Table Of Content

DOCUMENT RESUME ED 354 277 UD 028 804 TITLE IMPACT II: A Network for Innovation and Growth: 1991. INSTITUTION Fairfax County Schools, Va. PUB DATE [92] NOTE 44p.; Supported by a grant from the Fairfax County Public Schools Education Foundation. PUB TYPE Reference Materials Directories/Catalogs (132) Reports Descriptive (141) EDRS PRICE MFOI/PCO2 Plus Postage. DESCRIPTORS Catalogs; Creativity; *Curriculum Development; Educational Change; *Educational Innovation; Elementary Secondary Education; Incentive Grants; *Instructional Innovation; Preschool Education; Program Descriptions; Recognition (Achievement); *Secondary School Curriculum; *Teacher Developed Materials; Teacher Role IDENTIFIERS *Fairfax County Schools VA; *IMPACT II ABSTRACT This publication describes award winning IMPACT II projects developed by teachers in the Fairfax County (Virginia) Public Schools in 1991. IMPACT II is a teacher program that assists educational reform by providing innovative teacher-developed curriculum ideas, teacher-to-teacher networks, professional development, teacher recognition, and discretionary funds for teachers. IMPACT II enables teachers to share professionally with each other and to serve as teacher leaders. The projects highlighted were funded by grants to teachers who sought to develop their own creative ani innovative ideas or to purchase materials to enhance their teaching The publication opens with a description of the type of grants available, which include developer grants to those developing a program and adaptor grants for teachers wishing to adapt programs in the catalog to their classrooms. The document describes programs funded in 1991 organized by school level: (1) preschool; (2) elementary school; (3) intermediate school; and (4) secondary school and high school. Each description names the teacher who developed the program; describes the program, students, staff, materials, facilities, and outside resources needed; and discusses the program's overall value. Names, telephone numbers, and addresses of the program developers are provided. Also more briefly noted are adaptor grants listing the project adapted, the originator of the project, the name of the adaptor, a short d scription of the project, and information for contacting the adaptor. (JB) *** ******** ** ************t*** ** ' c******** * ****** ************************ Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** s AN w-: a Growth Innovati movis mem MI Ma 00= 00 111 OM= MMMMM MOM EDUCATION U S DEPARTMENT OF end imoioverneni Officer ce Educational Research CEC) CES INFORMATION EDUCATIONAL RESONTER (URERI rets,oduted as y.TMs document has been or 000,,Z1II00 roctw.:1 lrom toe Person 0/0j1,01tincl it Deen made to improve C Minor changes have roproduct ion Quality staled 4n this docu Points ot oew or owntons reoresent orticia. merit do 001 necessarily OERI position or ooscy PERMISSION 70 REPRODUCE THIS MATERIAL ,'4S BEEN GRANTED BY .11111. MOON VI TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) COUNTY A GRANT PROGRAM SUPPORTED BY THE FAIRFAX PUBLIC SCHOOLS EDUCATION FOUNDATION, INC BEST COPY AVAILABLE A GRANTS PROGRAM SUPPORTED BY THE FAIRFAX COUNTY PUBLIC SCHOOLS EDUCATION FOUNDATION, INC. IMPACT II In Fairfax County 1991 Kohann H. Whitney Chairman Fairfax County School Board Robert IL Spillane Division Superintendent Jack M. Dreyfus President Fairfax County Public Schools Education Foundation, Inc. Nancy F. Sprague Assistant Superintendent Department of Instructional Services Sylvia Auton Director Office of Professional and Organizational Development Donald H. Price Impact II Site Coordinator N M IMS 11111111 O M CONTENTS 4 Index Introduction 6 Program Profiles Preschool 8 Elementary School 11 30 Intermediate School 33 Secondary School 34 High School 41 Adptor Grants We gratefully acknowledge the support of the Fairfax County Public Schools Education Foundation, Inc. 4 INDEX page PRESCHOOL * One, Two, Three...Smile Linda Steinberg 8 PAC (Parent and Child) Puzzle Kits Diane Cini 9 Project Challenge Willa Dowries 10 ELEMENTARY SCHOOL A.S.K. (After-School Knowledge): Everything You Wanted to Know but Were Afraid to Ask Joan Russell 11 Building a Multicultural Art Program Kaye Mc Kendrick 12 Community Connections (Citizen Interview) John Brennan 13 ESL Students Are Pioneers Shirley Thomas 14 Films for Fun Betty Friedl 15 * Fish Tales Janice MacDonald 16 Hands on History; Art Through the Ages Debra Masnik 17 * How Do We Spell Fun? "I-N-T-E-G-R-A-T-E-D R-E-C-E-S-S" Elise Passentino 18 Kindergarten Creatures Teach Science and More... Susan Doubles 19 * Look, I'm a Cook Jeanne Sampson 20 MultiCompuware & Associated Software Inc. Donna Sue Bartlett 21 PAC and the 3 R's (Parent and Children and Reading, Writing, and Reinforcements) Lucille Bettis and Judy Baldwin 22 P.A.H.S. (Poems at Home and School) Jo Ann Abrams 23 Read to Map, Map to Write Jean Randall 24 Science Buddies Linda Snider and Emily Lipson 25 Teaching About Folk With Folktales April Phillips 26 Technology Exposition Gwynne Corridon, Susan Friend, Ann Gwynn, Norman Jimeno-Canales, Tracy Matheson, and Suzanne Morgan 27 Trek Across America Kimberly Fleming 28 Video Animation Publication Eileen Rothberg and Ned Stapleton 29 INTERMEDIATE SCHOOL Gold Readers: A Classroom Reading Incentive Program Char line Barnes 30 Minding Your Ps and Q's: Patterns, Pieces, Quilts, and Quadrants Priscilla Franks and Kate Wilson 31 There's A S.L.O.B.(Supplemental Learning Options Box) in Our Class! Judith Drew 32 4 INDEX SECONDARY SCHOOL 33 Chances Are Sherry Gorrell, Nancy Oliver, and Chris Mackmin HIGH SCHOOL 34 Critical Thinking for Life M. Sue Kunihiro 35 Experience Japan: Customs, Protocol, Language Carole Hoover Oram, and Chuck Snell 36 High School TV News Terry McConnei, Dianne Mulligan, Lisa Virginia Ronald Maney 37 The Battlefield Lost and WonHistoric Preservation in 38 Norell The Book and the Media: Comparing Media Michelle 39 Baun Virginia Young Readers Video Production Program Grace 40 Water Saint or Water Hog Robert Lamons ADAPTOR, GRANIS NV PRESCHOOL 41 Library Kim Beveridge * Noncategorical Preschool Toy ELEMENTARY SCHOOL 41 American Heritage Stitchery Uzma Hussain 41 American Heritage Stitchery Ruth Ann Barr 42 An Author's Perspective Judith Stewart 42 It's in the Bag With Books Fran Dixon 42 It's in the Bag With Books Sharon Ramsier and Marcia Hershey 42 It's in the Bag With Books Lucille Sorensen 43 Tomorrow's New Today Deborah Bullock INTERMEDIATE SCHOOL 43 LLtening to Learn Niki Lachica HIGH SCHOOL 43 Immigrants and Minority Literature Nicki McAninch 43 Nicki McAninch Using Audio Tapes to Improve the Reading of Underachievers Production by Office of Media Services * Denotes a special education program Design by Jenny Chun Photos by James Corrie and Tom Schudel 5 U he Impact II program has received the generous support of the Fairfax County Public Schools Education Foundation Inc. since 1984. More than 300 teachers have been awarded grants for innovative and creative teacher strategies. It is a proven means IMPACT of sharing imaginative ideas. This catalog is a collection of recently funded proposals. Im- pact II teachers use the grant funds to purchase a wide variety of teaching materials to enhance their teaching. Developer Grants Any instructional-level staff member (FECEP, librarians, K-12 teachers) may submit a proposal. To receive consideration for funding, the high quality program in Fairfax County must have been used in their classrooms and have been proven to be effective with the students. The funds may be used to purchase supplemental materials such as books, classroom supplies, and games. Honorariums for guest speakers and limited use of field trips may also be financed with grant funds. Grants for approved proposals are awarded twice during the school year. Proposals may be submit- ted any time prior to the applica- tion deadlines. Please watch the Supergram for program an- nouncements. Adaptor Grants Teachers interested in adapting A any of the programs in this catalogue may apply for an adaptor grant. The adaptor teacher selects a program appropriate for his or her classroom. Both funds and 6 -22ST COPY AVAILABLE time are provided for the developer and the adaptor to meet, discuss, and tailor the program to a different classroom situation. Cal Teachers interested in adapting any programs in this catalog i- should contact the Impact II Office at 698-0400 ext. 8709 for more information. The Selection t Corrunittee 44: one elementary school teacher per administrative area one secondary school major department chair per administrative area one representative from the De- partment of Instructional Services one representative from the Department of Student Services and Special Education Program Profiles The Network one representative from the Office This catalog contains award- Impact II teachers become part of a of Human Relations winning proposals. They are national network of teachers who arranged by academic level (pre- one representative from the Office share their creative and innovative school, elementary, intermediate, of Vocational Education programs and strategies in a secondary, and high school). variety of ways. two recent Impact iI grant recipi- Special education programs are ents (one elementary and one Each site produces an annual included but do not appear in a secondary) catalog of award-winning pro- separate category. Adaptor grants grams. The catalogs are distrib- are listed separately. Each member receives a complete uted to all schools in the system, as packet of grant proposals. The well as to Impact II offices across packets are sealed until the mem- the nation. bers receive them on the meeting day. In addition, the New York head- quarters publishes a quarterly The Awards Banquet newsletter of program activities and special events involving Impact Each developer grant recipient is II teachers. Teachers from school honored at an annual banquet. systems across the country are The honoree is presented with a invited to submit articles for the certificate recognizing participation newsletter. Fairfax County teach- in the Impact II program. ers are frequent contributors to this publication. Approximately every year and a half, several hundred Impact II teachers gather at a national convention to engage in discussion groups and workshops designed for sharing experiences, creative ideas, and innovative programs. 7 PRESCHOOL ONE, TWO, THREE...SIVILLE Linda Materials and Steinberg Facilities The Program The required materials are a One, Two, 35mm camera, a Three...Smile helps Polaroid camera, children in a pre. film, photograph school handicapped albums, construc- program to follow tion paper, and directions through poster board. The the use of photo- . V,* program is imple- graphs of them- mented in the selves and their preschool classroom daily activities. The and school program stimulates ment. r 1,4 language development, visual Outside memory, and sequencing Resources skills. A Polaroid picture Pictures are taken during dicn. The school pro- is taken of each student special activities such as Outside resources are not gram consists of six when school starts in the field trips and school necessary for the success classes. The program It is important for fall. birthday parties. These of the program. Pictures includes children who are these young children to pictures are hung around are taken during the two to five years of age see the picture appear the room and placed in normal school day and on and who have various immediately and that an album to be used to regularly scheduled field handicapping conditions. these photographs be stimulate communication trips. used each day during the and labeling skills. For The Staff daily opening language non-verbal children, Overall Value circle. Children are The program developer is photographs are used to involved in many activi- One, Two, an experienced teacher of develop personalized ties using these pictures, Three...Smile stimu communications boards. preschool handicapped including recognizing lates communication and Pictures are sent home children and has used the their own pictures and cognitive skills with program in three differ- for developing carryover placing them on a poster children in a preschool skills. Physical therapists ent preschool settings. board school bus. recog- handicapped setting. take pictures showing The program is imple- nizing and naming The children use these students in adaptive mented in the classroom classmates' pictures, skills during the school by the teacher and an seating positions to help finding pictures in a day as well as at home. parents with appropriate instructional assistant. series, and sequencing positioning at home. pictures on a daily A slide presentation on activity chart of photo- the preschool program The Students graphs. was also produced and used for staff orientation. Each preschool class is made up of eight chil- i . . $ ' ' : I I I I M MMMMMM 1111111111111111 811 11 MMMMMMMMMMMMMMMMMMMMMMMMMM 111111111101111111111111511 OOOOOOOOOOOO SSW. MMMMMMM 1211111111111 MMMMM MISS 8 PRESCHOOL PAC (PARENT AND CITILD) PUZZLE KITS Diane Cini parents to become an age from 3 to 5 years and book whose theme active participants in have varying degrees of coordinates with the their child's learning skill levels. This is an subject of the puzzle, and The Program experiences. This pro- ongoing program and can a suggested outing or PAC Puzzle Kits use a gram, under the teacher's be implemented in any activity that corresponds supervision, gives the variety of puzzles, books pre-school classroom. The to the picture on the page. parents the materials and suggested outings to size of the group is only and the opportunity to involve parents in help- limited by the number of Outside Resources teach their child the ing their children im- available puzzle kits. The outside resources prove spatial relations correct developmental available to help enrich skills. Parents are given steps in assembling The Staff this program are public puzzles. The parents also instructions on how to use The program was devel- and school libraries, help their child by the puzzles so they can oped and implemented by which provide an excel- help their child find the reading to the child or an e,:perienced early lent source of additional taking a trip that brings solution. After comple- childhood teacher. Paren- books for the puzzle kits. tion, the parent reads the the subject of the puzzle tal involvement is a major There is a need to locate to life. This real and book from the kit or takes part of the success of this places in the community the child on the suggested meaningful program program. Only the that correspond with the outing that correlates to builds self-esteem in teacher and parent, puzzle's theme where the puzzle's subject. The parents, as they become working together to help parents can take their parent completes a much more willing to the child in acquiring children and extend this help their child learn a questionnaire regarding certain skills, are needed learning experience. the number of attempts it new skill. The children's to execute the program. spatial relations skills took the child to complete The administration favors the puzzle, the method improve and with this Overall Value the added involvement of used to complete the success, they become There is a great need in the parent because it puzzle, and which method eager to try more difficult the early childhood strengthens the relation- was most efficient. The puzzles. program to empower the ships between home and questionnaire also in- school and between cludes a segment for -OF parent and child. comments about the book and the outing. After the Materials and child returns the kit, he or she receives a certificate Facilities r to share with his or her To implement this parents. Upon completing program the teacher seven kits and question- needs to assemble a naires the child receives a variety of puzzle kits, puzzle to keep and enjoy. of different develop- A mental levels, for The Students parents to check out The program has been for their child. Each implemented in a class of kit, which is housed fifteen early childhood in a sealed bag, gi children. They range in contains a puzzle, a More Information: Diane Cini - Hunters Woods Elemer1tary School Principal: Linda Goldberg Colts Neck Road, Reston, VA 22091 (703) 860.1030 2101 9 BEST COPY AVAILABLE