curriculum forPre- AP courses and to plan appropriate professional development to guide implementation. Mathematics Science English Language Arts _______ Responsibility Ciuriculum Directors Teacher Leaders Curriculum Directors GT Supervisor Teacher Leaders timeliiie Aug. 2000 Aug. 2000 Evidence of Aciirevenieiit Homework Guidelines Parent Packets Revised curriculum documents. Professional development plan. 5. Join professional networks of other districts implementing the LRSD curricula in mathematics, science, and English language arts to share information and problem solving. 6. Develop clear transition from CMP and Investigations to high school mathematics and science course curricula. Curriculum Directors Curriculum Director Teacher Leaders Ongoing Ongoing Documented coiruuunication. Records from vertical team meetings. 2Activity__________ ________ 7. Develop standards-based curricula for high school core courses, identify appropriate materials, and develop plan for intensive professional development to ensure success of students. A. Matliematics B. Science C. English Complete the benchmarking of the middle school programs to inform the development and implementation of school improvement plans. Professional Development Activity 9. A. B. C. D. Provide appropriate professional development for principals and assistant principals on the middle school curriculum/instmction/ assessment programs and provide guidance for their roles as instructional leaders. Mathematics Science English Language Arts Social Studies Responsibility \ Curriculum Directors Teacher Leaders Plaiming and Development Director -Responsilritity Asst. Supt. for Secondary Education Assoc. Supt. for Instruction Curriculum Directors Timeline Jan. 2001 Oct. 2000 Timeline Ongoing Evidence of Achievement Presentation to Board of Education. Adoption of curriculum materials Professional development plan. Copy of program benchmarks. Communication plan for principals and CLTs. liEvidehce of.Achievement Agendas of work sessions/professional development oppoitunities. 3Activity__________   10. Provide professional development for middle school counselors on the PreK-12 curricula so that they see coimections across levels. 11. Provide professional development for middle school teachers on Responsibility Director of Pupil Services Assoc. Supt. for Instruction Curriculum Directors Curriculum Directors Teacher leaders Timeline Fall 2000 Ongoing A. B. C. Appropriate pacing of curriculum Differentiating regular and Pre-AP curricula Assignment of appropriate homework D.. Making basic skills more explicit and visible. IE. Affective needs of students. F. Content knowledge. -G. Conducting effective Teacher- Parent Conferences. T Use of Time and Flexible Scheduling -42. Provide professional development  frtT TniUUlA crhnnl Onninns T.eadershin for middle school Campus Leadership Teams and team leaders on developmentally appropriate practices and on school culture/climate issues relating to middle school students. Asst. Supt. for Secondary Education Director of Planning and Development Teacher Leader Ongoing I Evidence of Acliievement Agenda for training session Copies of agendas for professional development. Lists of participants. Copies of professional development agendas and handouts. Lists of participants. 4Asscssment/Accoiiiitability Activity______. : .____ . 13. Administer end-of-module tests in CMP, quarterly CRTs in science, and semester CRTs in Reading/ Writing Workshop to monitor curriculum implementation and student progress in achieving the standards and course benchmarks. 14. Develop classroom observation forms to guide the monitoring of curriculum implementation and to provide feedback to teachers and principals._____________________ 15. Develop a refined plan for the administration of all assessments at the middle school level._______________ 16. Provide print-outs to teachers early in the school year of spring ALT results for their current year students. ^17. Conduct workshops for principals on the use of assessment data and climate survey data for school improvement planning.________ 18. Use ALT and CRT results to diagnose teacher needs for professional development._____ Responsibility Curriculum Director Teacher Leaders Curriculum Directors Teacher Leaders Asst. Supt. for TRE Asst. Supt. for TRE Asst. Supt. for TRE Curriculum Directors Curriculum Directors. Teacher Leaders Timeline As scheduled. Sept. 2000 Sept. 2000 Sept. 2000 Ongoing Ongoing Evidence of Acliievemeut Copies of end-of-module tests.. Reports of results. Copies of classroom observation forms. Copy of flow chart and plan. Copies of print-outs. Agendas for workshops. Lists of participants. Copies of handouts. Copies of professional development agendas. Lists of participants. Copies of handouts. 5I Activity 19. Continue to collect, analyze, interpret, and disseminate assessment and other evaluation data. ______ 20. Identify low-performing middle schools and provide technical assistance for school improvement. .Timeline Ongoing Fall 2000 21. Conduct year 2 program evaluation of the middle school transition. Ongoing and publication in summer 2001 Responsibility Program Evaluators Curriculum Directors Evidence of Aellievement Copies of assessment analyses. Records of dissemination. Asst. Supt. for TRE Assoc. Supt. for Instruction Asst. Supt. for Secondary Education Asst. Supt. for TRE Records of communication. Records of teclmical assistance provided. Copies of agendas for professional development. Copies of handouts. Lists of participants. Copies of school improvement plans. Records of meetings. Copy of program evaluation design. Copies of formative reports. Copy of summative program evaluation. Records of dissemination. 6Communication and Building Community Support Activity________________________ 22. Gather names of interested parents and their issues
make additional appointments to existing advisory committees: A. Middle School Steering Committee and Subcommittees on Curriculum and Student Programs/ Activities B. NSF Advisory Committee C. Safe Schools/Healthy Students Steering Committee D. Collaborative Action Team______ 23. Make a presentation and provide updates to the NSF Advisory Committee on middle school. implementation issues.____________ 24. Make a presentation and provide updates to the Middle School Steering Committee on middle school implementation issues. Responsibility_______ Assoc. Supt. for Instruction Director of Plaiming and Development Director of NSF Project Director of Safe Schools Project Team Leader for Parent Programs Curriculum Directors Director of NSF Project Curriculum Directors Director of Planning and Development Timeline
Sept. 2000 Fall 2000 Fall 2000 Evidence Of Achievement Letters of appointment to various committees. Records of meetings. Lists of participants. Copies of handouts. Records of meetings. Lists of participants. Copies of handouts. 7Activity _____________________ 25. Make a presentation and provide updates to the Safe Schools/ Healthy Students Steering Committee on the middle school.implementation issues. Responsibility. Timeline
I Kt^feiice of Acliievement vJ-26. Work with Ure Parent Program ' Tram tn ensure that issues of conee Team to concern to middle school parents are included in their strategic plan and work plans. 27. Train teachers to conduct workshops with parents at the school level on the use of the homework packets and ways that they can help their children achieve the standards. --28. Work collaboratively with  r>nrp
entative narents and teacl representative parents teachers to design an improved system for the  communication of assessment results Curriculum Directors Director of Safe Schools Project Team Leader for Parent Programs Director of Planning and Development Curriculum Directors Curriculum Directors Teacher Leaders Principals Curriculum Directors Asst.'Supt. for TRE Fall 2000 Fall 2000 Fall 2000 Sept. 2000 Records of meetings. Lists of participants. Copies of handouts. Copy of Parent Program Strategic Plan. Copy of Parent Program Team Work Plan. Records of teacher training Records of parent workshops- Copy of communication plan. Copies of communicated results. to students and their parents.________ 29. Script and produce a presentation on cable television chaimel on middle school curriculum implementation and refinement issues._________________ 30
Provide ongoing updates for parents and patrons relating to middle school issues on tire Districts web page.__________________________ Director of Communications Curriculum Directors Director of Communications .Webmaster Cuniculum Directors Fall 2000 Fall 2000 and ongoing Videotape of televised presentation. Web Page information. 8Activity _____ ____________ __ 31. Provide ongoing information for staff and community on middle school issues in the Districts newsletters and in school newsletters.________ ______ 32. Employ a part-time consultant to work with parents at the elementary and middle school levels and to create dialogue between parents and administrators to resolve problems relating to middle school implementation.____________ 33. Identify knowledgeable parents and teachers throughout the District to help communicate the new curriculum and the results of assessment. 34. Provide information on middle school implementation and the new middle school curricula to middle school parents and students at the August Check-In.______ _______ ___ _ 35. Work with principals and CLTs to ensure that parents are involved at the school level in efforts to improve school climate, to address culture issues, and to ensure that middle schools activities are developmentally appropriate.________________ _____ Responsihility Director of Communications Curriculum Directors Assoc. Supt. for Instruction Curriculum Directors Director of Coinmunications Curriciilum Directors Asst. Supt. for Secondary Education Teacher Leader Timeline Ongoing Fall 2000 Ongoing Aug. 2000 Sept. 2000 ::^
|Evi den ce^of Achievement Copies of newsletters. Log of activities. Copies of meeting agendas. Lists of participants. Copies of handouts. Agendas of meetings. Lists of participants. Documentation of communication. Copies of packets/handouts. Copies of revised refrigerator curriculum. Records of meetings. Lists of participants. Copies of agendas. .. 9 Week of: ,4-^ Ifi LITTLE ROCK Sf "^OL DISTRICT OFFICE OF FEDt.-.'L PROGRAMS WEEKLY ITTNERARY FY 2000-2001 s MON. sg 0<st. 2y '^^i "f-w.
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Ctnop^in /7iG '^ / zkss<3>c) plr^ari! biiTin P^S^/^cJ-) y Employee Signaturelittle rock school district INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET little ROCK, AR 72206 (501) 324-0510 October 4, 2000 TO
Ms. Oleaster James Dunbar FROM: Barbara Brandon SUBJECT: Reading/Writing Class I really enjoyed your class that I visited on Tuesday. It was so awarding to see the enthusiasm that you generated in the active learners, and to hear the proliferation of oral response. The enclosed information is something we had on Maniac Magee. I noticed that your class was reading that book. Don't hesitate to let me know if I can be of service. TO
FROM: RE
LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 October 16, 2000 Middle School Principals ^Barbara Brandon Literacy Survey for Teachers We have created the enclosed survey to assess training needs of your Reading/Writing workshop teachers. We are asking that all forms be returned by October 24**. Forms were sent to English chairpersons for distribution. Please assist us in anyway possible to get a representative number of responses. We want our plans to incorporate the needs that are identified. 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2, What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? 4. Based on the training you have participated in. what has been helpful to you? What more is needed at this time?I October 18, 2000 TO: All English Teachers FROM: Sarah Schutte RE: Department Meeting Monday, October 23, 9:00 AM, Room 44 AGENDA I. Classroom sets of books. II. Pen Pais in. IV. AEA and alternatives - Assessment Workshop at IRC, Nov. 2
Curriculum Mapping at CMLA, Nov. 2-3 Feedback on the testing experience V. Math/reading VI. CRTs VII. Collaborative meetings held at IRC by Barbara Brandon (October 25, IRC, Literacy Across the Curriculum - Team effort?) Vin. Middle School Magic IX. X. Research resources - Mona Briggs Tami Bennett - Pre-AP Conference - Dec. 1-2 XI. Comments/suggestions( Middle School Collaborative Meeting Agenda October 19, 2000 Barbara Brandon, Facilitator Sign-In Selection Introductions Announcements Teacher Collaboration ri Effective Communication" Collaborative Work Session< .Presenter
''A/orkshop Title _ength of WorL'Shop
From B Date
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/ r~~] stipend Paid (win also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  content K-12 0^ Instructional Strategies Q Assessment O Advocacy/Leadership I I Systemic Change Process Q Standards, Frameworks, Curriculum Alignment Q Supervision O' Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages Q Cognitive Research [3' Building a Collaborative Learning Community NAME Please Print Social Security Number I T = Teacher Location w o u) n n o u AM Please Initial PM . Please Initial Classifications A = Administration Ct^/S) C = Counselor S = Support Staff it /laJ-.-10/12/00 1, What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 'I, 3. 4. fl c?* X fbf- A \it t PcA / t ! f J-':i Pr^Aj^fK.A- ______f . Wjjrat would help you address those needs? (What help db you need to / s  make this happen?) /a- ^jlL.4rc(_} 0 C/ 'J 4 What training, information or skills do you feel is needed for you to impact literacy proficiency levels? A f f-r' _(^.. i Based on the training you have participated in, what has been helpful to you? What more is needed at this time? i^tLf ti-'t J  <J,/t : *-?r  /Lz I y1 O/'C/OO 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 1 vex ^^<2^ S>S oAo\-e. 'Xo V'ScrsA 2. What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? fXOrx- U3 JIV. ouCt" +. -xjvcx^ a,Yt. G Based on the training you have participated in, what has been helpful to you? What more is needed at this time?10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2. 3. 4.  - '" A'' } d' What would help you address those needs? (What help do you need to make this happen?) at 'l/i----------------- training, information or skills do you feel is needed for you to impa' literacy proficiency levels? '^2.
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From (TO to .ocation: Salary Credit Inservice 23 Stipend Paid j oaiaiy viwjh (off contract - three hours or more) (during contract time) will also receive inservice hours) - Required focus areas for [T|^ Content .K-12 23 Systemic Change Process  Professional Development. Please check one relating to your inservice, [^instructional Strategies  Assessment  Advocac^Leadership ra^Standards, Frameworks, Curriculum Alignment  Supervision 0 Principles of Leaming/Development Stages (33 Mentoring/Coaching O Educational Technology  Cognitive Research  Building a Collaborative Learning Community NAME Please Print Social Security Number Location  -c tn o tn x: 3 (9 o d 3 2! ^j((2aL32h2244 7 ? ^S>D Z):^ 53 7^ wH. -T = Teacher A = Administration AM Please Initial PM Please initial ( ! P>1 T ) Classifications C = Counselor S = Support Staffi W' 
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arkdruglawreform [arkdruglawrefQrm@mindspring.com] Tuesday, October 03. 2000 8:21 PM julesrob@swbell.net
bttiiel@ipa.net youth conference - please forward iWW Areat
Arkansas Youth in Trouble: What Works, Whats Needed, and Wheres the Money? A one-day interactive conference Saturday November 18 Riverfront Hilton Inn, North Little Rock This conference seeks to develop an overview of current youth programs, explore potential improvements, investigate promising new sources of funding, and develop recommendations. Each panel will conclude with a facilitated question and answer period. Conclusions of speakers and questioners will be compiled by the facilitator to be used in the summary session. Facilitator: Anne Murphy, M.Ed., LAC. Private practice at Sunbridge Counseling Associates, Fayetteville
counsels at Youth Bridge, Inc. Program Schedule 8 to 9 am Registration Complimentary coffee, juice, hot tea, fruit, muffins, and pastries 9 Welcome Denele Campbell, Director Drug Policy Education Group, Inc. 9:10 Opening Remarks Congressman Vic Snyder, Little Rock (invited) 9:30 Panel I - Focus on the Early Years - A Familys Journey: A Broken Criminal Justice System, Brenda Olive, formerly incarcerated mother - Mothers and Fathers in Prison
The Impact of Parental Incarceration on the Children Left Behind Dee Ann Newell, M.A. Program Coordinator, Parents from Prison and Parenting after Release
Coordinator, Winthrop Rockefeller Public Education Program for Children of Incarcerated Parents. Centers for Families and Children Little Rockf - Zero Tolerance, Theory and Practice Rita Sklar, Attorney @ Law, Arkansas ACLU - Civil Rights and the Education System, Dr. Wynona Bryant-Williams, Director, Black Family Studies Program, Philander Smith College 2:30 to 2:45 Break 2:45 Panel IV - Exploring Solutions - Alternative Approaches, - Geoff Oelsner, L.C.S.W., clinical social worker in private practice
founder and leader of Buddhist Meditation and Spiritual Support Group, Fayetteville - Drug Forfeiture Money: A Better Use, Kyle Russell, Attorney @ Law, Aiderman, City of Fayetteville - Youth Development as a Crime Prevention Strategy, Don Crary, Executive Director, New Futures for Youth, Little Rock
former Executive Director, Arkansas Advocates for Children and Families. - Correlation between Early Onset Substance Abuse and Lack of Available Treatment in Northwest Arkansas, Mike Huddleston, Clinical Director, Youth Bridge, Inc. 3:45 A Facilitated Discussion This session will bring together lists of needs and solutions as developed in the days panels, ask for further input from participants and the audience, and seek to establish a working committee to move these recommendations forward. Points to consider: - Whether to pursue legislative remedy - Whether to call for future conferences and if so, with what focus - What is a workable vehicle by which youth programs, reforms, and funding can be networked statewide? 4:30 Adjourn The Riverfront Hilton Inn The beautiful Riverfront Hilton Inn sits just across the street from the Arkansas River. Take time to stroll across the shoreline park and relax at the waters edge. Come early and have dinner at the adjacent Benihana Japanese Steakhouse. Or just enjoy the top-notch cuisine available through the Hiltons RiverfrontSteakhouse. Relax in the atrium lounge. Free coffee in rooms, free local phone calls, free onsite parking. The Hilton Inn is a fully accessible facility. Special room rates, reduced from $89.95 for singles, are available for Friday night at $69.95. Government employees per diem will be honored. Make your reservations before October 25 or rates will not apply. Call 501-371-9000. Registration Fees include Saturday breakfast and buffet lunch, plus afternoon break refreshments. All conference attendees will receive a packet of relevant materials. CEUs Certificates of attendance will be issued for professionals who wish to obtain continuing education credits. Please specify on the registration form if you wish to obtain a certificate. There is no additional fee. Whos Invited? - parents - counselors - therapists - social workers - educators - community leaders - mental health care providers - drug and alcohol treatment providers - juvenile court personnel - judges - prosecutors - youth advocates - elected officials - agency personnel - non-profit interest groups such as the League of Women Voters and the NAACP - and anyone else who wants to learn more about youth programs or who would like to see more dollars spent on prevention Join this innovative workshop event to learn, share ideas, and help build momentum for important reforms in local and state funding for youth programs. This conference is the first in a series of conferences developed by the Drug Policy Education Group, Inc., a non-profit corporation of the State of Arkansas, and made possible by a generous grant from the Drug Policy Foundation.( For more information on DPEG, Inc. or its upcoming Spring 2001 conference The Drug War & People with Disabilities
An Unfair Burden, contact Denele Campbell, Director, at 501-839-8543 or cipeq@mindsprinq.com, or write 541 West Meadow, Fayetteville 72701. Drug Policy Education Group, Inc. Working in Arkansas to address the harm caused by the war on drugs. Arkansas Youth in Trouble - A One Day Conference Saturday November 18 Riverfront Hilton Inn, NLR REGISTRATION FORM Pre-registration deadline: Must be received by October 25 Yes, id like to attend this conference! Name .... . hr. __st zi p 'y Address City Phone d' f'] ^^32 Email ate Op/3,<^00 ___1 plan to spend Friday night at the Hilton Inn and I have called for reservations at the special conference rate of $69.96 plus tax. j^\ plan to be on hand for the free breakfast and lunch. (Sorry, no discount available for those who do not want on-site meals.) txf will need a Certificate of Attendance so that I may apply for Continuing Education Units. am enclosing $45 (by October 25) or___$65 (after October 25) for registration. Please include this information and your check and mail to Drug Policy Education Group, Inc, ATTN: Conference Coordinator, 541 West Meadow, Fayetteville AR 72701. Must be received by October 25 to qualify for the $45 fee. Registrations received after October 25 are $65. If you plan to attend but are registering late, PLEASE CALL 501-839-8543 by Nov. 14 to be included in food preparation estimates. Checks should be made payable to: DPEG, Inc.I i fS fO I To: Individual Approach to a World of Knowledge Board Members, Superintendent, Associate Superintendents, Assistant Superintendent Djrectors, Supervisors, and Principals . , Marion E. Woro^^Coordinatorof Staff Development From:  Marion E. Wdong, Coordinator of Staff Development Through: ^-Dr. Bonnie Lesley, Associate Superintendent of Curriculum and Instruction Subject:' Learning to Cope with Differences One of the major goals of the districts Revised Desegregation Plan is to improve relationships Students and staff members. This goal is specifically addressed in the professional among students ana stan lueuiDerb. tuib guai ib bycuuivanj v*. w development section of the 1999-2000 Division of Curriculum and Instruction Work Plan. The nlan specifically stressed that the Professional Development Department will schedule and "L . .  >  4 , 1 . _________ _ -----1 -rrtf fKtfi TrxllzAfXziT implement workshops and activities related to improving cultural sensitivity for the following groups in the Little Rock School District: Board Members, Cabinet Members, Central Office Administrators, Certified Staff, and Support Staff. Learning to Cope with Differences is a two-day training session
Dr. Terrence Roberts will facilitate the sessions. The training sessions will be held at the IMAX Theater, located at 3301 E. Roosevelt Road, Little Rock, from 9:00 a.m. until 3:30 p.m. We will discuss not only differences in race/ethnicity, but also gender, disabilities, talents, religmus, economic, and other differences that sometimes cause tension and discomfort. Specific assignment dates for attending the sessions are listed on the attachment
the topics covered during these sessions will be: 1. n. HI. IV. V. VI. vn. vin. IX. How I first Learned About Difference Naming The Difference: The Fishbowl' 199 Shaping and Reshaping The Mental Map Learning To Value Difference Communicating With Different Others Working With Different Others The Great Debate: Self-Development Plan ,99 ,w( Date Nov. 27 - 28 Session A 1. 27 T" 8 IT / 2. Tiy "1^ "17? 2Z Learning>to C'pe with Differences IM
< Theater (Pulaski Technical College) (Workforce Development Center) 3303 E. Roosevelt Road Little Rock, Arkansas Participant Position Location John W. Kelley Carolyn Lamb Kenneth Moore Donna Muldrew Mary James Emma Miller David Smith Ellen Lawson Glendon Acre Sherry Betton Gloria Blakney Nancy Coleman Mable Daniels Jessica Graves Vera Bates Barbara Brandon Linda Jones Gail G. Pitts Virginia Johnson Ed Williams Sherry L. Rogers Renee Kovach Benita Robinson Cassandra Steele Walter Crockran Asst. Princicpai Asst. Principal Asst. Principal Asst. Principal Counselor Secretary Asst. Principal Counselor Counselor Counselor Counselor Counselor Counselor Counselor Computer Middle Schools Counselor Asst. Principal Specialist Specialist Asst. Principal Lead Teacher Payroll Speech i Technician Central Cloverdale Middle Hail Southwest Parkview Safety/Security J. A. Fair Mann Dunbar Mabelvale Middle McClellan Henderson Pulaski Hts. Middle Central Information Serv. English Dept. Hail Forest Heights TRE TRE Henderson Math/Science Financial Services DEC Information Serv. i/Agenda Forest Heights Middle Literacy On-Site Training November 30, 2000 Barbara Brandon, Facilitator I. Training Overview II. Staff Concerns/Comments III. Constructing Meaning A. B. Active Reading Reading in Content Areas C. Graphic Organizers IV. Planning/Scheduling/Classroom Management A. B. C. D. E. Daily Schedule Workshop Format Use of Journals, Folders, Scoring Guides Pre/Post Samples of Work Grouping V. Writing Workshop A. B. C. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. .2. Composing Skills List Scoring GuidesJ esenter. Date
/ '0 p Title
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From to Location
3 Salary Credit iff contract - three hours or more) 23 Inservice during contract time) 221 stipend Paid . (will also receive inservice hours) Required focus areas Q-^ontent K-12 to your inservice. instructional Strategies [^sessment  AdvocacAeade p . nistandards. Frameworks. Curriculum Alignment 23 npervi  Principles of Leaming/Development Stages 523 Systemic Change Process 23 Educational Technology Q Mentoring/Coaching Q Cognitive Research  Building a Collaborative Learning Community NAME Social Security Number Work Location E c w 2 (/) s {Q co o loM M.S)MTb 0 9-71 7. IWV ' \ah/C I S 2 I L T = Teacher A = Administration Classifications C = Counselor AM Please Initial PM Please Initial mi S = Support Staffsente r. >1 3p Title: [>>) uc (Se-^-S Date
/\fo ngin of Workshop: From O to Location: r-e^ Inservice (during contract time) J Salary Credit T contract - three hours or more)____________ ^Ired focus a-Bas for Professi^iiTSvelopmentPtease check o^ n Stipend Paid (will also receive inservice hours) relating to your inservice. reassessment  Advocacy/Leadership [3^Content.K-12 [^^Instructional Strategies q supervision IT^Standards, Frameworks, Cumcuium Alignment L_J h LJ ,. _ . . . ____:/r\2ax/olnnmAnt StaOB 53 Systemic Change Process 3 Educational Technology I I Wlentoring/Coaching  Principles of Leaming/Development Stages 5 5 Cognitive Research 53 Building a Collaborative Learning Community NAME Social Security Number f Work Location tctMLx- Ff^M5 FFM 5 c s w .2 (A re n o r AM Please Initial PM Please Initial MM TM-JS IJL:. '' <73/Fi4^5 L .ISO- pore 359 - 3TLe?231EMt5 n T t '-FnvU 1 L T = Teacher  A = Administration Classifications ...  C = Counselor S = Support StaffWeek of: Modern li MdM ^s MON. TUES.  I WED. Me, ! THURS. ERI. UX I I i-c tscyvrs JI- 'K>u i i%x^ i OFFICE OF FEDEl - PROSRAAAS WEEKLY ITINERARY FY 2000-2001 ISI I I  wi I,  r "  " - I 11 It p< s r < ltsb\(S).\.IS| / ID - , \SSI(.\MI N I I \P1 [:2 i HiiLH ^a/e/ /Ifne^rio^ OcHer -. Laui 5^ Ho - <Sk LouisMo Approved - Director of Federal Programs ^eScurc-eU /tJCcAe^'s L/A-Lii^n/ KSohif^i LLLMM^tc^' 't^ pro-fe^sS./ajia / LLo -LeSS/efri a/ J)eyire-Jo^/i-'U^ Employee SignatureLI I I LC KULN our k^L. uxo I r^xu 1 OFFICE OF FEbEk . PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: Hov&mk 6  /O. ^00^ ics: *ij, ffl I FIJ 5 MON. ' 'b r  . * MlHmims) \ ISI11 iVi - , PI KPOSI O1 .\ IS! 1 \>ORI^ P.'\Ssi(.NMI.\I I \PI < I KII(^^S TUES. WED. THURS FRI. L (fi /%/-  ^OV. b /V<5/, /a e^'f' Hi/Ule^ MaLtJv'a. !& iKQy iKQy /^i<t f. /e/rsm . Ja-c^f=^ <r>y^ uJa-k ey) j5  ^rnmyJ^ C- ------------------ fi, -TTh^fr/^ Pyof^Tie^- l~ilomr-il H^^tiarsern IKQ^ Approved - Director of Federal Programs  'Sip'Pi.'b'o'n CioSe-y^ v'A.j-i'iytS^ 5lcIe-n 0rijitn! : /h'-aJ^Z'i'nA S>urv(Hj^ P/ann !n^-'-j PtSiitrci^ , Or^urti z-itsb it-y} : :z-/y/j -ft'iyy) ^Crjicicl P(anninj P^e/trc/i Iri5-eyr~\/i C^ / (^Kv-phi'^ 'a/r> I 'n^i --- - ---------/ kJ . . t! ' . . . /f. il c:yL iy-t p[ci f ruo! ' I Or^di}! 2-^b'^on iy>did>'nj ./maeJi'n^ Employee Signature i'Week of: :'V' ais^ MON. /Ve/, TUES. Kdy, WED. Aov, !& THURS 7^/, /6 FRl. //fl/. /7 1 a LX I I LC OFFICE OF FEDEk PROGRAMS WEEKLY ITINERARY FY 2000-2001  ! 7:^000 )? InS'SI l'p,^i*4
'^r J7iLrii:>ar' P'^raf- Approved - Director of Federal Programs Pl kso'ms) yisi 11 fb. 7er-ti(^f Te^j-r, Jny/i'sh /e.A 'l^cAno/o^^ L^ilo TTJohnlern^ /Tu/siryi > PUKPOSI 01 ,\ ISI 1 WOKE '.^XSSK.WII NJ I \PI ( I MIONS 'ZnseryteT^i 7)n~S/A t' "h' o~n----------------------------------------- froA5S/f-na,J /?/AP /riSi^AP P^dkn^ TsStiC:, <$hfA am li AHctyAei A/ann!nj - (7or)Suy-A-A>'il~>Q f?e-^e.Qrc/t j (Jrya^ni ' P^^6(^S. tor)(,l Loca/ /X7 LoM-i I kA Cry\-(e^-rt^c^ EmployeeSignatureLITTLt ROCK 5C KJL 1 Kic 1 OFFICE OF FEDEk. - PROSRAMS WEEKLY ITINERARY FY 2000-2001 Week of: L l(' R|*()SlsWlRfs!WZAV(nlW SW 9 J iijfitn RS()^(S) MSI I I I) j\SSl(.\'MI \1 I \ll i I MIO^S MON. /^OV. ^0 I TUES. Si IT WED. THURS. /^ov, FRI. PH /RC^ Qy[iiY&r~((tLle^ Hiddln CCC'I Middlt/ AfrS. /Soi^SSfia.^ O-/^'c>i V)ki-HnZ!em-i _ *S * , 0>J^c^:it77^ t.b///'3 C.Titr^^ T>au Approved  Director of Federal Programs //ec/j 'cr^ Cm J u- D los >^^'h tyuy CCiSte/^i^ 'e>t ..J Employee SignatureLITTLE ROCK 5C' ''OL DISTRICT OFFICE OF FEDERr.- PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: /{oVCrr}i^^ <=^000 =v I'" . s!::3n VXSSKAMI MON. ?5k^ a
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ERI. Approved  Director of Federal Programs Employee SignatureI LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: Tonya Johnson From
Barbara Brandon Date: December 1,2000 Subject: Thank you for a job well done! The on-site training at Forest Heights on yesterday was a wonderful experience. The interactive dialogue among teachers was rich and productive
and the handouts prepared for distribution seemed to perfectly meet the needs of teachers. This was all totally enhanced by the excellent arrangements that you made and by your attention to detail. Your school is so fortunate to have you on staff. cc: Eloise Hudson Suzie Davis LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To
Elouise Hudson From: Barbara Brandon Date
December 1,2000 Subject: Training Update were Thank you for your cooperation in setting up our training session on November 30'Enclosed is a list, for your files, of the teachers who were inserviced. I will make every effort to give training at a later date to teachers who absent
it will probably take place during their planning periods. Also in this mailing, I included an agenda and some of the handouts that m'ight be useful for all middle school teachers who need to address the literacy issue or who need to be concerned about levels of student proficiency. cc
I I LITTLE ROCK r '-'QOL DISTRICT OFFICE OF FEDl.xAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: ':^W R msr oKistt KiSH Ml' SUS', 'i itsoMS) \ ISI 11 I) ' pT  \SSlk,MMI M I \l'|i( I Ml  I ""r 15,>4/ 1^1 MON. TUES. WED. THURS. ( ! FlU. Z^eg.. I IS& 'Pre^c^t^ l^e^Sea O i Approved Director of Federal Programs Emp^oj'ee Signature i IWeek of: W MON. TOES. WED. OS B iSw^SSHs A"// I f{C^ Pec., S' .SLd pec-- 1^ THURS. Pec. 7 FRI. De^. ? L C^lo \/'e^d<^ I LITTLE ROCK ' -'-(JUL DiSlKlti OFFICE OF FEDU..AL PROGRAMS WEEKLY ITINERARY FY 2000-2001 D^OOG 3WJ^WSSite?aB i-^^8igaftgW?rfS^ifOagaai mi. J)- l^/ot~ ~laii ! 1 i 1 Pnj/i'-sl-y Ver-hap 'Tza^.S ConSu./'/^'^''^^ A-f' l/feio^e Si //e>n(^5c>n ddc>iida^ J->~it^ 7^1 Kpo Approved Director of Federal Programs 0f-qq>^
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tF^ b.JiK^^i. L.Elli.^ /^> SfJin/ S, ir)/f>iJ 6 i> ^e^ra./) GrnStt//^'n'^~^ I I 1 Approved Director of Federal Programs Employee Signature Agenda . Southwest Middle School  Literacy On-Site Training December 5, 2000 -I. Training Overview II. Staff Concerns/Comments .<A! , JII. Constructing Meaning, - Active Reading c O B. C. Readingdn Content Areas Graphic Organizers IV. 'Planning/ Scheduling/ Classroom Management A. B. 'C. D. Et Daily Schedule Workshop Format .Use. of Journals, Folders, Scoring Guides ' Pre/Post Samples of Work "Grouping 1 V.. Writing Workshop A. B. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. 2. Composing Skills List Scoring GuidesPresenter: Date: Workshop Title: ( .ength of Workshop: From to Location: '^0 I I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, riy"Content K-12 [0^ Instructional Strategies O Assessment Q Advocacy/Leadership Q Systemic Change Process [0^Standards, Frameworks, Curriculum Alignment 0 Supervision 0 Mentoring/Coaching 0 Educational Technology 0 Principles of Leaming/Development Stages 0^ Cognitive Research O Building a Collaborative Learning Community NAME Socsa! Security Number Work Location c ti) o (A (B (C rt u AM Please Initial a o PM Please Initial ^kiV ^iS- -^ll,-id 7i Fia-3^-lA mo-L5-43'/'7 422.-^^-^79 jisubiuutjd.___ S ^,F-T l)i u/ m: ^F. 6lip-k.Wip6?zjf6d md f v h Sicmmer Hrtol u d6iAf\!na,^ Uj-n. 3d)/d5 6WM0 'S^LGrrvS STOms I JUli :dL T L Classifications T = Teacher A = Administration i. dud iy ^4J-Yl C = Counselor S = Support Staff LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Mr. Jim Mosby. Principal Southwest Middle From: Barbara Brandon Date: December 1,2000 Subject: Confirmation of Training Dates I received the on-site training schedule for Southwest Middle. Thank you for the promptness with which this manner was handled. I look forward to our session on Tuesday, December 5*. 1 have enclosed an agenda forthat day and a helpful brochure of tips for teachers related to test preparation. i IW 330,i 5^ 72ZQA 5/O-4 0 70 ?^5&570-4015 Southwest Middle School Reading Writing Workshop Staff Development December 2000 All Reading Writing Workshop teachers will attend a (2) hour Staff Development with Ms- Barbara Brandon from the Reading Department on December 5,2000. Teachers, please make arrangements with your Team Leaders for classroom coverage during the time you will be attending the Staff Development. This Development will be the same format that we used when Susie came out to Southwest Middle School for one whole day last year. r& 2 Period Theresa Harris Charles Foote Decide Jagial Claudia Smith S usie Robinson Leon Carson Vera Weller 8:45-10:40 3"* Period Clifton Woodley .Anitra Jackson Carolyn Jennings Summer Futrell 10:45-12:30 6*^ &? Period Colleen Ferguson Wes Zeiglar Latrese Evans Chrystal Braswell 1:05-2:50 3:00-3:45 - Wrap-up and Exit Conference with Mr. MosbySuccess Strategies/Reading Writing Workshop Cloverdale Middle School December 7, 2000 Reading Writing Workshop Best Practices Reading Writing Curriculum Standards/Benchmarks Curriculum Reading Writing Grammar Mugshots Write Source Scheduling Time Management Coordinating Support Staff P. Person Resource Teachers Classroom Management Collegial Sharing Suggested Practices Journals Reading Response Questions/Concems( jsenter
Workshop litle: ids Date: < Length of Workshop: From !(!^ .0 AVJ Location: /^vy4 j I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice. Content K-12 Instructional Strategies Q Assessment Q Advocacy/Leadership  Systemic Change Process [^^Standards, Frameworks, Curriculum Alignment O Supervision Q Mentoring/Coaching Q Educational Technology O Principles of Leaming/Development Stages ["Zp* Cognitive Research [23 Building a Collaborative Learning Community NAME Social Security Number Work Location (/} 0 c/) 'Z <0 (Q o AM Please Initial PM Please Initial 4^9 - XI-27^*1 43d ' 2-5 '544! J.
W(7 iVoldcap. CdMnkh 43-5.-?'I-<?7^ A / /I 1 id . Classifications T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Nona Whittaker Fronn: Barbara Brandon Date
Decennber 11,2000 Subject
Appreciation for Services Thank you for graciously serving as hostess for the new English teacher training at Cloverdale on December It was very kind of you to furnish refreshments from your personal funds. Your room provided a perfect lab situation for teachers to see procedures already in action. Working with you is a definite pleasure. Cloverdale is fortunate to have you on staff. cc
David Patterson, Principal BRANDON,BARBARA To: Subject: BUCK, LARRY Faculty Meeting -12/7 - 3
45 Mr. Buck, I called to find the amount of time that you wanted me to use at your meeting tomorrow. I will talk with you tomorrow. I am planning to attend your meeting
however, if you did not schedule me, that's fine. I prefer the on-site training with English teachers.Little Rock School District Middle School Parents Mathematics Packet Purpose: The purpose of the packet is to inform middle school parents about the Districts middle school mathematics program and to provide resources which will help parents work with their children. Contents: 1. Connected Mathematics Program - Whats It All About? RECEIVED DEC 6 2000 2. Connected Mathematics Curriculum - Grade level modules and topics 3. Comparison of Connected Mathematics to Past Mathematics Programs (StKtOF Q^g^KMMONlTORiSS 4. Why Connected Mathematics?  Math Performance of the Past  Desired Math Performance for the Future  Why Connected Mathematics Can Improve Mathematics Achievement 5. Assessments for Middle School Mathematics 6. What effect will Connected Mathematics have on SAT-9, ACT, and SAT scores? 7. Will Connected Mathematics prepare my child for Algebra 1 and higher level mathematics? 8. How will the District know whether Connected Mathematics is working? 9. Middle School Mathematics Lead Teacher, Middle School Mathematics Consultant 10. Connected Mathematics Module Order Form Resources Available for Parents (These are available at your Middle School.)  The Arkansas Mathematics Framework (This is Required Mathematics for All Students)  Correlation of Connected Mathematics to Arkansas Mathematics Framework  Getting to Know Connected Mathematics - A Guide to the Connected Mathematics Curriculum  Abbreviated Connected Mathematics Teachers Editions  Computation Drill for Homework (These drill sheets should be brought home by students on a weekly basis for homework. A Complete Set can be checked out from your Middle School.) 1Little Rock School District Connected Mathematics Program Whats It All About? This document has been produced to provide information to parents regarding the mathematics curriculum currently being taught, tested and reviewed in all eight middle schools of the Little Rock School District. Q: What is Connected Mathematics? A: Connected Mathematics (CMP) is a middle school mathematics curriculum. Designed for grades 6, 7, and 8, it is a problem-based curriculum connecting different areas within mathematics, mathematics to other subject areas, and mathematics to applications in the world outside school. Q: Why are we making changes in the middle school curriculum? A: The curriculum in CMP offers Little Rock a much more rigorous middle school curriculum than we have had in the past. Little Rock needed a more rigorous curriculum at the middle school in order for our students to be successful in Algebra I and other higher level mathematics courses. By law, the Arkansas Mathematics Frameworks outlines the mathematics standards that all students are expected to achieve. Students success in reaching the middle grades (5-8) standards is measured by an exam called the 8* grade Benchmark exam. 89% of the students taking the Arkansas Benchmark exam given in the 8** grade scored below basic. Our past middle school mathematics curriculum has not always provided good preparation for our students. The Third International Math and Science study shows that only the top 5% of American students can perform as well as the top 25% of students internationally. Q
Does CMP emphasize the basic skills? A: Basic skills are a vital part of CMP. In addition to the basic skills practice embedded in CMP, Little Rock teachers will reinforce basic skills through homework assignments and mini-units as time permits. Calculators are used as a valuable teaching tool in CMP as well as in the mathematics programs at all Little Rock schools, but they are not used as a substitute for students learning the basics. Q: How has Connected Mathematics been implemented in Little Rock? A: Little Rock is entering its second year of implementation of the Connected Mathematics curriculum in 2000-01. Year one implemented 6^ grade
year two added 7^ and o" grade. Q
Is there any research about Connected Math? A: Yes. The National Science Foundation funded several curriculum projects to design and implement curriculum that was outlined in the Curriculum and Evaluation Standards developed by the National Council of Teachers of Mathematics in the late 198Os. The Connected Math Project was developed at Michigan State University with a National Science Foundation grant. Units were developed and extensively piloted in 19 states over several years with the final version published in 1996. CMP has more research behind it than the programs we have used in the past. It is the only program that has been developed from the ground up rather than taking an existing program and modifying it by adding suggestions for manipulative, alternative assessment, group work, etc. Additional information is available on the Web at www.mth.msu.edu/CA4R 2Q: What is the result on student achievement from implementing Connected Mathematics? A: The results will be monitored closely in Little Rock. At the end of each module, students achievement will be measured according to the Districts benchmarks for mathematics. Stanford 9 scores for the 7**^ grade and ACTAAP scores for e and 8 grades will be closely monitored. In addition, individual student growth will be measured at all grade levels by the use of the levels tests (ALTs) given in the fall and spring of each year. Schools that have been using CMP for several years (Travers City, Michigan, and Bloomfield Hills, Michigan, for example) state their students perform very well in high school. Many of them have such strong mathematical backgrounds that they are able to skip Algebra I and move directly into geometry. Q: How is Connected Mathematics different from the math taught in the traditional math class? A
Content presented in the CMP is very similar to a traditional program. CMP students are required by state law to cover the same material as students in other programs. Therefore, CMP students will be well prepared to enter Algebra I. What is different is the way the content is delivered. WHAT students learn is shaped by HOW they learn. Students work individually, in pairs and in groups of four. This strategy allows students to experience different points of view and offers opportunities for students to share their opinions and strategies about mathematical processes. Students are assessed individually with homework grades, quizzes, tests, and projects. Q: Are there Connected Mathematics textbooks? A: Yes. All students have their own textbooks. However, the textbook is published in separate booklets. The booklets are three-hole punched and can be carried in students three-ring binders. Parent handbooks for each unit will be available for checkout from the school libraries to aid parents in helping their children at home. Q: Do teachers receive training in order to teach Connected Mathematics? A: Teachers received two days of training for each booklet. Since CMP is so heavily correlated to the Arkansas State Benchmark exam given in the 8** grade, and this year in the e* grade, our teachers were already very well prepared in terms of curriculum. The only difference is the methodology of delivery. Q: Is this anything like the old new Math? A: No. The content of CMP is based on traditional mathematics concepts. The difference is that instead of working on computation skills alone, the students learn mathematics in the context of actual situations, such as those they will have to face in the work place. Q: Where can I learn more about Connected Math? A: You can get information from the Connected Mathematics web site. The address for this web site is www.mth.msu.edu/CMP/CMP.html. Please feel free to talk to your childs teacher or school principal about the mathematics program if you have additional questions, or call Dennis Glasgow, Director of Math and Science, or Docia Jones, middie-school math lead teacher, at 324-0520. 3LITTLE ROCK SCHOOL DISTRICT CMP CURRICULUM for Grades 6, 7, & 8 6** Grade 7' Grade e"* Grade Prime Time Number theory
primes
composites, factors and multiples Bits and Pieces ii Using rational numbers: computation Moving Straight Ahead Linear relationships expressed in words, tables, graphs, and symbols Data About Us Data investigation
formulating questions, gathering data, organizing and analyzing data, making decisions based on data Accentuate the Negative Understanding and using integers Bits and Pieces I Understanding rational numbers: fractions, decimals, and percents Shapes and Designs Reasoning about shapes
shape properties
angle measure and Variables and Patterns Introducing Algebra
variables, tables, graphs, and symbols as representations Filling and Wrapping 3-D measurement For Pre-AP add Moving Straight Ahead Linear relationships expressed in words, tables, graphs and symbols Covering and Surrounding Measurement: area and perimeter Thinking with Mathematical Models Introduction to functions and modeling Growing, Growing, Growing... Exponential growth Looking for Pythagoras Pythagorean Theorem, slope, area and irrational numbers For Pre-AP add Frogs, Fleas, and Painted Cubes Quadratic growth I How Likely Is It? Probability For Pre-AP add Bits and Pieces II Using rational numbers: computation 4Comparison of the Little Rock School Districts Current Mathematics Program to Past Mathematics Program Previous Program Current Program Mathematical content is the same in both programs. Content is presented in a spiral effect through 6*^, 7'*', and 8 grade. The order in which the concepts are introduced differs from the previous program
concepts are presented in thematic modules. Basic math skills are emphasized. Isolated skills are taught with little problem solving application. Integrated skills are taught in order to solve real- world problems and promote critical thinking. Formulas and application of formulas are emphasized. Formulas are taught first and little application or extension activities are provided. Application problems are presented first and students are asked to derive formulas from logical reasoning of patterns. Calculator use is integrated into instruction when appropriate. Most students lack the confidence to solve problems without a calculator. CMP students use calculators as tools to be used at appropriate time to solve problems. Teacher editions provide examples and answers to problems. The curriculum expects teachers to see the same outcome from each student
some traditional books provide outlines. Possible student scenarios are given
provides Daily progressive outlines are provided in order to reach targeted objectives. Cooperative learning is up to the individual teacher. Lessons cater to the individual learner. A wealth of opportunities to incorporate cooperative learning is provided. 5Previous Program I Current Program Student textbooks are provided. Traditional books provide examples and practice in order for students to achieve mastery through concentrated repetition. CMP books provide problems that encourage a variety of solution strategies with teachers providing additional computation practice. Homework problems are assigned for practice daily. 20-50 problems concentrating on one objective are provided
most problems are repetitive practice. 3-8 problems are assigned over the objective, while incorporating other objectives and asking students to explain answers. Students are taught problem-solving strategies. Problem-solving is isolated in one unit of the text. Problem-solving is taught throughout the curriculum. Teacher directed learning is provided in both programs. Students are passive learners. Teachers guide students to be active learners. Assessment materials are provided for the teacher. All assessments follow a similar format in which students are asked to recall facts and formulas. A variety of assessments are provided, allowing students to express their knowledge through a wide spectrum of higher order thinking skills. Students are expected to show how they arrived at an answer. Work shown is typically mathematical and very little verbal explanation is given. Students are expected to be able to verbally explain how they worked their problem and why they chose a particular strategy. 6Why Connected Mathematics!^ The Little Rock School Districts Secondary Mathematics Textbook Selection Committee recommended Connected Mathematics to the Superintendent for adoption in the middle grades (6-8) for two primary reasons: 1. The traditional mathematics program was not producing desired achievement results. 2. Much evidence convinced the committee that Connected Mathematics would improve the academic performance of students in the middle grades. Mathematics Achievement of Past Years  Benchmark Examination for eighth grade mathematics - Students took this examination required for state accountability purposes for the first time in 1998-99. (The results for 1999-00 are not available yet.) Results were reported as the percentage of students who were either advanced, proficient, basic, or below basic. The state considered students who scored in the proficient or advanced range as being at grade level or above and those who scored in the basic or below basic as being below grade level. Results from the 1519 eighth grade students who took the exam were: Scoring Range Advanced Proficient Basic_______ Below Basic 1998-99 2% '0% 24% 6^ Only 11 % of the students were at or above grade level on the examination. 31 % of white students were at or above grade level and 3% of black students were at or above grade level.  Stanford Achievement Test, Edition taken by seventh grade students - This national test is taken by all seventh grade students in the area of mathematics. The students who took the test in 1997-98 through 1999-2000 were compared to all students nationwide and grouped according to the number who were scored in the 0 - 25^ percentile range (first quartile), the 26 - SO** percentile range (second quartile), the 51 - 75**' percentile range (third quartile), and the 76 - 99'*^ percentile range (fourth quartile). Those students in the third and fourth quartiles scored above the national average, and those students in the first and second quartiles scored below the national average. Results from the test were: 7Grade 7 Quartile Fourth Third Second First 97-98 17% 18% 21% 44% 98-99 16% 19% 26% 40% 99-00 18% 18% 22% 41% Results show that the number of students above the national average in mathematics in grade 7 was only about 36%. The remaining students, about 64%, were below the national average in mathematics. Desired Mathematics Performance for the Future The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) has established the following performance goals:  Tier 1 - 100% of a school's students shall perform at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics.  Tier 2 - (If the 100% goal is not met, a trend or improvement goal must be met.) The percent of students performing at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics will meet or exceed a 10% growth each year. The National Science Foundation Cooperative Agreement contains the following goals
 The Little Rock School District agrees to enact policies and practices that will contribute to an annual increase of 5% for Years 3-5 in the test scores of underrepresented minority students in mathematics as measured by the following tests
Mathematics Test Measures Achievement Level Tests________________ Stanford Achievement Test______________ Arkansas Benchmark Examination________ American College Testing (ACT) EXPLORE exam Grade(s) Implemented 3-11 5,7,10 4,6,8 8 8Why Connected Mathematics Can Improve Mathematics Achievement State pilot school district data and national reports indicate that Connected Mathematics improves achievement in mathematics. In Arkansas five middle schools representing five different school districts piloted Connected Mathematics for three years before students took the eighth grade Benchmark Examination in mathematics. The percentage of students in each of the four achievement categories for the pilot school districts, the state, and the Little Rock School District are presented in the chart below: LR Schools State Schools Below Basic Basic______ Proficient Advanced 65% 24% 9% 2% 47% 40% 11% 2% CMP Pilots Schools 28% 49% 19% 4% The greater the number of students in the below basic category, the farther behind the schools are in meeting the achievement goals set by the state. Districts piloting Connected Mathematics were much ahead of the state and the Little Rock School District in mathematics achievement on the eighth grade Benchmark Exam. The Portland, Oregon schools have implemented Connected Mathematics in its middle schools. A recent article in the Portland newspaper highlighted the increase in math scores on the state math test. The headline read City schools make big gains on state tests. The districts math coordinator predicted Portlands math scores would rise the first year the new math approach was instituted. Results proved him to be correct. The districts new math programs. Investigations for elementary school and Connected Mathtor middle school, emphasize problem-solving instead of drills and call on students to discover math concepts for themselves rather than memorize formulas. Connected Mathematics was designated as an Exemplary Program" by a United States Department of Education Expert Panel. The panel found strong evidence for the impact of the program on gains in students understanding of mathematics, mathematical reasoning, and problem solving. The strength of the evidence was based on use of multiple measures, including tests aligned with the National Standards in Mathematics, and several types of comparisons. The American Association for the Advancement of Science rated Connected Mathematics as the number one middle school math textbook. AAAS evaluated twelve middle school math textbooks using a set of instructional criteria. 9ASSESSMENTS FOR MIDDLE SCHOOL MATHEMATICS The following measures are administered annually at targeted grade levels
Name of Assessment SATO ~ Stanford Achievement Test 9" Edition Type________________ National Norm Referenced Grade Levels Grades 5, 7,10 EXPLORE American College Test ACTAAP State Benchmark Examination National Criterion Referenced ____________ State Criterion Referenced Grade 8 Grade 8 ALT Achievement Level Test EMT End of Math Module Tests ACTAAP State End of Course Exams Local Criterion Referenced with National Comparison Group Local Criterion Referenced State Criterion Referenced 10 Grades 6-8 Grades 6-8 Algebra, geometryWhat Effect Will Connected Mathematics Have on SA T-9, ACT, and SA T Scores? SAT-9 A study was done which compared the performance of eight pilot Connected Mathematics middle schools to the state average on the Stanford Achievement Test in mathematics given to fifth grade students in 1995 and to the same students again as seventh graders in 1997. At the time the Stanford-9 was given the pilot school students had only had one year of the Connected Mathematics curriculum. The results were: CMP schools State schools Stanford-9 1995 NCE 44.58 43.00 Stanford-9 1997 NCE 49.92 47.00 Difference +5.34* +4.00 This increase is statistically significant ACT, SAT Although students who have taken Connected Mathematics have not moved into the high schools yet, we are confident that students will do well as well as or better than before on the mathematics part of ACT and SAT. These assessments, like many others, have responded to the NCTM Standards in Mathematics in developing assessment questions. The tests require students to use their reasoning skills to solve practical problems in mathematics which is a strength of Connected Mathematics. 11Will Connected Mathematics Prepare My Child for Algebra 1 and Higher Level Mathematics? We think that Connected Mathematics will superbly prepare students for Algebra 1 and above. Many students will be ready to take Algebra 1 in the eighth grade after two years of Connected Mathematics. Others may continue in Connected Mathematics in the eighth grade and either take Algebra 1 in its traditional location in the ninth grade or take the Algebra 1 End of Course Exam after eighth grade Connected Mathematics. We feel that many students will have all their Algebra 1 skills mastered after eighth grade Connected Mathematics. Following is an excerpt from Getting to Know Connected Mathematics that addresses the algebra in CMP. Many people think of algebra as a course at high school, towards which all prior mathematics has been heading. Students enter the traditional course somewhat in awe of the lofty position they have reached, and are often discouraged to find that the mathematical ideas and skills they have previously developed do not seem related to success in a traditional Algebra 1. The popular impression in the community at large is that algebra is the ability to manipulate symbols, usually following instructions to simplify and expression, or solve an equation. Traditionally students memorize rules, focusing on specific strategies for specific problems. The symbols and rules often are meaningless to students, who try to survive by memorizing and, thus, only retain the ideas for a short time. There is little evidence that students develop algebraic reasoning, including symbolic reasoning, from this kind of experience. In fact, the development of algebraic ideas can and should take place over a long period of time, prior to attempts to deal solely with abstract symbols, and well before the first year of high school. The philosophy of how students learn mathematicsthat is, students develop algebraic reasoning and understanding while pursuing solutions to interesting problems. Having students approach algebraic ideas through investigations and problems allows students to search for patterns and relationships in data, and to find ways to express these patterns, first in words and then in symbols. The algebraic units in CMP develop three important patterns, which model many real situations. By focusing on the patterns underlying the problem, asking students to describe similarities and differences across patterns, and challenging students to predict answers, the mathematics of functions and relationships is developed. For example, in the Walkathon Problem, in the unit entitled Moving Straight Ahead, students investigate the distance each person walks. 2.3 Walkathon Your class decides to raise money for a charity by competing in t he city's Walkathon. Each person in the class finds sponsors who each pledge to pay a certain amount of money for each kilometer that the person walks. The money goes to a charity. The person who raises the most money receives a new pair of Rollerblades. Sponsors 12 often ask for a suggestion of how much they should pay per kilometer. Others will follow the example of the first person who fills out the form. Your class would like to agree on how much money to ask the sponsors for. Jane argues that one dollar per kilometer would be appropriate. Bill argues for two dollars a kilometer because it would bring in more money. Amy suggested that if the price was too high not as many people would be sponsorsso she suggested that each sponsor pay a $5 donation plus an extra 50 cents per kilometer. For each price suggestion made by Bill, Jane, and Amy:  Make a table showing the total amount of money a sponsor pays for distances between 1 and 10 miles. This is called a pay plan.  Sketch a graph of the amount of money a sponsor would pay under each pay plan. Display all the graphs on the same set of axes.  Write an equation for each of the pay plans which shows how the amount of money a sponsor owes can be calculated for the total distance that a student walked. 1. 2. 3. 4. As the amount of money charged per mile is increased, what effect does this have on the table? On the equation? On the graph? A student walked 8 miles in the Walkathon. How much would her sponsors pay under each of the pay plans? Explain how you arrived at your answers. One of the sponsors paid $10 after the race. How many miles would that sponsors student have walked under each of the three pay plans? Explain how you arrived at your answers. How is Amy's fixed $5 cost represented in the table? In the equation? In the graph. In this situation the focus quickly centers on the relationship between the variables. If the rate at which a person walks is fixed, then distance depends upon (or is a function of the) time
that is, distance = rate x time. As students reason about this situation they are encouraged to use multiple representations, which help them to show their reasoning and also to develop understanding of the important linear relationship underlying this situation. As the time changes by one unit, the distance changes by a constant amount. This is the key feature of recognizing this constant rate of change in various representations, students develop a deep understanding of the basic linear pattern. The rate at which a person walks is the constant rate of change (or the slope of a straight line). This pattern shows up as a straight line in a graph, as an equation of the form, y = ax, and as increments of change in a table. The rate is indicated by the steepness of the line, the coefficient, a, of x in the equation, and the constant increment of change in the table. A variation of the problem has two brothers involved in a walking rave with the younger brother getting a head start. This leads to the equation, y = ax + b
where a is the rate at which the younger brother walks and b represents the amount of head start. Once students have a beginning understanding of linear patterns, they then need help in recognizing this pattern in many different disguises. For example, the cost, C, of buying N compact discs at $15 each is C + 15N. Having recognized that this is the 13 same pattern as that in the Walkathon problem, students are quickly able to reason about the relationship between the variables. Using problem situations and multiple representations to represent these situations gives rise to solving equations. For example, students can use tables or graphs or they can reason about the problem. Once students have a good^ sense of what it means to solve and how these solutions relate to the variables and the problem, then the techniques of solving a linear equation symbolically are developed. CMP Algebra Goals - by the End of Eighth Grade in CMP Most Students Should be Able to:  Recognize situations in which important problems and decisions involve relations among quantitative variablesone variable changing overtime or several variables changing in response to each other.  Use numerical tables, graphs, symbolic expressions, and verbal descriptions to describe and predict the patterns of change in variables.  Recognize (in various representational forms) the patterns of change associated with linear, exponential, and quadratic functions.  Use numeric, graphic, and symbolic strategies to solve common problems involving linear, exponential, and quadratic functions. Inevitably parents and teachers will wonder how the CMP algebra strand relates to and can be compared to a traditional school algebra curriculum. The only helpful comparison to make is how well students understand algebraic ideas, and how well they employ algebraic reasoning in solving problems. Since the focus of CMP is on developing understanding, rather that on memorizing rules and processes to apply in response to instructions such as simplify or solve," a simple checklist of concepts and skills that appear in CMP and in traditional programs is not particularly relevant. The question of most interest to parents and teachers should be,  How well will the next mathematics course my student takes support the strong understanding of algebraic ideas developed in CMP?" If the next course is a traditional Algebra 1, CMP students will find themselves spending large amounts of time studying processes and rules for which they see no application. The motivation for learning these rules may shift from the focus of making sense to simply memorizing to survive. Certainly, CMP students will find that many of the big ideas in Algebra 1, such as representing linear functions, solving equations, and finding equivalent forms of an expression, are familiar, and perhaps a repetition of what they already know. They will also wonder why the problems are restricted mainly to linear patterns, whereas in CMP they had also learned about other important patterns. The algebra strand in CMP will certainly prepare students for successful, if somewhat repetitive year in a traditional Algebra 1. It is to be hoped, however, that students will be fortunate enough to find themselves able to take courses that continue to challenge them to develop algebraic reasoning. High school teachers of these students need to be aware that these students have begun to develop an understanding of functions that is far beyond a traditional Algebra 1 approach. 14How Will the District Know Whether Connected Mathematics is Working? A number of avenues will be used to know whether Connected Mathematics is working. First, after each module, an End of Module Test will be given to every student. The End of Module Tests will assess the mathematics content and skills that were targeted for that module. We will be looking to see if the majority of students achieved mastery (75% of the items were answered correctly) on each test. The End of Module Tests were developed locally by teachers and specialists to match the Connected Mathematics curriculum. Secondly, students will take fall and spring Achievement Levels Tests (ALT) in mathematics. This test is based on the Little Rock School District and state standards for mathematics. The achievement on this math test will tell us whether our students are learning what we expected them to learn and will also let us see how our students are achieving compared to a large comparison group of students nationally who take the same test. We will look closely at the ALT scores to see how our students perform compared to the national group. We expect our students to make a full years growth in mathematics each year and to perform at or near the same level as the national group. Based on the first administration of the ALT, our students performed well, only slightly behind the national comparison group. We will be looking forthat gap to close during the next few administrations. Thirdly, and most importantly, students in the eighth grade will take the high stakes Sate Benchmark Examination in mathematics. We expect good growth in the percentage of students who move from one achievement level to the next higher level (from basic to proficient for example). This growth should start appearing in the Benchmark scores from the spring 2001 administration of the exam. This will be the first administration where the students have been enrolled in a full year of Connected Mathematics before they take the exam. At the same time that the measures mentioned above are being watched, we want to make sure that our nationally normed tests such as the SAT-9 (7* grade) and the EXPLORE (8* grade) hold steady or increase. While our main objective is for students to achieve on the critically important State Benchmark Examination, we want to make sure that our students are improving in relation to other students around the country. 15MIDDLE SCHOOL MATHEMATICS LEAD TEACHER/CONSULTANT The District has employed a lead teacher for middle school mathematics. The name, job goal, and performance responsibilities of the lead teacher are given below. Please call the middle school math lead teacher if you have questions or concerns. The District has also retained the services of a part-time mathematics consultant to work through the schools to help parents understand the middle school mathematics program and to support their children in learning mathematics. NAME/PHONE Docia Jones, Middle School Lead Teacher for Mathematics 324-0520, ext 867 JOB GOAL: Facilitate the change from a traditional mathematics curriculum to a standards-based curriculum for the purpose of increasing both the participation of students in challenging mathematics programs and the success of students in achieving District Curriculum Standards and Benchmarks in mathematics. PERFORMANCE RESPONSIBILITIES
 Provide training for mathematics teachers on District adopted standards-based math curricula {Connected Mathematics for example) and related content and teaching strategies.  Provide weekly classroom support for middle school mathematics teachers who are implementing Connected Mathematics. This support will include encouragement, extra hands, demonstration teaching, team teaching, material resources, trouble shooting, and other technical support deemed necessary.  Provide follow-up training for teachers to address observed/identified needs.  Assess the implementation level of the teachers/schools in the middle schools. Inform principals and the Division of Curriculum and Instruction of implementation problems/concerns.  Assist with the development and implementation of end of module assessments to evaluate the effectiveness of the Connected Mathematics in achieving desired student results. Inform principals and teachers of findings.  Communicate to parents and the community about the changes that are taking place in mathematics. Judy Trowell, Part-time Consultant (Contact Judy through Docia Jones) Assists the Lead Teacher and principals in communicating with parent groups about Connected Mathematics. Establishes and leads dialogue with parents about questions and concerns about the philosophy, mathematical content, and structure of Connected Mathematics. 16Name: School name
Street
City, State, Zip:___L_ Phone (inc. area code):. Visa or Master Card t Exp Date: Connected Mathematics Order Form Card Holders Street #
Zip Code
If ordering by mail send check or money order to: Dollar Bill Copying Attn. CMP books 611 Church Street Ann Arbor, MI. 48104 Phone (734) 665-9200 Fax. (734) 930-2800 P.O. # (for schools only, include a copy with your order):. 6* grade - (pink) V Prime Time Data About Us Bits and Pieces Q Shapes and Designs How Likely Is II? I Quantity Price does not include tax or shipping Approx. Weight Total Price before tax and shipping Covering and Surrounding Ruins of Montarck Bits and Pieces I 7* grade -{blue) Comparing and Scaling Stretching and Shrinking Variables and Paaems____________ Accentuate the Negative Moving Strai^t Ahead Data Around Us Fiiling and Wrapping______________ What do you Expect_____________ 8* grade-{green) Looking for Pythagoras_________ Thinking with Mathematical Models Frogs, Fleas, and Painted Cubes Growing, Growing, Growing_______ Clever Counting _____________ Samples and Populations ________ Kaleidoscopes, Hubcaps, and Mirrors Say It wi Symbols For Teachers Only 6* Grade Curriculum Guide 7* Grade Curriculum Guide 8* Grade Curriculum Guide For Parents Only K-S** Elementary Math Handbook Please allow up to two weeks for shipping $4J7 $4.95 $4.95 $4.95 $3.50 $4.70 $4.20 $5.06 $4.84 $5J0 $440 $5.61 $5.20 $3.80 $4.60 $6J8 $5J9 $4.51 $6.27 $4.73 $3.90 $4.90 $5.20 $5.94 $44J5 $52.05 $41.01 $4.95 16 pound pound V6 pound >6 pound pound pound pound pound 16 pound 16 pound 16 pound pound 16 pound V6 pound 6 pound 1 pound pound pound pound pound pound Vi pound pound 16 pound 2 pounds 6 ^pounds S pounds W pound Sub-Total Sales Tax (DBC will fill in price) Shipping & Handling GRAND TOTALLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: From: Literacy Team ^Barbara Brandon Date: January 10, 2001 Subject: Middle School Collaborative Session Thursday, January 18, 2001 4:00 - 6:00 Our first Middle School Collaborative session of 2001 will be held in the IRC Work Room. The nature of the gathering is to allow an opportunity for colleagues to share strategies that are/have been successful in helping us achieve our goals. Future sessions will be planned only if it is demonstrated that they are beneficial
this will be determined through attendance, participation and comments. Please come prepared to share. This may be done in several ways.  Share in the discussion
this will be invaluable.  Bring a "write-up" of a strategy, lesson, or activity you have used. Copies will be made for each person in attendance and may become a part of a reference manual.  Share resources, web sites or programis that strengthen literacy instruction. Please plan to attend, or have a representative from your school attend. There will be invigorating discussion, handouts and refreshments. i+V: From
Sent: To: Subject: va t? BLAYLOCK, ANN Sunday, January 21,2001 4:36 PM BRANDON, BARBARA RE: 6th Grade Team Meeting Hi Barbara, Im looking forward to your visit. See you then. Ann Original Message From: Sent: To: Subject: BRANDON, BARBARA Friday, January 19, 2001 4:51 PM BLAYLOCK, ANN 6th Grade Team Meeting Mrs. Blaylock. I will spend Tuesday, Jan. 23'^ at Mabelvale. I want to meet with Mr. Jackson's. S'" grade team, as well as observe and talk with other 6* grade teachers. Barbara Brandon6^ Grade Team Meeting Inservice Agenda Mabelvale Middle January 23, 2001 "AN INTERDISCIPLINARY APPROACH TO LITERACY" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher Conferencing( Presenter
B Date
K}C(^r~[ Workshop Title
Length of Workshop
From I 1 Salary Credit f:/s- to /o:4-i> Location: (off contract - three hours or more) JXl Inservice (during contract time) __ Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, 0* Content K-12 0^ Instructional Strategies O Assessment Q Advocacy/Leadership Standards, Frameworks, Curiculum Alignment Q Supervision Q Systemic Change Process  Mentoring/Coaching O Educational Technology O Principles of Leaming/Development Stages i~l Cognitive Research I I Building a Collaborative Learning Community NAME Social Security Number Work Location S = vi z: re re 77 O AM Please initial PM Please initial McLV>\MtX,lc M . . Classifications 1 T = Teacher A = Administration C = Counselor S = Support StaffPresenter
Date: J ^O-Of \A'nrkshop Title
igth of Workshop
From _/^r32^ [ n Salary Credit (off contract - three hours or more) to Inservice ^during contract time) Location
I I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  Content K-12 [^^instructional Strategies  Assessment Q Advocacy/Leadership r>Kstandards, Frameworks, Curriculum Alignment Q Supervision [3 Systemic Change Process  Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages [3 Cognitive Research Building a Collaborative Learning Community NAME Social Security Number Location c 'in O in ' IS IB Please Print O AM Please initial PM Please Initial 'll), I-3x1- '-f 4^9-11, Wi-BT Io IcLS S. Classifications T = Teacher A = Administration I i5QA.nt<' C = Counselor S = Support Staff6^ Grade Team Meeting Inservice Agenda Southwest Middle January 24, 2001 'AN INTERDISCIPLINARY APPROACH TO LITERACY" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher ConferencingPresenter: Workshop Title: Length of Workshop: From to f Date: d /di'ddl-eJ Date: Location: I I I Salary Credit (off contract - three hours or more) I >4 Inservice (during contract time) I j I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development, Please check one relating to your inservice. Q Content K-12 [^^Instructional Strategies Q Assessment Q Advocacy/Leadership Q Systemic Change Process Standards, Frameworks, Curriculum Alignment Q Supervision Q Mentoring/Coaching Q Educational Technology Q Principles of Learning/Development Stages Q Cognitive Research Q Building a Collaborative Learning Community NAME Social Security Number Work Location 'tn o in :z IS IS AM Please Initial PM Please Initial \Alobdi^ SAAM-S scorns m c r
u f 1 t Classifications  ) T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: From: Crystal Green-Braswell Michelle Irby Anitra Jackson Malinda Martin Johnson Valerie Tatum Clifton Woodley Barbara Brandon Date: January 24, 2001 Subject: Teaming for Literacy Our sessions so far have been enlightening and productive. Your group has incorporated the components that make the teaming process successful. Thank you for your willinoim ess to actively participate in the implementation of total literacy for your 6 grade students. Please keep notes on specific ways we can strengthen reading and writing in each core area. Keep up the great job you've begun. cc: Jim Mosby, Principal Aikansas DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 RAYMOND SIMON, Director received TO: Les Gamine DEC 01 2000 SUPT'S OFFICE FROM: Dr. Gayle Potter, Associate Director, Academic Standards and Assessment DATE: December 1, 2000 SUBJECT: Intermediate (Grade 6) Benchmark Exam nation Professional Development Workshops The Arkansas Department of Education will sponsor a one-day workshop related to the Intermediate (Grade 6) Benchmark Examination. Workshops will be held during the week of January 22 - 26,2001, at the Holiday Inn Select, 201 South Shackelford, Little Rock AR 72211. Each school district is asked to choose a team of two individuals to attend this workshop and to provide follow-up training to all relevant district personneL In selecting your two-person team, please target individua s who are respected, have a capacity for training others, and are most able to effect change in your school district. One participant should be a sixth grade lead mathematics teacher, ard the other participant should be a sixth grade "lead" English/Language Arts teacher. Participants should be well acquainted with Arkansas' Curdculum Frameworks and committed to building classroom instruction and assessment around the Content Standards within the Frameworks. It is the intention of the Arkansas Department of Education to offer other professional development opportunities related to the Intermediate (Grade 6) Benchmark Examination over time. It is recommended that you send teachers who did not attend the fourth and eighth grade mathematics and reading training at Harding University and Lake DeGray in 1999. Our goal is to give direct training to the largest pool ef teachers possible. Please complete the Workshop Participation Form enclosed and mail or fax (763-268-3007) no later than December 15,2000, to Arkansas Intermediate (Grade 6) Benchmark Examination, Data Recognition Corporation, 13490 Bars Lake Road, Ma ple Grove, Minnesota 55311. The Workshop Participation Form also includes the date your district team will attend training at the Holiday Inn Select in Little Rock. Because of limited space, school districts must send their team only on the assigned date. There is no charge for this training. Lunch, snacks and ma
enals will be provided for participants. Travel and any other expenses must be paid ty the local school district. You and each team member will be contacted by January 5, 2001, and sent an agenda, directions to the  meeting place, and other pertinent information. Please contact Jessica Keymer with Data Recognition Corporation at 763-268-2311 if you have questions. STATE BOARD OF EDUCATION: OulraiM - LUKE GORDY. V Bu res  Vte Chlniii - MARTIU DKONMriuii^l* OMfKkSt ___ _ ____ . . mh*   i M VICUPD VarMMUla   4.NELLCAu,^Lx,Br,... ROBERT HACKLER, Moiuttii Hsim  JAMES McLARTY HI, Newport  E ETTY PICKETT, Canwiiy ----------------- -------------- LEWIS THOMPSON, JR, TouriUM  J NITA YATES, Bentoavlile . RJCHAIIDC SMITH, JK-TlUar  Week of: L MON. TUES. J  WED- Jan.2> THURS. Jz?n.y FRI. Jflzi, _________ LITTLt RUCK. i>f -'' 'UL uxo i kxu i OFFICE OF FEDc. .L PROGRAMS WEEKLY ITINERARY FY 2000-2001 5: djoo! g T!S p teSiS lf^(^ <'- ' . i I PEJLS(),\(S)MSIII d f-^o (I 'AAy A'ta lo-ej valej Mt If^Qy Approved - Director of Federal Programs ,.'r Q, !,qJ^ fz,-h/y' /Vvss1(,'NMi M I VII ( IAI1()\S s-e.^ cJ^ C^ yla.-\~->~:'^l~S "Tejiolie^ e-^/a. ~b >'1 C^laS5i'o-orr, ^las-e^'^'^'^' a O^lS R.-C. c^ i^d K-S'^y' Employee Signaturei Week of: llj MON. / _y 44^ TUES. WED. OFFICE OF FE. 1.^
^oOl \L PROGRAMS WEEKLY ITINERARY FY 2000-2001 ^Z1. /(O THURS, 1 - 3:30 FRI.
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