DOCUMENT RESUME

ED 376 220 UD 029 197

TITLE Visions into Voices: Impact II Catalog ofTeacher-Developed Programs 1992-1993.

INSTITUTION New York City Board of Education, Brooklyn. Div. ofInstruction and Professional Development.

PUB DATE 93NOTE 63p.PUB TYPE Reference Materials Directories/Catalogs (132)

Reports Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Communication Skills; Computer Science; *Curriculum

Development; Directories; *Educational Innovation;Elementary Secondary Education; Fine Arts; History;Mathematics; Physical Education; ProgramDescriptions; *Program Development; ResourceMaterials; School Based Management; Sciences; SocialStudies; Teacher Developed Materials; *TeachingMethods; *Urban Schools

IDENTIFIERS *IMPACT II; New York City Board of Education

ABSTRACTIMPACT II is a nationwide educational nonprofit

organization that supports innovative teachers who exemplifyprofessionalism, independence, and creativity within the publicschool systems. The model has been adopted in many areas, includingNew York (New York). This catalog contains profiles of 33 projectsthat represent innovative teacher-developed curriculum in'New YorkCity. Profiles, divided by grade level, are organized into thefollowing subject areas: (1) the arts; (2) communication arts; (3)

mathematics and computer sciences; (4) physical education; (5)

science; (6) social studies and history; and (7)school-based-management team grants (team-teaching projects).Information useful to project replication is provided. (SLD)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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IMPACT IICatalog ofTeacher-DevelopedPrograms 1992-1993

NEW PORN CITY PUBLIC SCHOOLS Joseph R. Fernandez. Chancellor

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Visions IntoVoices

IMPACT II Catalog ofTeacher-Developed Programs

1992-93

NEW YORK CITY PUBLIC SCHOOLSJoseph A. Fernandez, Chancellor

3

New York CityBoard of Education

Carl McCall. PresidentIrene 11. Impellizzeri. Vice President

Carol A. Crosser\Vestina L. Matthews

Michael J. PetridesLuis 0. ReyesNinfa Segarra

Keysha Z. McNeil.Student Advisory Member

Joseph A. Fernandez, Chancellor

Argie K. Johnson.Deputy Chancellor for Instruction

impAcT1110 the New York City public

Schools is administered by theDivision of Instruction andProfessional Development.

It is the policy of the New York CityBoard of Education not to discrimi-nate on the basis of race. color. creed,religion, national origin. age. handi-capping condition. marital status, sex-ual orientation. Or sex in its educa-tional programs. activities, andemployment policies. and to maintainan environment free of sexual harass-ment. as required by law. Inquiriesregarding compliance with appropri-ate laws may be directed to NlercedesA. Neslield, Director, Office of EqualOpportunity. 110 Livingston Street,Room 601, Brooklyn. NY 11201.'Telephone: 1718) 935-3321).

IMPACT H Program

Division of Instruction andProfessional Development

Maria Salltory Guasp,H.Verutity Director

Bernard Cohen.Office of Professional Development

Margot Jones.Progi'ill11 Director

Nlorton Street, 6th !loot'New York, NY 10014

(212) 645-5110 1)1iVAX (212) 645-7409

Funds are provided by grants from theBooth Ferris Foundation. ChaseManhattan Bank. Chemical Rank. TheAaron Diamond Foundation, ExxonEducation Foundation. The Josephand Claire Flom Foundation. The Fundfor New York City Public Education,Nlorgan Guaranty Trust Company. IP.Morgan and Company. New YorkTelephone.. The New York TimesCompany Foundation. Hie ReebokFoundation. and Charles II. RevsonFoundation, in conjunction with addi-tional support provided by the NewYork City Public Schools.

IMPACT 11, Inc.

Ellen Dempsey. President

Ellen Meyers,Director of Communications

Rafael Ortiz. Associate Director

285 West BroadwayNew York. NY 10013

(212) 960-5582

IMPACT II is a unique. nationwide,educational. non-profit organizationthat supports innovative teachers whoexemplify professionalism. indepen-dence and CrelliVily within publicschool systems.

The IMPACT II notel has been adopt-ed by a confederation of local sites.Each site provides teachers withgrant money for dissemination of theircreative projects, "networks" theseprojects to interested teachers, andthen awards grants to teachers whowant to "take an idea and go ere-

Because it works, IMPACT II has beenadopted by 25 sites includingllouston, Texas: Chapel Hill. NorthCarolina: Washington. D.C.: the Stateof New Jersey; San Francisco. LosAngeles. and Santa Barbara County.California: the State of Illinois: FairfaxCounty. lirginia: the Slate ofConnecticut: and Boston,Nlassachusetts. Rockland County and11'estchesler Count have implement-ed a regional INIPACT II program.

Message

from theChancellor

This Impact II catalog contains 33 projects thatconstitute innovative curriculum. Vor curriculumto be true ly innovative, it must be more lhan new,fresh, and exciting. It must also have the power tochange student's livesand their communitiesfor the better.

The projects listed in this catalog have beendeveloped from the conviction that the classroomis a place where better worlds begina placewhere personal and community problems can beaddressed and solved, where teachers and stu-dents, parents and entire communities, can formalliances with benefits that last through a lifetimeof learning.

The participants in the IMPACT II programsbelieve a classroom is a place where hope isinspired, ideals are encouraged, and achievementrewarded. I am pleased to recognize the effortsof teachers and others whose dedication to thestudents of New York City, as these programsshow, have done all of these things and more. notonly for the students they teach, but for the entireeducational community.

4gh44444Joseph A. leertralidezChancellor

III

AcknowledgmentsThe 11 \IPACT Catalog of

Teacher-Developed Programs, !092-93. was prepared as a project of theDivision of Instruction amlProfessional Development.

Crateful appreciation is extendedto all of the teachers who wrote theirown profiles of the programs thatappear in this publication.

Margot Jones, Program Director.supervised the publication. EstherCohen and Ilarry Peck Bolles servedas editors. Kent Beaty. Supervisor ofProduction Administration of theInstructional Publications Department(Nicholas A. Aiello, Director), pre-pared this publication for printing.Ileidi Lanino. Cor Groutage and PeterWadsworth assisted with productionwork. Nereida Diaz did the word pro-cessing. Photo /Graphic Credits are byprogram disseminators unless other-wise .ndicated here.

IV

Photo/Graphic CreditsPhotos are by program dissemi-

nator unless otherwise indicated here.v Meryl Meisler3 Meryl Nleister7 Sam Zilberzweig11 Danny Diaz14 Lee Morse17 Ed Grasso'21 Elba Iris Marrero25 Meryl Meister37 Edith Johnson41 Richard Sundack56 Meryl Meister

14th firma! Awards CeremonqSchomburg Center for Research In Black Culture, The New York Public Library

June 11, 1992

Ed Grasse! and parents at the IMPACT II Awards Ceremony.

Tom Roderick, executive director, Educators for Social

Responsibility, receives the IMPACT II award for sup-

port of teachers of social issues.

Howard Dodson, chief librarian, The Schomburg Center for Research in

Black Culture, New York Public Library.

ti

P.S. 18 Singers, Marlene Shane and principal, Ralph Bronzo, June 11,1992, Awards Ceremony at

the Schomburg Center.

Table of

Contents

VI

Introduction vii

IMPACT II Profiles

The Arts

Communication Arts 7

Mathematics and Computer Science 13

Physical Education 17

Science 21

Social Studies/111story 25

SBM Team Grants 33

IMPACT II Review Committee Members 47

Participating Teachers 48

Index by School Level and Program Title 49

Index by Borough andCommunity School District 50

IMPACT II Annual Report 52

The Teachers' Declaration 5C)

National Teachers Summit Brochure 57

IMPACT' Ii \\ created in 1979 to

reward and recognize creative NewYork City public school teachers.Through its teacher-to-teacher net-work, successful programs are dis-seminated. With the publication ofthe IMPACT' II Catalog of Teacher-Developed Programs. 1992-93. teach-ers throughout the city are invited to"take an idea and go creative."

How to Use the CatalogThis catalog is a collection of profilesdescribing 33 exemplary programs.The profiles arc organized by subjectarea. then divided by grade level.llowever. adaptation often takes placeacross grade levels. You are encour-aged to contact the teachers whodeveloped the programs directly for'noir information. Assistance is alsoavailable from the INIPACT II office.

IMPACT II ServicesAdaptor crams. If you are inter-ested in adapting one of the programsthat appear in this catalog. Not' areeligible to apply for an individualadaptor grant of $200 or a team adap-tor grant of $500. Request an appli-cation from the IMPACT II orrice. Theapplication period closes on May 1,1903.

If you received an 1\ 1PACT II grant in991_92, von are welcome to infor-

mally adapt a program listed in thiscatalog. but are not eligible to applyfor a grant this cycle. Some teacher'sadapt programs without applying forgrants.

IntroductionInterschool .1'isits. If you are inter-ested in getting a firsthand look at aprogram, or in inviting a disseminatorteacher to your school to help you getstarted on adapting a program, staffcan arrange for an interschool visit.This service is available to formal orinformal adaptors.Workshops. Disseminator teacherspresent workshops throughout theschool year. The IMPACT II staff willcoordinate workshops upon request.School-Based Management TeamAssistance. The staff will respondto specific request from School-BasedManagement Teams to recommendIMPACT II teacher/field consultants togive hands-on workshops, programawareness presentations. and one -on-one project implementation sessions.IMPACT ll Star**. The IMPACT IIStar** is a newsletter that keepsteachers posted about IMPACT IIactivities. It provides informationabout programs and news about theteachers involved in the network.Contact the IMPACT II office for acomplimentary copy.

Please Feel Free to Contact:of

and

Professional Development, Now YorkCity Public Schools. Oti Morton Street.New York, NY 1001.1; ('?12) 045-5110.Fax: (212) 645-7409.

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What We Do"Community Music" integrates socialissues with the performing arts, usingmusic to further the students' socialawareness. In various classroomlessons. students expressed concernabout, drugs. aging and dying, the Gulfwar. and problems in their neighbor-hoods. I proposed that we form a cho-rus. using masic that would help themunderstand the world around them.

As the chorus developed. Inoticed that the children were notonly willing to share their new aware-ness, but wanted to perform for othersas well. From grade concerts we wenton to school-wide coneeNs, and we

now art accepting invitations to singfor a variety of community groups.

Because of music's intrinsicappeal and universality, much positiveteaching can he dime, using sung. Itcan he useful for teaching languagearts and communication, multiculturaleducation and, of course. arts appre-ciation.

Within the chorus, the studentshave worked to find themes they canexpress in a single concert, focusingon an important social issue whichthey have explored and discussed inthe classroom and outside school.Indeed. our ultimate goal has been toase Ili community as our classroom.We have begun to "gather in" manyoutside singing groups and to use thechildren's example of working togeth-

i

Music

er for harmony, understanding,respect and appreciation in order tocreate such projects as our "Salute toMartin Luther King

'Community Music" offers posi-tive alternatives for at risk youthsbecause it provides a forum for talentand idea-sharing, it gives an opportu-nity to interact positively and to iden-tify choices, and it allows room forpersonal growth through trust, identi-

Ade I I, I. I I' I

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More Information

A la Nene ShaneP.S. 18 (;SD 31221 Broadway

Staten Island, NY 10310(718) 442-0216

Principal: Ralph Bronze

Ii

ty, and performance. It delivers a pos-itive message about working togetherfor a common goal and teaches cre-ative expression through discipline.Finally, the chorus unites the schooland its students with the community

What You NeedBy and large, what is required is aninfectious enthusiasm, which candraw in appropriate teacher and par-ent assistance for such things as cos-tuming, crafts, fund-raising, scenery.performance, and morale. Religiousand community leaders must beenlisted to provide suggestionsandaudiences for the chorus. A projectsuch as this requires a rehearsalspace of some sort, a tuned (andretuned) piano, some risers for thechorus, and. of course. a collection ofchoral music. We have used Mink 1stKxpress.

What We DoStudents look into the MulticulturalMirror to see themselves and all thatthey have in common. I developed thisprogram in response to an open callby the Clocktower Gallery for self-por-traits, to accompany a larger exhibi-tion on communications and race rela-tions. I saw this as an opportunity toaddress. from a fresh perspective. theimportance of respect and tolerance.

The project begins with the stu-dents talking with their parents orguardians to discover their family'shistory. They then take this informa-tion further, finding out through socialstudies where their people came freir.Most of my students discovered theywere of mixed ancestry.

While the students learn aboutwhat they have in common with peo-ple they have thought of as so differ-ent from themselves, they are learn-ing how to draw a frontal portrait.!lore, too, they discover' their com-monalities. for' we all share similarfeatures, will) only a few intriguingVariations.

MulticulturalMirror

"The classroom can beta model for

societo where the roots of

prejudice are discussed in order to

be eliminated

. More Information

Meryl Heisler1.8. 291 CO 32

231 Palmetto StreetBrooklyn. NY 11221

(718) 768-3991Principal: Leonard Weil;

Each student writes a self-description, and then draws a self-portrait. The text is then copieddirectly onto the drawing. creating anew, richer portrait. in which exteriorand interior, past and present, arerevealed simultaneously.

What You NeedThe program can be initiated by anyclassroom teacher of any grade lekelor subject. No other staff is necessary,though collaborations might surely beproductive.

Any supplies needed are minimal.1k:riling and drawing paper. a rouge ofcolored pencils, Or markers. orpaints. and some construction paper.for presentation. Children can supply

their on mirrors,or do their sketch-ing at hoiat

4

PatchworkWomen's Lives

What We Do"A Patchwork of Women's Lives,"involves the cooperative efforts of stu-dents and teachers across grades andcurriculum areas in the CORI-

munication arts, social studies, andhome economic's to delve. into thedifferent contributions to society bywomen of varied racial and culturalbackgrounds. I developed the programto highlight the contributions. on thelocal, national. and international level,of women to history, using studentarts. crafts. and creative writing.

IJ:ach participating teacher introducedthe overall contributions of women tosociety and then assigned a researchOr interview project (in social studies)or a poetry project (in communicationarts).

Teachers select the best submis-sions in each subject area. In art,classes other students create actionOr portrait paintings of the womenwho are the subjects of the poems andessays. The paintings are all done inacrylic paint on patches of whitesquare cloth which then are sewntogether in a home economics class.The resulting quilt or wall hanging isput on display and the stories itdepicts are told, day by day, in the

"The profound emotions of

discovering and interviewing the

women in the communitu who have

\plaued a meaningful role in the

largersocietu of seeing their spirit

turned into vibrant painting, and

finallu pad with the strengths of

so mug in a single guilt are

overwhelming to experience.

More Information

Joan P DobisI.S. 27 CO 31

11 Clove Lake PlaceStaten Island, IVY 10310

(718) 081-8800Principal: Gregory Gallo

13

homeroom, at assembly, cr. over thepublic address system.

What You NeedThe "Patchwork of Women's Lives"requires access to the .-tandardlibrary tools for resear h, as well astapes, audio cassette recorders. cam-eras and film to conduct. and preserveinterviews. Paints and canvas arenecessary for the artwork, andembroidery hoops, needles, andthreads are needed for the sewing.

What We Do"new DOTS" introduces student andadult audiences to improvisationalscenes that teach tolerance and fosterunderstanding. American teenageeshave been raised on Sesame Streetand MTV: what better way to get amessage across than through the useof entertainment.

Students interested in learningacting skills register for a year-longcourse in play production where theyare introduced to basic approaches toacting. including improvisational tech-nique. Improvisation, which teachesactors to think on their feet, is alwaysexciting for students and I wanted tofocus that. excitement on areas beyondthe classroom. The School IlealthEducator joined us to bring health andsocial issues to the lessons.

We decided that the issues to beaddressed included AIDS, sexual pref-erence, prejudice. teen suicide, andviolence. The class narrowed thisrange to subjects they were most con-cerned abinit. particularly AIDS. The!lean Educator spent three classsessions covering the basic informa-tion on the transmission and preven-tion of the AIDS virus. Then we beganto search for improvisational ideasrelattd to these issues. The studentswere concerned with how victimswere treated by others and how it

leek to be discriminated againstbecause of the disease.

The scenes that the students cre-ated were a springboard to broadenthe discussion of prejudice. AfterAIDS, we continued with sexual pref-erences and racial tensions. The stu-dents worked in groups of five or sixto cmate scenes related to the topicsand the scenes which developed mostfully in the class were polished and

new DOTS

Drama On The Scene

'Through the improvisations, the

audiences come to understand the

effects on societu of prejudice and

[melding attitudes. The acting

students learn these lessons.more

particularlu as the immerse

themselves in the settings aqd

characters of their diffilldS Hod

everuone who has had contact with

the new BOIS program has

learned how important operand

honest discussion is to finding

honest and forthright solutions.

Verna LauriaNew1Nny High Seim!465 New Doip Lane

Staten island, NY 10306(718) 667-8686

Principal: Klizabelli Sciabarra

4.

I 4

presented to other classes.Students introduced each scene

and a question and answer period fol-lowed the performances. The actingstudents were so well versed on thetopics that, they were able to answerall the questiols.

We then went to the PTA with ourscenes, where the parents were veryinterested in the students' views. Theyinvited guest speakers to the meetingto provide professional insights intothe issues.

What You Need"new DA'I'S" needs a drama teacher todevelop the framework of the scenes,and to teach basic acting techniques.To educate students in the medicaland social facts , a school needs pro-fessional help, whether from itsIlealth Center. if it has one, or fromoutside agencies, or specialists fromthe central headquarters of the NewYork City Public School System.

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Wonderful Me!fi Multicultural Reading Program

What We Do'Wonderful Me!' is a multiculturalreading program designed to help chil-dren recognize and appreciate theircultural heritage. Teaching multicul-tural literature has expanded my stu-dents' knowledge of themselves andtheir rich historical backgrounds inorder to make a positive impact Ontheir overall academic achievement.'Wonderful Nle' begins with a broadawareness or multicultural folktalesand fables. We engage students withsuch American stories as "JohnnyAppleseed "'and "Davy Crockett." Afterreaders have investigated further his:-Unica! and legendary material, weinvolve them in Black/African litera-ture. including historical biographiessuch as "The Lost Kingdoms of Africa."and the African fable, "Mufaro'sBeautiful Daughters." These help to

and their world, offering a more accu-rate and balanced view of iradnion,

history. and the arts. We expose stu-dents as well to I lispanic. Mayan. orAztec literature such as "Velita," and"Tortillas for And lia."

'Wonderful Me!' promotes asocial sensitivity to the needs of oth-ers. Students gain an esthetic under-standing and respect for the contribu-tions of people front many cultural

RII too often the values and sense

of woilluierived from familg life go

unrecognized In the classroom.

The values of WO home are replaced

NI an alien set of criteria for

self-worth and the child is expect-

ed to make an adjustment overnight.

Marini students need to see

themselves and their traditions

reflected in hooks. Multicultural

reading programs are powerful tools

for helping kids feel good about

them;elves to develop a sense of

pride, and self identitg.

More Information

David Gonzalez &Jacqueline CruzP.S. 1 (SD 15309 47th Street

Brooklyn, NY 11220(718) 330-9270

Principal: Matildelbrres-Alaldonado

AM.

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backgrounds.'Wonderful Me!' is designed to

inspire and provoke a new generationof readers. Reading comprehensionimproves while writing and thinkingskills expand and the students, withthe teacher. have an enormousamount of Wonderful Fun!

What You NeedThe teacher will wish to become famil-iar with the physical. economic, andsocial conditions of the school commu-nity.

Resource People: Community peo-ple of varied ethnic backgrounds mayhave fascinating jobs. backgrounds, oradventures to share with the students.Parents can serve as excellent.resources.

A rich multi-media approach,including films, filmstrips, and audioand video recordings, provides greatstimulation and enrichment.

Public resources such as TheMuseum of the American Indian. ElMuseo del Barrio, and the IBNI Galleryof Science and Art can prove invalu-able by offering specific informationand enlarging the world of any stu-dent.

What We DoIn "The Learning Center." childrenwork together to create the elementsof an exciting play center. As an introduction, the-third-graders are intro-duced to the values of good citizenshipthrough readings and lively group dis-cussion. This initial exchange of ideaspaves the way for eager, open mindsand active discoveries.

Children learn best by touching.experimenting and exploring. Workingindividually, in pairs. or fn groups, thechildren arc divided according to theircompatible interests and learningstyles.

The children in the Center andthose who visit conic to understand.with William Watson, that. "knowledgeis sympathy, charity, and kindness."

The Handti Dandq

Learning Center

4

"Visitors to the.Learning Center find

pop-up books peek-a-boo books,

multiple choice electroboards.

comic strip stories film strip multi-

media Essatis famous author fishing

games. blank jig -saiu puzzles and

puppet shouts It's a tog place

More Information

Adeline Mastro TripoliP.S. 199 CSD 24

39-20 48th AvenueLong Island City, NY 11 /04

(718) 784-3431Principal: Jack Birbiglia

What You Need"The Learning Center" can be imple-mented in a regular classroom, settingup small work stations around theroom. Materials such as oak tag. con-struction paper markers, a filmstripkit, and an electroboard kit are need-ed to create various center activities.Some audi-visual equipment is alsoimportant. including an overhead pro-jector. a filmstrip projector, and atape recorder.

P,FSI COPY AVAILABLE

The Classroom:

11 Living TextWhat We DoIn the "Living Text." project. studentswrite poems about their grandparentsand the poems become the foundationfor the Grandparent Assembly and forthe Women's I listory Month contest.Grandparents are invited into schoolto discuss their family's culture, tradi-tions, beliefs. and celebrations. Theytell the class what information theywant to pass down to their grandchil-dren. what they would like to beremmbered for, and what they expectthe current generation to pass on totheir grandchildren.

The students were introduced topoetry and poetic devices. They were,asked to think about what made theirgrandparents unique and interesting.and to consider their culture, tradi-tions. kilosyncrasies, mannerisms.and so forth. The students' invohe-ment was immediate, and their poemscame easily.

What You NeedThis is a process which is exciting tostudents at every level. Very little isrequired, beyond the enthusiasm ofthe teacher and the willingness of thegrandparents to participate. Materialsto write with are basic, and perhaps atypewriter or word processor, to makeneat copies. A video or audio recorderis a wonderful option for capturing thechildren's readings, the grandparent'svisits, and the Grandparent Assembly.

"We developed this pfogralll With

the idea that children's Ng needs

are to understand their own tradi-

tions and culture, for onlu then will

!lieu he hie to snare their similari-

ties and differences and appreciate

their individualitu.

More Information

Geraldine ScottoSchwartz

1.S. 211 CSD 181001 last. 100111 Street

Brooklyn, NY 11236(718)251-4411

Principal: A larion Kendall

A Chinese Grandfather

My Grandfather, waking up to the chirping of the

pigeons.

He is old and kind of frail, but he has no white hair.

He smells of cologne and aftershave.

He is as strong as he used to be in the Chinese

Navy.

He feeds the birds with left-over rice from last

night's dinner.

He talks with friends from old China about how

they got through the war and how they boast

about their children and grandchildren.

He sits on the couch watching T.V. with a Chinese

pastry in one hand and a cup of Ovaltine in the

other.

Eve!), time I visit this great old man, he greets me

with joy and love as he hugs me in his hands

and the smell of Chinese food fills the air.

by Jeffrey Yim

Grand Guidance

Without her I would be lost, without a hand to hold. When I look into her friendly, soft lace I wonder where I'd be

without her. Her sell, sharp voice talks to me when I'm down.

We play cards, with that old deck we've been playing Wrlil so long. She loves costume jewelry. She puts on beads

and asks me if I like her pearls

We laugh while we drink hot chocolate. She is my guide on a giant journey. Without her I would surely be lost.

My Grandma, Grand Guide.

by Richard Grebanier

What We Do"Out of Many. One People" wasdesigned to help a second-grade classdevelop a respect. for all people's val-ues by teaching self-respect. self-worth, and empathy for others. Theprogram is aimed al a class thatreflects the community's ethnic diver-sity. mostly African-American andLatino. with a small group ofCaucasians and Asians. The class alsoincludes two students who are wheel-chair bound and four or five -mug-

gers whose learning disabilitiesrequire daily support.

The students were asked to drawa picture of a friend. Then they all satin a circle with the students and thesocial worker, the school psychologist,the teacher, and the paraprofessional,and each in turn spoke words ofencouragement and affirmation to theperson on the right. This exercise pro-\ oked squeals of delight. as well asfeelings of insecurity and rejection.Because of the encouragement andsupportive coaching of the clinicians,and because of the participation by allthe adults, the exercise was a suc-cess. Teachers and students togetherwere happy to discover the degree towhich other's in the (lass felt positive-ly about them. Over a twelve weekperiod. the students are furtherencouraged to explore their feelings,about themselves and about eachother. As the students gather theirideas, the stories of their families. oftheir feelings and opinions into indi-vidual hooks called "Uniquely Me."they share these acquisitions with therest of the class. learning about othercultures, other attitudes, and the sim-ilarities of experience and attitudeamong cultures. The class deals withsuch questions as "What are some of

Out of MawOne People

the feelings that all people have?:"What. makes people happy, sad, orangry?," and "What does it feel like,when someone calls yo.0 a name?"Together they explore how students soeasily hurt each other with teasingand devaluing. Students developempathy skills by sharing. They learnhow words can hurt and how they canheal. Together, the students create amural entitled "Out of Many, OnePeople.," At the end of the twelveweeks, they invite their families to aclass celebration where I he bookletsare shared along with foods broughtby the families, and with a full roundof excited discussionof their mural,and all that they lime discoveredthrough Ibis project.

"Students in this class spent a lot

of time biale111111. teasing, and

maliing fun of each other The

didn't value their own 11E4 Of that

of their peers The goungsters were

afraid to enter into new situations

and demonstrated verg low self-,

esteem with great anxietu

and insecuritu.

More Information

Annette W Cohen &Yvonne Given

P. S. 146 CS1) 4421 last 1061h StreetNew York, NY 10029

(212)860-5877Principal: Charles INans

4,.

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COPY AVAILABLE

I Am UniquWhat We DoAn experiment in autobiography. "IAm Unique" provides remedial readingstudents an opportunity to produce acomprehensive piece of writing in theform of a personal book. I developedthis project when I discovered thatvery few or my students were familiar

with their family backgrounds or cul-tUr'al histories. I felt that filling inthose blanks would foster personalpride. and that sharing the informa-tion with peers would promote under-standing and tolerance.

Remedial reading students injunior high school are guided throughtheir autobiographical writing fromSeptember through \lay. They learnoutlining and research skills and howto edit and revise. Each assignment isshaped to address specific reading.writing. and thinking skills.

'ro complete the prolect. studentsinterview family members and doresearch in the. school and locallibiziry. The class visits local elemen-tary chools so that the students canPose for photos with former teachersand principals.

The body of the autobiographyconsiders the origins and meanings ofthe students' names, and biographicaldetails cotteeritittg Family members.fhe stmlebt writes about birth. child-hood. academic history. homes, hob-bies. and travel. Each student dis-cusses his tastes in art, music, litera-ture. sports. and film. and closes byconsidering long-term aspirations and

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Susan WexfordM. S. 22 CSD 1

111 Columbia StreetNew York, NY 10002

(212) 677-5190Principal: David Schmell

dream,The proiect moves forward On a

monthly basis. with four classesdevoted to the autobiography in eachmonth. In the lirst class. the month'soutline is handed out. defining an areaof specific concern. Students listen to1111' leather's sample which provokesdiscussion and questions. In the sec-ond class. the students hewn writingtheir first drafts which are completed

at home and edited by Fellow class-mates in the third class. The final ver-sions of each month's writing arecompleted at home and readon avoluntary basisin the final class ofevery month.

The final month's classes aredevoted to the organizing of all theyear's work into a unified whole. .

Students develop a graphic stylewhich is carried throughout the titlepages, table of contents. and chapterheads. Printing the hard cover finaledition is started in class, and com-pleted at home.

What You NeedThis project was designed for remedi-al reading students in the middleschool. but can be adapted for all set-tings. Kindergartners may have greatfun creating a picture book with sec-tions titled "Nle," "My Family," "ThingsThat Are Fon." and so on. Older stu-dents might work from outlines oftheir own creation, according to par-ticular interests and abilities.

In-class writing and editing of the"I Am Unique" autobiography projectare done at tati!:'s for two. Printingand illustration of the final hard covereditions are clone at tables for sixequipped with pens, pencils. guidelinepaper. liquid paper. markers, glue,paste. colored tissue paper. wrappingpaper, ribbon, and as many exotic artsupplies as can he accumulated. Ilardcover blank page hooks fromSundance Press. and Polaroid film andcameras are important material ingre-dients of the program. Computers andprinters can also he used to greatadvantage. When funds are kery limit-ed. this project can succeed usingloose leaf paper books with construc-tion paper covers.

A \

1.1101%:_

Mathematics andComputer Science

Business for

Children

What We Do"Business for Children" enables stu-dents from P.S. 116 in East 1 larlem tooperate their own business and sogain a respect and understanding forthe business community. I developedthe program as a computer teacher,inspired by our principal at the\lamb. I,. Johnson, who was con-cerned 111,11 minority students have so

lit 1:e contact with business and withbasic economic precepts.

When racial tensions in a commu-nity ('rut t into violence or riot, storewindows are quickly broken, and loot-ing is common. But if the children ofsuch 0 community, at an early age,

"The children had some knowledge,

of how to applg for a job based on

the experiences of friends and

familg. We developed a lob

application which led to lessons on

filling out forms and applications

and resumes, and selling oneself.

The students found out that the

had mane more lob skills than the4

had realized.

More Information

Roberta lltaselowPS. 146 CSD

421 Nast 106111 StreetNew )brk, NY 10029

(212) 860-5877Principal: Charles h; vans

01

s.

can feel themselves to be a part of the

economic system, and can meet activebusiness people in a direct, practicalsetting, the children and (he commu-nity will reap the benefits tf.:gether.

Students involved in "Business forChildren" heroine knowledgeablemembers of the private enterprisesystem, learning not only the rudi-ments of starling and maintaining abusiness, but becoming. as well. savvyconsumers and impressive lob appli-cants. As their social and organiza-tional skills impro\ e. the students'self-confidence grows and they aremotivated to continue their education-al experience. They develop an appre-ciation of the work ethic and anappreciation of the opportunitiesavailable to the eager African-American and I lispanic entrepreneur.

What You NeedThe program is run with a businessconsultant who works with the chitdren Iwo days a week, row, hours at atime. The materials needed to manu-facture a product will vary accordingto the ages and interests o!' the stu-

dents.

What We Do"SOS" assists students in their acade-mic and social development. I devel-oped SOS because I believed reallearning would take place when thestudents themselves were activelyinvolved in the teachingas well asthe learningprocess, and when theymade contact with each other throughSocratic questioning.

I believe students are born toquestion. In "SOS." students questiontheir peers about their math home-work problems or aspects of the les-son, instead of doing all the explainingthemselves. The more capable stu-dents ask questions which reflect ahigh level of thinking skills. A studentwho cannot answer a question asks"Will someone please 11(.11) me?Students call on others who hangback, reluctant to participate. The stu-dents learn dilferent types of ques-tions, which can be asked as "how.""why," "compare." or "defend." Theywrite down their questions and dis-cuss their merits in the class. Thedevelopment of questioning skills isongoing throughout "SOS" and after.

"I think 'SOS' is a fun and chal-lenging way to learn math. It hashelped me immensely end math isbeginning to interest me more than it(ler had before. I fee! more comfort-able being able to communicete ithmy peers. I don't have to worry aboutmaking mistakes in front of everyonebecause everyone does and we alllearn From each other." --Student in'SOS*

SOS

Students Question Students

'HO not tuhdt dour class can do

[DI qou butruhatdou can do for

goof class' is a theme in our "SOS-

ClaSSh10111 11 student leader selects

.,other students to solve and present

homealorb problems fit the same

time, students do introductorti

problems at the chalbboard Often

the problems follow one another

logicaltil and the students end up

teaching all of the dad's lesson!"

. More Information

Judith S. hinge'Bronx High School of Science

75 West 751h StreetBron.v, NY 10,168(718) 295-0200

Principal: Vincent Gnlasso

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What You Need"SQS" is really a point of view aboutstudents and learning. To implementthe program, you don't. need additionalmaterials or technologies. You don'thave to be teaching math. You needonly believe that students questioningstudent.; will lead In greater in\ (dye_

mew end a greater understa'nding ofthe material. A student-centeredclessroom such as "SOS" engendersrequires a trust of the students, andenormous expec:ations for them all.

0 4BEST COPY AVAILABLE

IntegratedAthletes

What We Do"Integrated Athletes" fosters inter-group respect among high school stu-dents brought togk.,her in a way thatmaximizes their abilities while mini-mizing their disabilities. The partici-pants are of similar ages, with similarathletic interests: They love to swimand to roller skate.

The first group. however. hasbeen labeled "autistic." t nable tospeak, these students are severelydisabled and socially isolated. Thesecond group. members of the highschool SWIM team, has volunteeredto serve as "coaches" for their handi-capped peers. The two groups workand play together, swimming twiceeach week, and roller skating anothertwo times in the week.

In roller-skating, no one is quitesure who is handicapped. Many of theautistic students really show up theircoaches, Ilecause of their excellencein Ihis sport, the handicapped skatershave gained enormous respect fromtheir' non-handicapped peers. Thehandicapped skater's leach the coach-es seine new tricks, and much more.

Studies have demonstrated thatthe integration of handicapped andnon-handicapped students leads tomutual respect and improved social

'11)ot the idea den I Hal the

Truman students stares of fear and

curio.stn as the passed mn

'autistic group at the Truman pool.

Out when the saw hour well the

same is shared in the

gnmnasium the stares e

almost envious

More Inform ion

Katy Faivre1'. S. 176

Special lii'lucation750 Baychester Avenue

Bronx, NY 10.175(212) 671 -2911

Principal: Cram G. Cavanagh

attitudes. In the "Integrated Athletics"project the results seem to have beenpositive fur everyone. There are fewerstares of fear. and a real eagerness tohelp fellow students.

What You Need"Integrated Athletes" is conducted atthe high school level. but its principlescould be carried over to any gradelevel, and its curricular focus couldeasily be shifted. So. for instance, asixth grade science class might teamup with handicapped peers to studybotany and flowering plants in thecommunity.

Materials absolutely required arelargely self-evident. beginning withthe facilities in which to introduce thestudents and provide them theirshared study and activity.Transportation may he necessary, andcertain video tools may be useful. forcreating a record of the project.

\l'e have defined our goals as follows:I. To increase respect for' individual

differences. abilities, and disabili-ties among handicapped and non-handicapped stadents.To encourage and cultivate posi-tive attitudes among non-handi-capped high school studentstoward their handicapped peers.

3. To improve socialization and ath-letic skills among handicappedand non-handicapped high-schoolstudents.To improve the self-esteem of allstudents.

What We Do"Building Our Own Brooklyn Bridge"connects cultures through learning.The program focuses on personaldevelopment. team building, and com-munity service. The community is ourclassroom, the bridge our chalkboard,the garden our textbook. Students cre-ate something of beauty for them-selves, their school, and the communi-ty around them. We hope to motivatestudent progress in school, increaseschool attendance, enhance literacy,build life-coping skills, improve racialunderstanding. and stimulate commu-nity participation and service. Theprogram brings young people frommany backgrounds togetWr to engagein challenging activities that buildself-confidence, self-reliance. and thecapacity to reach out and help others.

What You NeedThis project draws for its resourceson the eagerness of kids, teachers,and community to overcome stereo-types while discovering and strength-ening the bonds among them. We haveseveral teachers involved from manydifferent disciplines: an Englishteacher guides the students with theirjournals and finding resource materi-al: a science leacher assists with theirgardening needs: a physical educationleacher helps to shape some of thefield adventures: a guidance counselororganizes the group discussions fol-lowing each day's activities.

This program brings togethergroups that would ordinarily have nocontact.

Building Our Own

Brooklqn Bridge

"When We first introduced the

project, there Ns d Ceirdlliamount

of community resistance.

People were L110.111Bd d[10111

PIN high students Nmaging in

their Halliards When the SdIll

the kids wonting in the soil,

though, the quickly lamed in

themselves, and became d part of

the team Stereotypes mere buried

in the soil

I I I

1,i'dward GrasselAL S. 12(i CSI) 1.1424 Leonard StreetBrooklyn, NY 11222

(718) 782-2527Principal: 1)1', Sheldon C.

Toback

U

Some Examples:1. I use. team building to build the

BridgeTwelve students areasked to hold a twenty -font pieceof rope. Two groups of four arethe pillars of strength and Iwogroups of two are the ends of ourbridge. A volunteer is then sus-pended in the center.A community member allows us touse her neglected gimlet).Students are asked to helpreplant the garden.

3. Students build birdhouses to bringback life to the community. Wemeasure, cut, nail, glue. andpaint.

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What We Do"Global Spice Rack" is a multi-senso-ry, multidisciplinary approach tolearning about different culturesthrough the study of aromatic herbs,throughout history. The curriculumcomes out of my own interest inherbs, which I began collecting yea Nago when I first traveled abroad. Ihave long felt that herbs present anexciting way for children to discoverdifferent parts of the world.

At the start of the program, stu-dents interview their parents to findout which herbs are used in theirhomes. Later they bring samples ofthese herbs from their kitchens to theclassroom, sharing scents and recipeswith their fellow students. At a neigh-borhood food market, we look for theherbs we've seen in class, findingsome easily and others not at. all.Back at school, we explore thelibrary's resources to learn where ourherbs come from: often they haveconic here all the way from Asia, orthe Mediterranean, or Latin America.We trace the routes these herbs mighthave Laken in their travel to ourclasspolishing our map skills anddeveloping new ones.

We study the folklore of herbs and

Global

Spice Rack

"You nide a sachet bn mixing

`herbs, essential oils, and fixatives

This mixture is pulvevzed with a

MOM and pestle and then stuffed

into a little fabric bag. If nou can't

find the initial ingredients, gou can

brill an inexpensive potpourri from

W001111011 S and pulverize that wit()

the mortar and peslle

More Information

MEP

Elba Iris MarreroPS. 72 CSD 4

131 Hast 104th St rootNow York, NY 10020

(212) 860-5831Principal: Susan Siegel

herbalism, their properties, magicaland medicinal. We learn how differentcultures revere or disdain certainherbs, and finally we set 01)0111 grow-ing our own herbs, using all the

knowledge we've gained.The purpose of "Global Spice

Rack" is to expose the children to dif-ferent cultures and beliefs whileengaging them in collaborative activi-ties. The children increase their self-esteem as they consider their owncultures, and discover others in theircommunity and in Li Ie world beyond.

What You NeedThe basic materials, such as soil.pots, and seeds can he purchasedfrom catalogues, as can the materialsfor making sachets and potpourris.Teachers will find many ready sourcesof materials, tools, and informationfrom such places as the HorticulturalSociety. herb grower's (who often pro-vide informational catalogues and fly-ers) and educational institutions suchas the Cornell Extension. It is oftenvaluable to take held trips to urbanparks and elsewhere, and the schoollibrary is always a natural resourcefor information and guidance.

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What We Do"CIIINA" was conceived as a projectwhich would unite my first grade classand its counterpart special educationclass in a common goal. the presenta-tion of a stage show for the ChineseNew Year. By working on the showand performing in ittogether, thestudents might come to understand

CHINA

"I sewed hu hand the sequins onto

each costume. Each design was

different, an adaptation of designs

used hu different ethnic groups, all

living in China. The children were

delighted and excited bq the

uniqueness of their costumes, and

were easilu drawn into a

discussion of ethnic groups in their

communitu.

More Information

Ellyn C. RobersonP.S. 6 CO 2

45 East 81st SteedNew York. NY 10028

(212) 737-9774Principal: Carmen Pariiia

24-B

that. their desires and fears areshared: that they can express theirindividuality while working within ateam effort.

We held a joint "after the show"party so the students' families couldmeet and celebrate. When we vieweda tape of the show, the studentsteased and applauded each other in ahappy. good-natured way.. This was awonderful opportunity to see develop-ing friendships and to observe thechildren reaching out. lo each Other.

What You NeedThe "CII1NA" project succeededbecause of the involvement of the twoclass teachers, their paraprofession-als, supportive parents, and the won-derful music teachers. Basic materi-als, such as the cloth for costumes,were donated by the parents, byTeacher's Choice, and by the occa-sional largesse of my piggy bank.

11,

What We Do"Trading Places" asks students tothink critically and to examine oppos-ing points of view on various ethnicissues in the news. They do thisthrough role-playing in which all sidesof an issue are analyzed and debated.

Together we choose a currentissue in the headlines, such as (IN!COHnict between African-Americansand I lasidim in Brooklyn. The studentsread news accounts from as manysources as possible: they interviewtheir parents and friends and developa position. Each student thenresearches background information ona specific group's history and culture.In class, students on opposing sidesrole-play their positions. After thescene has been played out once, eachstudent must "re-position" himself,resuming research from a new angle,and the role-playing is repeated, witheach student in the opposing position.

As the students apply their think-ing to an engaging. controversialissue. their analytical skills are honedwhile they broaden their understand-ing of the historical. social . and cul-tural aspects of groups within theirbroad community.

"Trading Places" incorporatescurrent events, research, writingskills and communication, and the-aler.

What You NeedA project like "Trading Places"depends heavily on the community atlarge for its materials. Students willconduct interviews with parents,peers, and others in the community.Newspapers and magazines can oftenhe brought, from home, but some willhave to be purchased with theschool's funds. Students will watch

Trading PlacesIntergroup Respect Through

Research and Role-Mailing

"I developed this program because

mann studentswho have

Hispanic Chinese. Jamaican. and

!toren hactigroundscome to

RI classroom with stereotopical

ideas dhoti) other ethnic groups

stereotopes which surface in the

class review of current events

More Information

Evelyn 1,. SchechterPS. 200 CSD 2570-10 164th StreetFlushing, NY 11365

(718) 969-7780Principal: Elaine Lulka

24-B

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the local and national news programsfor summary information of current,events, !nu will depend on the libraryresources for historical background.Some video programs and equipment1114 he Useful in such pursuits.

Reaching OutWhat We On"Reaching Out" is a multi- disciplinaryprogram which incorporates basiccurriculum areas into the teaching ofvalues: The program was inspired byCatherine C. Marlowe. the formerprincipal of P.S. 153. We, developedthis program because the breakdownof morals and values in today's societymake it critical that a program teach-ing values, harmony and love bedeveloped and implemented in our cityschools.

"Reaching Out" is different fromother programs because over a six-year programfrom kindergartenthrough fifth gradeit strives to elim-inate bias. prejudice, and discrimina-tion by teaching children how to loveone another. Its goal is to give chil-dren an opportunity to share the feel-ings of love, caring, and giving, and toreach out to the school and the com-munity lloough the understanding ofvalues that promote peace, respect,self-esteem, forgiveness, equality, andtolerance. The program promotes anawareness of stereotyping, bias, prej-udice, racism, and discrimination.

What You NeedThis is a project which calls on theearnest, devoted efforts of the entireschool. The teachers incorporate theactivities into their basic curriculum

"The program begins in kinder-

garten. introducing to the children

the concepts of self-esteem,

friendship. cooperation, and values.

Each uedi rue introduce more con-

cepts such as peace stereoluping

respect, bias, prejudice and love

Bu the program's completion in the

fifth grade the students have

developed the most important skills

for living harmoniousin with people

of varied Wes religions

and cultures

More Information

Barbara Stavola & IrmaFeldman

P.S. 153 CSD 2460-02 60th Lane

11,1aspethAlY 11378(718) 821-785()

Principal: James Thompson

areas. In addition, the students andteacher's reach out beyond the school,into the community, helping the. needyby conducting drives for food, toys, orclothing. The lessons of sharing, lov-ing, and caring are taught anew whenthe students visit nursing homes, orwrite letter's to soldiers near combat..

Peaceful DoveTeach us how to LoveAnd live in harmony

with others.Show us the way

We can bring peaceInto our hearts.

Into our families,And into the world.

Por it is in caring, giving,:Ind witching out to others

That the true meaning of peaceu ill be found.

Catherine. C. MarloweOctober 2, 1001

Dedicated to the Staff of P.S. 153Who understand & live

The meaning of Love & Peace.

What We Do"Listen to the Children" explores theeffectiveness of values education byarousing the social conscience of ele-mentary school children. Lessons areformulated to inform students of spe-cific instances of racial bias and ten-sion and begin a dialogue to developcritical thinking for conflict resolution.

Students are made aware of thediverse cultures in their communityand the basic attitudes necessary forthese cultures to exist side by side.The class begins its researches usingnewspapers, magazines, and videos.Guest speakers visit the class to tellof their various ethnic and culturalbackgrounds, and the students cometo understand the fabric of their com-munity. sewn sturdily with many dif-ferent threads. The children engage indiscussions of the racial problemswhich threaten this fabric. and possi-ble solutions.

The culmination of this project isan original book of children's solutionsfor racial harmony: poems, letters.essays, short stories, charactersketches, interviews, illustrations,recommendations, and so on. Thebook is professionally printed and dis-tributed by local community develop-ment associations. Profits from thesale of these "Listen 'ro the Children"books are given to UNICEF to help theworld's needy children.

'the "Listen To The Children" pro-ject makes students aware of particu-lar incidents of racial prejudice andbias occurring in their communitywhile they study. The final goal of theproject, is to guide the students towardbecoming socially responsible citizenswho know the importance and difficul-ties of cultural, ethnic, and racialdiversity in the community.

Listen to theChildren

II II III

Il 'I 'I

More Information

Elizabeth Tronconi &Barbara Wolf

PS. 83 GS!) 11950 Rhinelander Avenue

Bronx, NY 10462(718)863-1993

Principal: Ronald lmundi

t

.11k4iliil

What You Need"Listen To The Children" requires theinvolvement of teachers, students andthe community. Bookmaking materi-als, newspapers. magazines, andvideotapes of news events are usefulresources. Assistance from localgroups in publishing, promoting, anddistributing the hooks is a greatenhancement to the project. Weworked with the Morris ParkDevelopment Association.

Cl)

C/1

29

ImmigrantStrengths and Struggles

What We DoI n our heterogeneous classrooms.children are mixed by race. class. andabilities. They need skills that helpthem navigate in a world of diversity.-Immigrant Strengths and Struggles"shows students that people are con-nected to one another'. that movementand change are an important part ofpeople's need l0 fulfill themselves.

The purpose of this project is tohelp children develop an understand-ing and awareness of the struggles ofpeople different From themselveswhile discovering their own familystories. This process is empowering tochildren for it strengthens their senseof who they are. of who their classHates are. who their neighbors are,

ho the people are in New YorkCity.

"Immigrant Strengths andStruggles- begins hy looking at eachchild's life. and its changes. We chartthis intorniation and the childrenbegin to interview family membersand to explore family concerns. Asthey themselves re-tell the stories.they garner a new respect for theirown tradition. for then own lives. andfor the lives of one another.

Our stories become the stories ofgroups and rullures. They deepen intime and thiCkell colliplexity. Thechildren become aware of other cul-tures, and begin to discern issues ofprejudice and stereotyping. They use

"People todaq loch the tools to

form vibrant harmonious communi-

ties. In order to acquire these skills

we need to become more sensitive

to our own stories and the stories

of others. It is onlq bq so doing that

we will see clearlq that what we

share is our humanitg

More Information

Anna AllanbrookBrooklyn New School CSD 15

330 18th StreetBrooklyn, NY 11215

(7 I 8) 330-9282Director: Mary Ellen Bosch

current news stories to discuss suchissues in the classroom.

As the project continues. the chil-dren come 10 sense the historicprocesses at work in their lives, andbegin to appreciate the factors thatimpels families to emigrate. Notions of"freedom" and "justice" loom larger indiscussions as the students examine

choices people have had to make insearch of a better life.

What You Need"Immigrant Strengths and Struggles"involves the student at every level.and the program that works on asmany of those levels as possible willbe among the most successful. Classtrips to restaurants. or to theBrooklyn Historical Society and othermuseums and landmarks of the immi-grant experience are enormous stimu-lants to the imagination and under-standing. Books such as Betty Bi)Lord's In the Year of the Boar andJackie Robinson, La Yaqua Dais byCruz Martel, and William Jacobs' EllisIsland reveal the multi-faceted nature,of the immigrant experience. andthere are many videos which do thesame. The more parents and neigh-bors can become in\ olved in the pro-ject, the more implements like videoand audio recorders are available, themore the students' eagerness will berewarded.

What We DoThe purpose or "RARE" is to developawareness and sensitivity to theissues surrounding racism. We wish toempower students to address the

problems directly and actively ratherthan with passive aggression. Wewant to join the techniques developedby conflict resolution mediation tothose of investigative journalism. Thisjuncture of disciplines provides stu-dents with the tools to creatielyeffect change within a framework ofresponsible behavior.

The students conduct a series ofinterviews trying to grasp essentialdifferences in racial attitudes amongthose whom they encounter in theirdaily lives. Fellow students, communi-ty representatives. faculty and schooladministrators, students from otherschools, local merchants. area policeand politicians help to identify andresolve local conflicts and racial ten-sions.

What You NeedThe subjects of racism and conflict arewell-suited to global studies and theU.S. history curriculum. For example.in the study of South Africa, the histo-ry of apartheid and the current negoti-ations between Nelson mandela andPrime Minister De Clerck provide dra-nurtic of human rights viola-tions and racism. In U.S. I listory weread and research the Constitutionand the rights it affords its citizens.We use worksheets that define andbreak down samples of the law andthe Constitution. and students becomevery excited as they discover thedetails. Students read biographies offamous civil rights activists and learnto associate the past with the present.

RRRE

Respect find Racial Equalitti

"Students asked. 'Who are there so

few White kids at Julia Richman?

What can we do about people in the

neighborhood who think we are

going to grab their pocketbook

when we walk to school? Who are

the police so intimidating at the

subwao? Now come the teachers

tried to stop us from hanging a

poster of Malcolm X in the hallwao

during Black Historo Month? How

comChe Kcal merchants follow us

arounh when we enter their

011f students were angro

and frustrated. We knew we

warded to do something - So,

together we started HEIDE

r

Maureen Kenney NobileJulia Richman High School

317 East 67 StreetNew York, NY 10021

(212) 316-5300Principal: Susan do Arenas

The work, in "RARE." of encoun-tering and exploring with communitymembers the roots of racial uneaserequires the support. of the communi-ty, the local police precinct, civiccouncil, interfaith associations. neigh-borhood associations. and certainlythe school's administrators, parents.and teachers.

WE GIVE RESPECT. WE'LL GETRACIAL EQUALITY. WE ARE RARE

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MinologqWhat We Do"A New Mythology" is a stage andpuppetry program that creates aseries of original plays about suchcontemporary issues as pollution, dis-crimination, disease. war, drugs. andpoverty. The children put these prob-lems into a fictional or mythologicalcontext, using fantasy. science fiction.and folk tales. The children are able,through writing, rehearsing, andimProvising, to manipulate scenariossuch that. overwhelming problems aredefused and conquered. The programFocuses on the text of a play to helpchildren read and write, and come togrips With their complex emotions.

It begins by guiding a class dis-cussion around a particular' theme. orusing literature applicable to theirsocial studies work. The childrenshare their' ideas, feelings and experi-ences. Then the communication artsteacher takes them through a series ofimprovisations that address the sub-ject they're studying. After severalweeks of exploration. the classroomleacher and the communication artsteacher either present a story devel-oped by another class or begin todevelop a new story from which the"problem" can be socked by a diversegroup of characters. A skeleton scriptis written. using thv words andactions of the children. In this period,

-Rs educators aid artists our

challenge is to produce Material that

responds to the needs and

MOONS the imaginations of our

goung population. What rue need in

our classrooms 15 original dramatic

material that elicits On immediate

identification from children of

diverq bachgrounds that lets the

children know their experiences are

Valid and can be transformed into

MIME expressions d111:1 Riot

enables children to master familiar

conflicts and empathize with

Ullfd111111d1 Ones.

More Information

Lisa Bianco, Cyndi Kerr,Susan Radke & Leslie Solia

Lower Nast Side SchoolCO 1

442 Nast I loustonNew York, NY 10002

(212) 082 -09G6Diivetor: Melissa Seligman

also, the children might be designingand building the puppets or construct-ing and painting the sets. After a num-ber of revisions. the kids begin towork from the script and to memorizetheir lines. They are ready now, aftertwo months of talking. researching.improvising. writing, and rehearsing.to approach the most rewarding partof the process, the performance.

What You Need"A New Mythology" requires the par-ticipation of a classroom teacher, acommunication arts teacher, a musicteacher. and very importantly, theparents. Each project takes about sixweeks or forty-five hours.

At rehearsals. many parents arethere to assist with props, costumes,and sets. Parents will work one on onewith students who have trouble learn-ing lines. They are helpful as well withobtaining supplies and equipment. Theproject requires paint, art supplies,platforms, a portable puppet theater,cloth, literature, a microphone, speak-ers, and adequate staffing hours.

What We DoIn the "Mentors for Students" pro-gram, a staff member volunteers to"adopt:. or "mentor" a student in needof emotional support. Many childrendo not find this sort of support in their

. homes, where their parents are some-times absent or otherwise unable tohelp with homework, to listen to thechikl's problems, or to offer alterna-tive ways of behaving. The mentorsees the student at least twice in theday, usually at the start and end of theschool day. They will often meet atlunch time or when the regular stu-dent is absent. During these meetingsthey talk about schoolwork, home-work, hooks. actikities, and whatev-er's on their minds.

The mentors themselves meet for-mally once a month and often infor-mally to plan. talk, and share ideas.The classroom teacher is in touchwith the mentors, keeping themapprised of the student's progress inschool. Parents. too. become involvedas they meet with mentors and evenvolunteer to help with the Fridayafternoon activities.

The listening/speaking strands ofcommunication arts are emphasized.We want our students to become bet-ter listeners so they understand whatis being asked of them, and bettertalkers so they have an alternativeoutlet to inarticulate \ latency.

What You NeedStaffing in this program is entirelyvoluntary, open to all the adults in theschool community, including if possi-ble parents. Materials needed includethe contracts, gym equipment. a VCR,and a television.

Mentors for

Students

rSAM

-Students sign a contract agreeing

In participate 100111thIll and 01016111

in the mentormg program In return,

the students receive the special

concentration and help of the

mentor and also the right to

participate in special Fridag.

afternoon activities these include

individual and group phosical

education opportunities as well as

exciting rap sessions the Fridag

activities are a great motivator for

the students and a great opportunitg

for them to relieve the pressures of

a long melt of hard Ertl

II I

Alexis Nunez, Billy Martinez &Simpson GrayPS. 5 CSD 7

564 Jackson AvenueBronx. NY 10455(718) 292-2683

Principal: Jose Graciano

Students AsWhom

More Information

Kenneth Thomas, RubyGlickman & Deborah Bergen

P.S. 61 CSD 121550 Crotona Park last

Bronx, NY 10460(718) 542-7230

Principal: Althea Serrant

familia wrote d book entitled 'II

Halm] Dag inspired bu Carl

Samlburl] S poem 'fog.' She chose

Jose to Illustrate her book the

met and Worked together 111 the

reading room. explaining their

thoughts and sharing decisions

When the were finished the

shoaled the material to the teachet

and several other students Jose

and Iamilta went to the PH pub-

lishing center and chose d cover

fOf the book The learned how the

book would be bound It alias \lug

exciting for both of them

What We Do"Students As Authors" is a writing andpublishing project to interest studentsin reading and writing. using a wholelanguage. approach. Students improvein self-esteem and in their ability towork together in a positive environ-ment as they build their reading andwriting skills. Parents and teacherswork together with individual teachersand their classes to guide studentsthrough both the writing and book-making processes.

Students share their originalwork with peers who help them toevaluate and revise their writing. 'theParent Guardian Association (PGA)publishing center instructs students inthe preparation of the final materialfor publication as a book. Studentstravel to professional publishing sitessuch as the district office publishingcenter and the New York Times. andtake library trips every month. Thesetrips are an important. way to involvethe student-authors.

The PGA arranges book sales as ameans to bring good literature to thestudents' attention, and also to pro-vide trade books to the students.These books become a permanent partof the school library.

What You NeedIn order to accomplish its goals, theproject requires a hook bindingmachine as well as arts and craftssupplies such as paper, rulers, mark-ers and crayons, scissors, glue,cement, wallpaper samples, contactpaper, and a heavy-duty stapler.

What We Do"Author Spotlight" is a project thatinvolves reading many of the bookswritten by a particular author, andlearning as much as possible throughhis/her writing. Each class choosesone author to study, and the teachercollects biographical information froma variety of sources. The teachers andchildren gather and display as manyof the author's books as possible, aswell as concrete items that relate tothe books. A bulletin board for the stu-dents' artwork, pictures, and writingsis selected and prepared. The booksare read, either orally by the teacher,or by the students individually and incooperative groups. Teachers and stu-dents decide on activities for eachauthor study. These activities couldinclude: art projects, cooking experi-ences, writing letters to the authors.drama activities and relating thebooks to other curriculum areas. Inaddition, to further strengthen thewriting-reading connection, the stu-dents will reflect on the books in aReading Journal.

Parents are invited to share inthe "Author Spotlight" by assisting inthe classroom during the authorstudy, and to hear their children readthe books they have written. We willalso invite local author's to presenttheir hooks, and parents will be invit-ed to this event. We have planned toincorporate parents into this projectby presenting workshops on "How toRead to Your Child." and providingbooks for this purpose.

What You NeedThe extension activities for thesebooks are limitless and have providedus with numerous opportunities forenrichment. Many of these extensionactivities lend themselves to smallgroup activities, and we have foundourselves using more cooperative

Author

Spotlight-Mona schools have decided that [hell

muld like to embrace a [thole

language philosootui then are

uncertain as to inhere and how to

beam We have found that Author

Spotlight ls'an excellent uiau to tlo

this We aye also 1011116 that this

protect ha laid the foundation for

interdisciplinarti I'I. since maim

of the hooks lend themse s to inte-

gration into other MEDIU fedS

More Information"NW

Charlotte Hodge &Regina 13u fiord

P.S. 183 CSD 2376 Riverdale AvenueBrooklyn, NY 11212

(718) 495-0952Principal: Bonnie P;pps

1

1

-4

Ica rn ing strategies. One sixth gradeteacher and two third grade teachersare involved in this project. The basicmaterials are the hooks written by theselected authors. Our SliNl facilitatorand the reading staff developer pro-vide technical assistance to theteacher in order to implement thisprogram. A parent trainer from theOffice of Parent Involvement is provid-ing training to the parents. The cur-riculum subcommittee in our school iscurrently developing a teacherresource center. In order to furthersupport this project, we will ordermany resource materials that will Ireavailable to teachers and help themimplement "Author Spotlight" in theirown classrooms.

Learningin the

CommuniNMore Information

Dorothy MullerP.S. 233 01.8. 25 CSD 25

34 -6 192nd StreetFlushing, NY 11358

(718) 886-3456& Karen Lowell

P.S. 233 P.S. 130200-01 42nd AvenueBaysidc, NY 11361

(718) 224-0400Principal: Susan P;rbor

What We DoStudents with multiple physical andmental challenges learn hest in com-munity-based environments. Theseallow students to develop skills andapply knowledge in settings wherethey live, work, and play.Individualized programming in fourareas of learning domestic. voca-tional, recreational, and C0111MlInica-tionsis developed for each student.This may include food shopping, cook-ing, job site experience for vocational

11 students need to learn commu-

mtu living shills and communitu

travel so the can becope best

prepared for it responsibilities of

adulthood, serving as participating.

contributing members of societu.

The philosophu of this Dialect and

the implementation model have

application for all students. While

tub address the learning levels and

noNs of multiple handicapped

students, communilu-based

instruction can be adapted to the

needs and interests of anu student.

inane commit!'

learning, swimming, bowling. libraryuse and ways of developing communi-cation with members of their commu-nities.

, 4 1

The program was developed afteryears of observing that traditional,school -hayed instruction was neithermeaningful nor productive for stu-dents once they had to leave the pub-lic school system. Peg-boards don'thelp students with..job placement.Busy-boxes don't teach Students toplay games with their peers. Studentswon't learn to dress with a buttonhoard nor to fold their clothbs by fold-ing paper. We developed a curriculumto prepare students for life after pub-lic school, a curriculum in whichtraining in a natural environmentworks far more effectively for acquir-ing and applying new skills.

A community-based instructionmodel begins with the family. Dialoguewith parents provides insights into thestudents' home life, interests.strengths, and family.needs.

What You NeedAll leachinWtherapoutic staff can beinvolved in this project. Classes par-ticipate. together in small groups.maintaining staffing ratios. Materialsinclude identity cards, communicationbooks or boards, picture symbols,menus and lists representative ofcommunity locations, as well as otherleacher-made language materials.

What We Do"Discovering Cultures Through Books"provides our children with a wide

variety of multicultural perspectivesaround universal themes presented inchildren's literature.

The, classes Vi Sit, the schoollibrary and explore its several areas,learning its resources and system ofclassification. Their teacher and thelibrarian assist and guide the studentsin selecting materials relevant to aparticular universal theme. such asthe victory of good over evil, thehappy endings theme, rags-to-riches,persistence to task, the triumph oftruth and honesty, and so on. Groupsengage in a variety of activities thatemphasize knowledge of different cul-tures and encourage critical anddivergent thinking, analytical thinking.and ccm pa ri ng/cont rasting.

We want to challenge and nurturechildren to become thoughtful humanbeings, able to express their thoughtsand ideas, 10 turn ideas into action,and to appreciate, their value in thereal world. We achieve (his by focus-ing on critical thinking, communica-tion skills, and a richer awareness ofthe larger community, beyond theschool and their immediate family.

rigCultures

Through Books-The librarian coordinates the

storotellmg contest beginning bo

reading aloud to the students mane

kinds of stories The schools

winner will go on to the district-

ode contest, but the goals of our

preparation are for all the students.

to Improve their fed[11111] abilities bu

exposing them to literaillfR from all

around the world Ns the. students

encounter well-mitten and diverse

materials then levelop d

confidence in their own abilities of

self expression as ll1Bli as a love

for reading and a heightened

. imagination

4 114AE...;

More Information

Parveen S. Kahn, JulietteDailey, Christine Lilly &

Marcelle PhillipHuntington Prep CSD 28109-20 Union Ilall Street

Jamaica, New York 11433(718) 52G -1904

Principal: Sheldon Roach

Children learn to be active, responsi-ble participants, confident in theirconviction that learning is their life-long inalienable right.

What You NeedThe materials needed to launch thisprogram can be found in any schoollibrary: a selection of children's litera-ture from different cultures, andvideos of similar stories. Look forbooks and videos which will stimulatevalues discussions, and always try toinvolve the parents in the sessions.

Desktop miak

Publishing forStudents L

What We Do"Desktop Publishing for Students"combines communication and comput-er skills to produce a school-wide stu-dent-generated newspaper. The teach-ers who developed the project. wantedto show that computers can be activeparticipatory tools, useful in settingsmeaningful and exciting to students. Atopical school newspaper. written andprinted by students. seemed an espe-cially good way to fulfill this goal.

One of the project's mainachievements was to involve studentsin a real life situation requiring theuse and refinement of communicationart skills, including speaking, inter-viewing, working in teams. and writ-ing. In our multi-ethnic corn M unity wehave seen students in the "DesktopPublishing" program develop a greaterappreciation of the diverse talents andskills possessed by all of us in theschool community, and outside it. Thestudents learned to interact withgreater ease, and together gainedgreater competence with computerand language skills.

I I

I I I I' ; '

I "11 ; I ; I '

I I'll 1 I

III ' III'

More Information

Sharon Byrne & Steve WillsPS.76 CO 30

36-36 10th StreetLong Island City, NY 11106

(718) 361-7464Principal: Philip A. &mine!

5,4

-

ti )4,

IL. ;

What You NeedThe project originally used MacintoshLC computers, with an AppleLaserWriter IINT printer and TheWriting Center' software. Schools withIBM computers and printers may use'Express Publisher' software, andschools with Apple Ile's may use'Children's Writing and PublishingCenter' software.

Some schools may want to beginwith a class newspaper, and then usestudents from other classes to coverspecific interesting topics. One classin our school published a newspaperas though it was written during theAmerican Revolution. Let everyonewrite: science teacher, music teacher,PTA president, school crossing guard,and students, students, students! Thepossibilities are infinite.

What We Do"Breaking Bread In Harmony" is apeer-tutoring project using all cur-riculum areas. The project offers stu-dents the opportunity to communicatein speech and writing, for parents toarticulate the family heritage, and forteachers to learn and grow from theprocess of baking breads from all thenationalities represented in the class.the school, and the community.

The project begins with a study ofnutrition and the food chain.Information is shared among teachers,students. parents. tutors and thosebeing tutored. Together these groupscollect, material about breads fromaround the world, illustrate the infor-mation, and use what has beenlearned to actually bake these manydifferent breads. Students considergeography. and why particular breadsare shaped and eaten in particularWayS, and the psychological impor-tance of being together as bread iseaten. They visit the school lunchroomwhere they have a dynamic, hands-onlesson from the school nutritionist.and where they have a chance to bakesome bread. In addition. studentsmove out into the community. visitingneighborhood bakeries, and interview-ing teachers, friends and family mem-bers about recipes and heritage. Theproject culminates in a baking hookfilled with every family's breadrecipes, as well as information on thenations and cultures that eat tirebreads.

What You NeedWe want to challenge and nurturechildren to become thoughtful humanbeings, able to express their thoughtsand ideas, to turn ideas into action,and to appreciate their value in the

Breaking Bread

In Harmonq"Ina school eke there is djopu-

'non of mostlq one culture, this

protect exposes and expands the

knowledge skills and attitudes

toward understanding other cul-

tures In a school where there is

divarsitq Its project can enhance

the uniqueness and self-esteem of

all cultures in the school

More Information

Valerie Scott & Loretta PrattP.S. 1 CSD 28 Ilenry Street

New York, IVY 10038(212) 267-4133

Principal: Marguerite Straus

I

44

real world. We achieve this by focus-ing on critical thinking, communica-tion skills. and a richer awareness ofthe larger commu nity. beyond theschool and their immediate family.Children learn to be active, responsi-ble participants, confident in theirconviction that learning is their life-long inalienable right.

CLRSSCooperative Learning Around

Science & Social Studies

What We DoTwo second grade teachers with spe-cialties in early childhood science andsocial studies split their classes intotwo groups, each with half of oneclass and half of the other. During twoperiods a week the children havesocial studies and science lessonswith one or the other of the cooperat-ing teachers. In the class with the sci-ence teacher, the science aspect ofthe week's theme is stressed. whilethe social studies teacher will stressthat aspect of the theme. One groupwill begin the week with science andhave the social studies later, and thesecond group will begin with scienceand move on to social studies.

The "CLASS" project began as anattempt to let grade school teachersconcentrate in their specialty areas,science and social studies. It hap-pened that students in one or the twooriginal second grade classes werewell above average learning ability,while the second class was made up ofstudents of average or below average.ability. The experiment provided themeans to show that. students of differ-ent learning styles can develop agreater potential working together.

The teachers began by explaining

' I''I

I I ' l'It I I

' I Ill' i I

II I 'I

More Information

Sharon Gross-Ilershman &Ann Ilemy

PS 207 CSD 103143 Kingsbridge Avenue

Bronx, NY 10463(212) 796-9645

to both classes that they each hadspecialties in particular areas andthat the students could benefit fromthese specialties. The dividing up ofthe class was explained, and each stu-dent was asked to provide a list offour children whom they would like tohave in their group. The childrenunderstood that al least one of thechildren on a list would he groupedwith the child who made the list. Intheir groups, the children had freerein to develop group roles and agen-das. Some groups assigned these roles

1, lb

by a majority vote, while othersworked out a lottery system. Somegroups rotated the roles weekly, whileothers assigned the roles on a perma-nent basis.

The "CLASS" project promotesthe principles of cooperative learningamong the two classes, the two groupsengage in face to face interactions,and children of diverse backgroundsand intellectual abilities share thesame learning experiences.

What You Need"CLASS" can be adapted to any sub-ject area or grade level. Vor example,a high school English teacher canteam Up with a social studies teacherto share classes about the Civil War.

"CLASS" projects can be devel-oped.across grades. "CLASS" offers anon-threatening way to integrate aspecial edit 'lion child into the main-stream. Such a child, strong in a par-ticular area, could work in that. areawith a "CLASS- project, building self-esteem and new skills.

Any teacher with a specialtyarea--whether by training or passioncan concentrate on this specialtythrough "CLASS" projects. It is terrificfor school morale, rich in opportuni-ties for peer support and collegiality.

What We DoIn the "Book Buddies" protect. oungadolescents read aloud to young chil-dren stories the older students io\ edwhen they were themselves lust start-ing school. In this way a gap isbridged, and bonds are ties.

Eighth graders bring in theirfavorite childhood books, from homeor the library. If there are thirty-onechildren, we have thirty-one books toshare during any given time-period.The young children pick a buddy fromamong the older group and the twoclasses meet twice a week, buddiesgreeting each other with open arms,and sharing their thoughts and feel-ings. They catch up on developmentssince their last meeting and then readthe story the eighth grader hasbrought.

"Book Buddies" was developed toencourage a love of reading in a coop-erative learning atmosphere. It pro-motes an awareness of other culturesand communities and lets the adoles-cents show their feelings without afear of being vulnerable. Their self-esteem is built. up by the younger chil-dren who look up to them for help inreading and writing. Tlw younger chil-dren benefit immediately by the read-ing and writing help given by positiverole models able to communicate atan appropriate level.

On special occasions. events andtrips. parents are encouraged to beinvolved. This creates a kinshiphe Mee 11 parents and the school sothat the school becomes a place oflearning and warmth for studentsyoung and old, and for their families.

Indergartnets could be. paired in

a 'Borth Buddies' project with fifth,

graders to rievelop an inter-class

camaraderie within a single school.

Junior highs die best matched with

elementarg schools in the same

neigtiborhood so the paired buddies

see each other outside the school

setting In this wag the uoungef

children come to loon forward to,

father than fear, their nears dr

iunior high

More Information

Ilaidee StnilowitzM. S. 45 CSD 10

2502 Lorillard PlaceBronx, NY 10458(718) 584-1660

Principal: Joseph SolantoSi Katie BrownPS. 86 CSD 10

2756 Reservoir AvenueBronx, NY 10468(718) 584-5585

Principal: Sheldon Bernardo

1.4 4

What You NeedTo be successful the "Book Buddies"project needs the dedication and com-mitment of two teachers and twoschools willing to cooperate. Thematerials needed are constructionpaper, white writing paper, glue,markers, crayons. and basic book-making materials. Books, fairy-tales.and classics are the. essential materialneed. Trips to theaters, museums andcultural events, with buddies and par-ents are important supplements to theprogram. We, also try to get involvedwith homes for senior citizens, to pro-vide the children with a full life-cycleexperience.

ROPES

Real Opportunities Providing

Education Fr Service

More Information

Abbie Zwi 'linger &David AckermanI.S. 88 CSD 15544 7th Avenue

Brooklyn, NY 11215(718) 330-9325

Principal: Eugene Weiss

What We Do"ROPES" is a comprehensive, interdis-ciplinary school and community ser-vice program, piloted in our SpecialEducation classes where the need wasgreat for real life work experience.The program and its individual teach-ers have earned State, City, andDistrict grants. We provide services toagencies as diverse as public schools,senior citizen centers. and mentaldevelopment centers.

"ROPES" started in September,1900, with forty-five students. In-school service has developed into twomajor components, Service Squadsand Monthly Projects. We run twosuccessful monthly projects, the CityIlarvest Food Drive and Toys for Tots.We do peer tutoring in four public

"Last gear. during Career Micah°

, Week, one of our former Special

Education students returned to

Share with some of our classes her

experiences dS a student She had

been involved with ROPES at its

initiation working at our hospital.

site She had gone to a high school

with a strong health program and

told us that she was graduating and

going on to a training program to be

an x-ran technician. She explained

that her near auth the ROPES pro-

gram had led her to choose the high

school, and that without ROPES

she might not have discovered so

prothising and rewarding a career

4

'A; 17,1;fiii4

,

."

-'1111--7111t4)P.--

schools within our district, and main-tain our tics to community agencies.

Through our SBM/SDMRestructuring Committee, we haveintegrated the needs of our ServiceProgram into the resh.ucturing plansfor grades 6 through 8. Each grade isresponsible for a particular area:Grade 6 organizes and runs monthlycommunity service projects: Grade 7focuses on school service programs:Grade 8 works in community service.In addition, we are developing a cur-riculum to address all aspects of ourservice program.

What You NeedThe "ROPES" program draws itsresources from within the students,there are some distinctly real-worldmaterials that help it work smoothly.We use photo I.D.s for all studentsinvolved in service squads and work-ing in community agencies. Serviceapplications and parent/student con-tracts must be available, as well ascomplete listings of service jobs in theschools and communities. Incentiveprograms, providing 'l'- shirts, movies.trips, and so on are very effective forrecruitment and productivity.

What We DoYou've heard of cooperative learn-ing._ well. now there's cooperativeteaching and planning! In this projectteachers work together to plan andpresent the best possible lessons.Typically an experienced teacher willteam with a new teachernew toteaching or perhaps just new to thecourse. With this combination, themore experienced teacher will act asmentor to the partner, providing sug-gestions on lesson planning andadvice on classroom management. Theless experienced teacher will benefit.from having someone to turn to forimmediate feedback to questions andproblems. Two experienced teachersworking together will benefit fromcooperative teaching and planning.Creative ideas are shared, and helpfulhints exchanged.

The project begins with the teamreviewing and possibly revising thecourse curriculum. The teacher teamagrees on lesson aims. lesson content.and the schedule of assignments andexams. All of this is written up as ahandout to be passed out to the leanmembers' classes. Team membersmeet daily to discuss the approach toa particular lesson aim, to provideuseful feedback on lessons taught. dis-cuss new worksheets, exam questions.and so forth. The work of class prepa-ration is shared among team mem-bers, so that. for instance, oneteacher may prepare a worksheet ofproblems to supplement the class les-son, while another prepares reviewnotes to help the class study for anupcoming test., and a third team mem-ber prepares a review sheet of prac-tice problems for the lest. Eachteacher on the team will prepare aseparate test. but the tests are rotat-ed through the members' classes so

Teachers Work

Together Planning

and Teaching-This Of Olea IlloS developed to rap

the passion and expertise that

enriches our common4 of

teachers

I ' I

,---Mariontatig, Mary D'Aquila &

Amy CheungMurry Bcrgtraum IIS

411 Pearl StreetNew York, NY 10038

(212) 964-9610Principal: Nixie Chan

that all the students take tests pre-pared by every team member. In thisway the teachers ensure that similarmaterial is covered and minimal stan-dards are maintained.

Students know their teachers areinvolved in cooperative leaching andplanning, and appreciate and benefitfrom the arrangement. Every studentreceives a copy of the homework

S

assignment sheet, and so sees at aglance the lesson aim for each day,the daily homework, reading assign-ments, and the exam schedule.Students are able to plan ahead,design their work schedules, and seekhelp before they are surprised byexams or long range assignments.Because the team teachers are cover-ing the same material in similar ways,students are able to approach any ofthe team members for guidance andtutoring. The team shares the respon-sibility for giving extra support andhelp that students sometimes need.

What You NeedTwo or three teachers have to getalong well enough to work closelytogether in the discussion and prepa-ration of all materials.

The department. chair must bewilling to schedule these teachers toteach the same course, to share thesame lunch and preparation periods.

For the handouts in this project,a computer printer able to produceclear rexographic sheets is a must.

In our math work. students needrulers, geometers, protractors, com-passes, graph paper. and fourfunc-tion calculators.

Global Studies

InterdisciplinaniInstitute

"Two teachers from different dis-

ciplines create a unique rignamic

when working in a shared area of

the curriculum Such a dunamic can

irovide refreshing and illuminating

insights in the studu of a

culture, its literature, and

its historu

More Information

Anthony Annunziato BarbaraJacobson

Grover Cleveland IIS2127 Ilimrod Street

Ridgewood, NY 11385(718) 381-9600

Principal:- Myron L. Liebrader

4)

What We DoThis project for ninth graders com-bines history and literature to allowstudents to experience the writings.cultures, and histories of regions andnations represented by the school'sstudents and faculty.

As Grover Cleveland HighSchool's community blossoms withimmigrants from all over the world, itbecomes more and more important tooffer a greater understanding of themany ethnic groups among the stu-dents. Together, teachers and stu-dents explore the world through theliterature, culture and history of par-ticular regions. Team-teaching allowsthe students to see a country throughseveral disciplines and perspectives.Students whose own cultures arebeing considered contribute personalexperiences and insights.

The project concludes with aparty. rich in the wonderful tastes andsmells of foods the students bring,reflecting the wealth of ethnic and cul-tural diversity!

What You NeedIn this project, the social studies andEnglish departments must cooperate,each supplying a teacher for the class,and together arranging for a programcoordinator. WO will arrange thedetails of class trips.

Students will be provided withnovels relevant to the cultures andregions under consideration, and willneed a VCR to view appropriate films.

Ronnie 13irmanVincent BonoZina BurtonMichael J. CarrMarilyn DixonBarbara Ann C.Ellen GoldsteinMichael IlaasAudrey GreenEileen KriegRobyn DormanRose ReissmanJohn PorehaMark RichmanLenore RosemanEdward RobinsonSun RosengarlTerry Rosengart.Andrew SchlossbergCarol SeltzerMar On SiegelJonathan 'RutinDonna Torian

P.S. 316. CSD 17New Dori) Staten Island

G.E.S. 63, CSD 9Office of SBM/SDM

P.S. 36, CSD 5Ellis P.S. 14. CSD 31

Science Unit., NYC Public SchoolsSouth Shore Brooklyn

P.S. 130. CSD 2New Dori) Staten Island

Abraham Lincoln 11.5., BrooklynP.S. 200. CSD 25

P.S. 97, CSI) 1Abraham Lincoln 11.S., Brooklyn

Beach Channel I I .S.. QueensJames Monroe I LS., Bronx

I larry S. Truman 11.5.. Bronx' P.S. 26, CSD IDP.S. 190, CSD 19

CSD 15P.S. 9. CSI) 3

James Monroe 11.5., BronxI S. 74, CSI) 26

Nina Wasserman P.S. 131, CSD 15Eliot Weiss Edward R. NIurrow 11.S., BrooklynPatricia Suarez Weiss The Lab School, CSD 2Roberta Wheeler P.S. 143 CSI) 24Richard Woltz I S. 246, CSD 17

P.S. 131, CSI) I

Anne Yerger J.II.S. 22, CSD Ipeggy 5. Wyns

We also extend our appreciation to Scholastic.Inc. For hosting this year's IMPACT II GrantReview CornComInitLee meeting.

IMPACT II

ranteview

Committee

Members

48

ParticiparinTeachers

Ackerman, David 44

Allanbrook, Anna '30

Annunziato. Anthony 46

Bergen, Deborah 36

Bianco. I,isa 34

Brown. Kate 43

Bufford. Regina 37

Byrne, Sharon 40

Cheung, Amy 45

Cohen. Annette 11

Cruz, Jacqueline 8

D'Aquila. Mary 45

Dailey. Juliette 39

Doh's, Joan P. 4

Engel, ludith S. 15

Faiv re, Katy 18

Feldman. Irma 28

Glickman. Ruby 26

Gonzalez, David 8

Grassol, Edward 19

Gray, Simpson 35

Green, YvonneGross-I lershman, Sharon 12

Henry. Ann 42

Hodge, Charlotte 37

Jacobson, Barbara 46

Kerr, Cyndi 34

Khan, Parveen S. 39

Lauda, Verna 5

Lilly. Christine 30

Lowell, Karen 38

Marrero. Elba Iris 73

Martinez. Billy 35

Maselow. Roberta R. 14

Meister. Meryl 3

Muller, Dorothy 38

Nobile, Maureen 31

Nunez, Alexis 35

Phillip, Marcelle 39

Fran, Loretta 41

Radke, Susan 34

Roberson. Ellyn C 26

Schechter, Evelyn L. 27

Schwartz, I lela ine 10

Scott, Valerie 41

Scotto Geraldine 10

Shane, Marlene 9

StIlilOWIIZ, Ilaidec -13

Soha. I,eslie 34

Stavola. Barbara 28

Tang, Marion 45

Thomas, Kenneth 36

Tripoli. AdelineTronconi, Elizabeth 29

Wexford. Susan 12

Willis, Steve 40

Wolf, Barbara 29

Zwillinger, Abbie 44

r- 1

Elementary SchoolAuthor Spotlight. Regina Bufford

& Charlotte Hodge 45Breaking Bread in Harmony, Loretta Pratt

& Valerie Scott 40

Business for Children, Roberta E. Maselow 94

China, Ellyn C. Roberson '3,1

CLASS. Sharon Gross-Hershman & Ann licitly 50

Community of Music. Marlene Shane It)

Desktop Publishing for Students. Sharon Byrne& Steve Willis -10

Discovering Cultures Through Books. JulietteDailey, Parveen S. Kahn. Christine Lilly& Marcel le Phillip 47

Global Spice Rack. Elba Iris Marrero '32

The Handy Dandy Learning Center.Adeline Valastro Tripoli 17

Immigrant Strengths and Struggles.Anna Allanhrook '38

Listen to the Children. Hizatieth Tronconi& Barbara Wolf 37

Mentors for Students, Simpson Gray, Billy Martinez& Alexis Nunev 43

A New Mythology, Lisa Mimeo. Cyndi Kerr.Susan Radkt' & Leslie Soha 42

Out of Many, One People. Annette Cohen& yvoithe Green

Reaching Out. Irma Feldman& Barbara Stavo la '30

Students as Authors, Deborah Bergen, Ruby Glickman& Kenneth Thomas .14

Trading Places. Evelyn I,. Schechter '35

90

Middle-Level/Junior High/Intermediate SchoolsBook Buddies, Kate Brown & Ilaidee Smilowitz 51

Building Our Own Brooklyn Bridge.h,dward GrasseI 90

The Classroom: A Living Text, Helaine Schwartz& Geraldine Scotto 18

IndexIA School Level and

Program Title

I Am Unique, Susan Wexford'Multicultural Mirror. Meryl Meister 11

A Patchwork of Women's Lives, loan P. Dobis I2

ROPES, David Ackerman & Abbie Zwillingcr 59

High SchoolGlobal Studies interdisciplinary Institute.

Anthony Annunziato & Barbara Jacobson 54

new DOTS, Verna Laurier 13

RARE. Maureen Kenney NobileSOS. Judith S. EngelTeachers 'fork Together. Amy (Meting, May D'Aquila

& Marion Tang 53

Special EducationIntegrated Athletes. Katy Faivre 98

I earning in the Community, Karen Lowell& Dorothy Muller 40

BilingualWonderful ',11e. Jacqueline Cruz & Da% id Gonzalez 10

49

IndexIA Borough and Communitti School District

Manhattan

50

CSD 1 Bianco. Lisa Lower East Side School 42

Kerr, Cyndi Lower East Side. School 42

Radke, Susan lower East Side School 42

Soha, Leslie Lower East Side School 42

Wexford, Susan J.H.S. 22 21

CSD 2 Pratt. Loretta P.S. 1 49

Roberson, Ellyn C. P.S. 6 34

Scott, Valerie P.S. I 49

CSD 4 Cohen, Annette P.S. 146 20

Green. Yvonne P.S. 146 20

Marrero. Elha Iris P.S. 72 32

Maselow, Roberta E. P.S. 146 24

lligh School Cheung. Amy Murry Bergtraum 11.8 5'3

D'Aquila, Mary Murry 13ergtraum I I.S. 53

Nubile, Maureen Julia Richman 11.5. 39

Tang, Marion Murry Bergirawn 11.8 53

Bronx

CSD 7 Gray, Simpson P.S. 5 43

Martinez, Billy P.S. 5 43

Nunez, Alexis P.S. 5 43

CSD 10 Brown. Kate P.S. 86 91

Gross-I lershinan, Sharon P.S. 207 90

Ilenry, Ann P.S. 207 90

Smilowitz, Ilaidee J.11.S. 45 51

CSD 11 Tronconi, Elizabeth P.S. 83 37

Wolf, Barbara P.S. 83 37

CSD 12 Bergen, Deborah P.S. 61 44

Glickman, Ruby 13.8 Cl 44

Thomas. Kenneth P.S. 61 44

High School Engel, Judith S. Bronx 11.S. of Science 25

Special Education Ea ivre. Ka l.y P.S. 176 28

r;3

Brooklyn

CSD 14 Grassel, Ed J.H.S. 126 29

CSD 15 Ackerman. David i8.88 52

Allanbrook. Anna Brooklyn New School 38

Cruz, Jacqueline P.S. 1 16

Gonzalez, David P.S. 1 16

Zwillinger, Abbie I.S. 88 52

CSD 18 Schwartz, Helaine I.S. 211 18

Scotto. Geraldine I.S. 211 18

CSD 23 Bufford, Regina P.S. 183 45

Hodge. Charlotte P.S. 183 45

CSD 32 Niels ler. Meryl i3.28| 11

Queens

CSD 24 Feldman, Irma P.S. 153 36

Stavo Ia. 3arbara P.S. 153 36

Tripoli, Adeline P.S. 199 17

CSD 25 Schechter. Evelyn I,. P.S. 200 35

C8028 , Dailey, Juliette Iluntington Prep 47

Khan, Parveen S. Huntington Prep 47

Lilly, Christine Iluntington Prep 47

Phillip, Nlarcelle Huntington Prep 47

CSD 30 Byrne. Sharon P.S. 76 48

Willis. Steve P.S. 76 48

High School Annunziato, Anthony Grover Cleveland U.S 54

Jacobson, Barbara Grover Cleveland U.S. 54

Special Education Lowell, Karen P.S. 233 @ P.S. 130 46

Muller, Dorothy P.S. 233 @ I.S. ')5 46

Staten Island

CSD 31 Dobisloan P. I.S. 27 12

Shane, Marlene P.S. 18 10

I igh School I,auria, Verna New Dorp11.5 13

51

52

NYC

IMPACT II

Program

Ilona Report1991-92

GrantsIMPACT II is now in its fourteenth year of operation. Todate, 2.906 grants have been awarded. In the 1991-92scl ool year, applications were received from all 32 com-munity school districts as well as all high school areasand special education regions of the New York City publicschools. During this same period, 20 disseminator and64 adaptor grants Were awarded to teachers. The dis-seminator grants were awarded to teachers who devel-oped and disseminated projects which foster intergrouprespect. This year IMPACT II inaugurated its team grantsto 13 teacher teams.

The purpose of the IMPACT II School-BasedManagement Grants for Curriculum Project and Support

is C., ..rovide funds to support. already existing curriculumprojects that have been proven successful, are managedby a team of teachers, reflect the objectives of the school-based management team's plans, and are of value toother schools. Because we were introducing a new con-cept in IMPACT II grantsthe team approachweoffered any interested school technical assistance provid-ed by a newly retired IMPACT II teacher. She spoke withmany teachers at their convenience in the evening andupon request visited three schools.

We received 31 applications that representedschools in all five boroughs and diverse grade levels andsubject areas. The applications were initially screenedby our teacher consultant and then judged by a reviewcommittee of six IMPACT II teachers. Their final recom-mendations were based on the project's creativity andadaptability, on its ability to promote team collaboration,on how closely it reflected school-based managementteam goals, and its suitability for dissemination. Teamgrant winners and disseminator grant winners were rec-ognized at the IMPACT II 14th Annual Awards Ceremonyand Reception held on June 11 at the Schomburg Centerfor Research in Black Culture.

Staff and Professional Development ActivitiesIMPACT II staff met. with new disseminator grant recipi-ents to review grant accounting procedures. prepare andedit instructional materials for dissemination to potentialadaptors, plan and schedule staff development strategiesand activities, and inform grantees of upcoming IMPACTII events.

Also, we have conducted dissemination interviewswith each award-winning team. This interview preparesthe grant recipients for presenting their project at work-shops and for appearing in next. year's IMPACT II catalog.The goal is to make these successful projects available tointerested schools.

The IMPACT iI Catalog of Teacher-DevelopedPrograms remains the most effective vehicle for dissemi-nating disseminator programs. This annual catalog ismade available to all teachers in the New York City publicschools. Ten thousand copies are sent to every principal,Uri' chapter chairperson, school-based managementteam chairperson. current and previous grantees andcommunity school board superintendents, and to teachers

r-Li

and the public upon request. The catalog contains a nar-rative profile of each new disseminator program andincludes the teacher's name, school address and tele-phone number, so that potential adaptor teachers cancontact disseminator teachers directly. In addition, thecatalog has been the major catalyst for generating staffdevelopment activities led by IMPACT II teachers.

This year's IMPACT II Review Committee \vas com-posed of previous disseminator and adaptor grant recipi-ents. The teachers met for a full-day session atScholastic, Inc. to evaluate the disseminator grant appli-cations. After the evaluation process was concluded, oreteachers met with staff to discuss and assess revisionsthat had been incorporated based on recommendationsmade after last year's meeting. The consensus was thatthese changes improved the review process. It was sug-gested at this time, by the committee, to include ques-tions that separate the program purpose from programact:vries. The staff concurred and instituted the changesthis past year.

This year, iMPACT II teachers conducted 22 staffdevelopment workshops and program demonstrations for350 of their colleagues who wished to learn more aboutthese successful classroom-based programs supported byIMPACT II. IMPACT II teachers field consultants gave100 awareness presentations or networking sessions toover 1,000 teachers and administrators. IMPACT IIteachers therefore, reached some 1.350 educators.Many of these workshops were presented during confer-ences sponsored by prestigious educational organiza-tions, professional teacher organizations, other Board ofEducation divisions, local universities and colleges, com-munity school districts and special education regionoffices, schools and several museums. Teachers alsoprovided staff development training through interschoolvisits. Substitute co\ crap for 55 days and 180 hourswas arranged to enable teachers to meet with colleaguesduring the school day for on-site consultations, to attendstaff development meetings, and to present at profession-al conferences.

Beyond administering the program and providingtechnical assistance to support the network, staff alsodisseminated information about the program to adminis-trators. Over (15 local conferences were attended,enabling staff to reach 3,000 administrators from the

public and private sector.

Staff Development WorkshopsThroughout the school year the IMPACT II staff and dis-seminators utilize every opportunity to conduct presenta-tions on their IMPACT II programs. This year's. contactsagain totaled over 4,000 teachers, supervisors. coordina-tors and parents. Offerings included all curriculumareas. The disseminator teachers use their award-win-ning programs as the focus of their presentations. In thismanner IMPACT II projects are disseminated throughoutthe city. A number of organizations, universities, collegesand museums collaborate with IMPACT II by inviting theIMPACT II staff and disseminators to make presentations.These groups include the following:

Colleges/Universities: Aclelphi University; BankStreet College of Education; Baruch College; BrooklynCollege: City College-School of Architecture: The CooperUnion for the Advancement of AFL: 111111LCr College;

Queens College; LaGuardia Community College; New York.Technical College; Long Island University; New YorkUniversity; and Pace University.

United Federation of Teachers: InnovationsCommittee Center; Science Committee; ReadingCommittee: and Special Education Support. Center.

Professional Organizations: NYC Association ofTeachers of English; NYC Association of Teachers ofSocial Studies; NYC Art Teachers Association: NYCAssociation of Black Educators; Brooklyn ReadingCouncil; Cultural Heritage Association: Early ChildhoodAssociation; and Manhattan Reading Council.

Museums/Cultural Institutions: Bronx Museum ofthe Arts; Brooklyn Museum: Museum of the AmericanIndian; Staten Island Ilistorical Society/RichmondlownRestoration: Metropolitan Museum of Art; Intrepid Sea-Air-Space Museum; WNETil'hirteen; Student Arts Festivaland Teen Institute; Center for Tibetan Arts; TrouncesTavern Museum; New-York Historical Society; TheSchomburg Center for Research in Black Culture-NewYork Public Library: and South Street Seaport Museum.

New York City Public Schools: Citywide PhysicalEducators Conference; Communication Arts Coordinator'sConference; IS/JIIS Enrichment, Consoftium; SocialStudies Coordinators Conference; Dropout PreventionProgram Meeting; Corrective Math Teachers Meeting;

53

54

Gateway Environmental Education Center: QUIPPOptions; District 75 Conference: ESEA Science TeachersConference; School Library Service; and New Teacher

Staff Development Training.New York State Education Department: Office of

School Improvement.: Excellence and AccountabilityProgram. Business Organizations: Business Week; CBSNews; IBM. Inc.; and New York Telephone.

During 1991-92, IMPACT II teachers and staff assist-ed other nonprofits and foundations in proposal review,including the New York City Fund for Public Education.rre City Parks Foundation-Urban Forest and Education

Program, Teach for America, and Communities for SocialChange.

The 1991-92 workshops were given at.: NYC Art.Teachers Association Conference, Intrepid Sea-Air-SpaceMuseum, Gateway Environmental Educational Center.the Puppetry in Practice Center at Brooklyn College, theBronx Museum of the Arts, Richmondtown Restorationand South Street Seaport Museum.

IMPACT II teachers also met with non-profit organi-zations to advise them on curriculum, program planning.project development and special events. Some 55 teach-ers and IMPACT 11 staff met with New York Telephone,

Learning Magazine, CARE, Inc.. Earthwatch, Center forResearch and Development. in Law-Related Curriculum(CRADLE), Joint Council on Economic Education, and theNYC Department of Energy and Telecommunications. Fora fourth year. IMPACT II teachers led workshops atwm,:mhirteco,s -Teen Institute: Power of Choice,"

symposium for high school students and teachers on val-ues clarification and ethics.

Networking ActivitiesBased on the success of The Teachers' Vision of theFuture of Education: A Challenge to the Nation Institutewe are proceeding with plans for a second Institute on

the Future of Education. Where the first vision institutefocused on conceptualizing the teachers vision of thefuture of education, this second institute in Augustbrought together teachers to design the models andstrategies to begin to implement the vision in their schoolsystems. Teachers had the'opportunity to disseminatethe work of the institute in local forums throughout thefall and at the IMPACT II national conference in the

spring of 1993.The Teachers' Vision of the Future of Education: A

Challenge to the Nation, published by IMPACT II, Inc.,contains the contributions of 50 IMPACT II teachers, 4 ofwhom are from New York City. The volume has been dis-tributed nationally. In August 1992, three IMPACT IIteachers from New York City met with colleagues fromother IMPACT II sites to plan a forum on "The Teachers'Vision on the Future of Education." Three New York Cityteachers who participated in the national IMPACT IIInstitute for the Future of Education this past summeroffered a local agenda on how teachers can create schoolchange. Teachers, parents, administrators, studentsallthose interested in school restructuringparticipated.The forum was co-sponsored by the School of Educationof New York University. The forum was held on October

28, 1992.Seeking to reduce teacher isolation and facilitate

communication among the teachers it serves, IMPACT II

presented networking opportunities and events through-out the year. Some 6 New York City IMPACT II Leachers,shared program ideas with colleagues via the IMPACT IIStar**. the program's quarterly newsletter. The columns"Desperately Seeking...," which connects teachers lookingfor materials, ideas and advice with readers who can pro-vide needed services and advice, and "IMPACT IITeachers Get Around" have proved popular means for

additional networking.The grants recipients were honored at the 14th

Annual IMPACT II Awards Ceremony at the SchomburgCenter for Research in Black Culture. The SchomburgCenter has a history of aiding educators and serves as arepository of books and artifacts of diverse cultures,including African, African-American, and Caribbean cul-tures. The keynote speakers were Norman Siegel, execu-tive director of the New York City Civil Liberties Union,and Galen Kirkland, civil rights attorney and legal consul-tant to various nonprofits. Advocates of effective civilrights change, Siegel and Kirkland spoke about the courseon racial tolerance they teach together at New Utrecht{Ugh School in Brooklyn. Also. IMPACT II Leachers pre-sented Tom Roderick, executive director of Educator's forSocial Responsibility, with a special award. At theawards ceremony, teachers had an opportunity to net-work with colleagues and exchange ideas on their pro-

C:

grams. Also attending the awards ceremony were districtsuperintendents and other education administrators.

In addition to awarding teachers IMPACT II grants,the staff helped teachers receive other grants throughnomination, direct mailing of applications, and writingrecommendations. For example, 25 IMPACT I 1 teachersreceived grants, Fellowships. or awards from Arts &Entertainment. Network. American Ileart, Association,Earthwatch Expeditions, Learning Magazine, BusinessWeek, New York City Fund for Public Education, andOutward Bound.

Again this year, IMPACT II made its grant applica-tions available via telecommunications. In addition to theIMPACT II catalog, workshop schedule, and programguidelines, the disseminator and adaptor applicationswere posted on the New York City Education Networkelectronic bulletin board (NYCENET). Many queriesabout the program were left in our "mailbox" and severalapplications came via the computer.

The IMPACT II staff continued to add to its compre-hensive and useful database. To date there is a file onevery grantee, which was expanded from 15 to 17 fieldsand now includes information on school-based manage-ment team membership and the Chancellor's educationalpriorities and initiatives.

The database includes a mailing list of 8,734 teach-ers. II is a resource to groups that work collaborativelywith IMPACT II, such as the Urban Forest & EducationProgram, the Intrepid Sea-Air-Space Museum andOutward Bound, 3 1 1 ( 1 1 . 0 different units of the Division ofInstruction and Professional Development, such as theMiddle-Level Education Conference.

Nil?'s.)?

A .

55

The

Teachers

Declaration

56

4,"

We the teachers believe in a free, just, productive andcreative society. In order to achieve this, we willredesign and restructure our schools based on certainprinciples.

Our Schools Are Designed As...Bright, safe, clean, community learning centers withstate-of-the-art learning and telecommunications systemsand teachers' offices. An extended school day/year pro-vide for teacher and learner planning, collaboration andprofessional development time.

Our Schools Provide...On-site early intervention with social, health care anddrop-out prevention services based on teacher/parentand community partnerships.

To Encourage Lifelong Learning Our Schools Are...Personal and nurturing with learner-driven, flexible cur-ricula that reflects and incorporates all cultures withinthe community and emphasizes problem-solving, criticalthinking and conflict resolution skills.

Teachers Are Leaders In...Shared decision making on governance and curriculum.Teachers and learners design the assessment of theirperformance and achievement. Students and parentschoose the courses of study and schools within the publicschool system.

If you are in agreement with this statement, please signand return it to IMPACT II:

NAME:SCHOOL:

SIGNATURE:ADDRESS:

CJ

IMPACT IIThe Teachers Network

in cooperation with the

Dade Public Education Fund,Dade County Public Schools

and

United Teachers of Dade

invites you to create the future of education at the firstNational Teachers Summit:

honoring creative teachers: featuring discussions ledby teachers who are creating new schools, restruc-turing existing schools, and initiating districlwideand statewide reform efforts: disseminating success-ful projects and materials developed by teachers;offering opportunities for teachers who want to learnhow to redesign schooling by creating

a vision for change: bringing together teachers fromIMPACT II sites across the country

April 22-25. 1993lintel Inter-ContinentalMiami, Florida

For more information:(212)966-5582 or contactyour IMPACT II site directorMargot Jones, (212) 645-5110

IMPACT IIThe Teachers Network285 West BroadwayNew York, NY 10013-2272Tel: (212) 066-5582Fax: (212) 941-1787

C

IMPACT II

First Annual

National

Teachers

Summit

57

Program

Thursday, April 229:30 am-4:30 pmRedesigning Schooling...Creating A Vision for Change.You won't want to miss this pre-summit opportunity toequip you for leading school personnel, parents andcommunity members through a powerful process ofchange. A must for all teachers interested in taking anactive role as facilitators of school reform.

Friday, April 239:00 am-3:00 pmVisit some of Dade County's most innovative publicschools. Choose from three special summit toursKendall-South Dade, Downtown, North Dadedesignedspecifically for IMPACT II teachers. 3:30 pm-5:30 pmOpen Meeting led by IMPACT II Teacher LeadershipCommittee to plan The teachers Declaration ratifica-tion session6:00 pm-8:00 pmKick-off reception to celebrate publication of theExperienced Teachers Handbook, with guest speakersand site exhibits.

Saturday, April 249:00 am-10:15 amOpening Session featuring a keynote address by AnnLieberman, Professor of Education, Teachers College,Columbia University and Co-Director, National Centerfor Restructuring Education, Schools and Teaching10:30 am-12 noon From Vision to Voice toLeadershipTeacher Presentations on Affinity GroupProjects Designed at the Institute for the Future ofEducation#1 It Takes a Whole Village to Raise a Childdevelop-

ing and disseminating projects that involve parentsand the community in local schools

#2 Things II Comedeveloping and documenting newteacher-led schools

#3 Teacher Assessment Alternativesdevelopingalternatives to the current teacher evaluationprocess

#4 Building Teacher Dream Teamsbuilding teams ofteachers to effect school change

12:15 pm-1:45 pmLuncheon2:00 pm-3:30 pmMore Teacher Presentations on Affinity Group Projects#5 Circle of Caringrestructuring curriculum and

learning environments#6 Linking Teachers via Electronic Communities

designing a telecommunications project connectingIMPACT II teachers

#7 Attracting and Retaining Talented Educatorsdeveloping a recruitment strategy to increase thestrength of the teaching force #8 TeacherLeadership Programdesigning a teacher-ledtraining program to develop teacher leaders

3:45 pm-5:45 pmRatification of The Teachers Declaration. The IMPACTII Teacher Leadership Committee will convene a meet-ing of all summit participants to ratify the declarationand plan future initiatives. 7:00 pm-9:30 pm"Dinewith the Dolphins," a dinner cruise aboard Celebration

Sunday, April 259:30 am-11:30 amSpecial Interest Group Meetings. An opportunity tonetwork nationally with colleagues teaching in yoursubject area, grade level and/or region, and to learnabout interesting opportunities available from educa-tional organizations.

58

L

,

Gi

4.

;

Summit ReservationPlease complete and return to:

IMPACT IIThe Teachers Network, 285 WestBroadway, New York. NY 10013-2272Yes, I want to pre-register for the National TeachersSummit. Er closed is my check for $35 payable toIMPACT II.I would like to participate in RedesigningSchooling...Creating A Vision for Change on Thursday.April 22.I would like to attend tour # on Friday, April 23.(Tours available on a first-come, first-served basis.Space is limited.)I would he most interested in attending the followingteacher presentations on Saturday, April 24:First Choice: Morning #Afternoon #Second Choice: Morning #Afternoon itI would like to attend a special interest group meetingon Sunday, April 25:Subject Grade LevelIMPACT II siteOther InterestI would like to join the Celebration dinner cruise onSaturday, April 24. Enclosed is my check for $4 Ipayable to IMPACT II. (Cruise available on a first-come, first-served basis. Space is limited.)Please send me hotel information. We have arrangedfor a special $105 rate (single or double) at the Inter-Continental Hotel located on the water at Bayside.This rate is available from April 19th through April28th. Please print the following information:NameAffiliationBest mailing addressCity StateZip

(Is this a school/office address or home address?)School/office I tome

School/Office TelephoneI tome telephone

You will receive a pre-registration packet at the summitupon arrival.

Special Summit ToursFriday, April 23

Tour 1Kendall-South DadeG. Holmes Braddock Senior High School. the "Schoolof Tomorrow "; Gilbert Porter Elementary School, the"School of Discovery"; and Claude PepperElementary School all operated under the GM-inspired Saturn concept; and Robert MorganVocational Technical Institute, serving 3400 stu-dents from pre-K to adult.Tour 2DowntownSouth Pointe Elementary School, the nation's firstpublic school to enter into partnership with a pri-vate firm: Mt. Sinai, a satellite learning center onhospital grounds for employees' children; LindseyHopkins Technical Center, Dace's only adult educa-tion center open both day and evening: DASHDesign & Architecture Senior High School, a magnetschool.Tour 3North DadeAnimal Companion Program, providing at-riskfourth, fifth and sixth grader's with an innovativehands-on approach to science; Burger KingAcademy, an alternative school of choice offering acareer-oriented education program to youth unableto function in a traditional school setting: RobertRenick Educational Center, a middle school for emo-tionally handicapped students; Miami LakesTechnical Education Center. offering 48 courses toover 2800 students ranging in age from 16 to 65.Lunch will be provided on each tour by student-catered services and will cost approximately $5.

. IMPACT II

Division of Instructionand Professional DevelopmentNew York City Public Schools96 Morton Street, 6th Floor

New York, NY 10014(212) 645-5110

Pax (212) 645- 7409

BEST COPY AVAILABLE