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Title: Teaching, inquiry, and innovation showcase program
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 Material Information
Title: Teaching, inquiry, and innovation showcase program
Series Title: Teaching, inquiry, and innovation showcase program
Physical Description: Serial
Language: English
Creator: Center for School Improvement, College of Education, University of Florida
Publisher: Center for School Improvement, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2006
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Bibliographic ID: UF00090861
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
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Table of Contents
    Front Cover
        Front Cover
    Main
        Page 1
        Page 2
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        Page 21
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        Page 24
    Programs represented
        Page 25
        Page 26
    Feedback form
        Page 27
Full Text





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April 29th 200h
PXK. Yonge Developmental Rexcarch School
Gaineuvill Florida


UNIVERSITY OF
FLORIDA
College of Education








UNIVERSITY OF
FLORIDA
COLLEGE OF EDUCATION
April 2006
Dear Fellow Educators,

The Center for School Improvement at the University of Florida's College of Education, in
partnership with the North East Florida Educational Consortium and P.K. Yonge
Developmental Research School, is proud to sponsor the second annual Teaching, Inquiry
and Innovation Showcase. The purpose of this annual event is threefold: (1) To celebrate
the practitioner who, through the processes of inquiry, has contributed to improving schools
from within; (2) To enable practicing teachers and administrators across North Central
Florida and from different programs and affiliations to network with each other; and (3) To
connect prospective and practicing teachers through this forum, enabling prospective
teachers to be socialized into the profession as inquirers, and practicing teachers to shape
the next generation of those entering the teaching profession.

Practitioner inquiry is defined as practitioners problematizing their practice, systematically
studying that practice, and taking action for change based on such study. Through the
process of inquiry, the individuals sharing their work this morning have taken charge of their
professional growth and learning, and have joined fellow educators across the nation in a
powerful mission to better understand, inform, shape, reshape and reform school
practice!

Practitioner inquiry differs from traditional professional development for teachers and
administrators, which has typically focused on the knowledge of an outside "expert" being
shared with a group of practitioners. This traditional model of professional growth, usually
delivered as part of traditional staff development, may appear an efficient model of
disseminating information, but often does not result in real and meaningful change in
classrooms and schools.

In the collective sharing of our inquiries across different programs and affiliations, schools,
districts, grade levels, and career stages, we, as fellow educators, develop new knowledge
about teaching and learning. The generation of knowledge by practitioners heavily
contributes to the possibilities for real change to take place in the classroom for improving
schools from within!

Thanks to all who are participating in the Showcase as presenters and audience! As a
prospective teacher, practicing teacher, administrator, professor, or other educational
professional interested in problematizing your professional practice, you contribute to a
larger educational reform the transformation of the teaching profession itself. This
transformation is characterized by the recognition that practitioners generate valuable
knowledge about teaching and learning, and the knowledge generated by practitioners is
necessary to improve the learning and lives of every student! To improve the learning and
lives of every student, it will take the work of us all!

Sincerely,


Professor and Director
Center for School Improvement


2006 Inquiry Showcase


page 1








The Second Annual Teaching, Inquiry, and Innovation
Showcase
April 29, 2006
P.K. Yonge Developmental Research School
University of Florida


Opening Session
8:15 a.m. Welcome To P.K. Yonge
Performing Fran Vandiver, Director, PK Yonge Developmental Research School
Arts Center Welcome To University of Florida's College of Education
Catherine Emihovich, Dean, UF College of Education
Orientation to the Showcase
Nancy Fichtman Dana, Director, UF Center For School Improvement



8:45-9:15 am. Session I


Room So Much Data, So Little Time: Where Will My Student Data Carry Me?
J304 Michelina MacDonald, High School Biology Instructor, P.K. Yonge,
mmacdonald(pky.ufl.edu

Looking at my regular biology students' first semester grades, I became concerned that my
students' grades "appeared" deflated compared to the first semester scores of students in
other subjects and grade levels. I wanted to find out in what ways could examining my
students' grades in biology and math, and FCAT achievement levels in reading and math,
enable me to address the apparent grade deflation that my students experience.

Poster Presenters:
Ting Tseng, Teaching Self-Monitoring Behavior to Improve Performance in Math
Dawn St. John, Cracking the Code: A Study in Phonological Awareness

Room Inclusion... Stress...An Rx
J306 Julee Gunter, 8th Grade ESE Teacher, Brenda Smithey, 8th Grade Language Arts
Teacher, Lake Butler Middle, gunteri(@union.k12.fl.us, smitheyb@union.kl2.fl.us

When Calgon can't take you away, what do you do to survive the inclusion chaos? Come
away with us to discover a prescription to alleviate your pain. An insightful dose of
strategies for a healthy inclusion classroom awaits you.

Poster Presenters:
Kristen Deleuze, Increasing Reading Fluency Through Daily Practice and Personal
Goal Making
Jenny Hankinson, Developing Phonological Awareness Skills


2006 Inquiry Showcase


page 2









Room How Does Team Teaching Influence Job Related Stress?
J307 Nancy Collins, 3rd Grade Teacher, Fort White Elementary, McCray n@firn.edu

No child left behind!... What about the teachers? With all that is expected of teachers today,
we're the ones getting left behind! This inquiry will explore the emotional benefits of team
teaching.

Poster Presenters:
Kimberly Nolan, Improving Reading Skills Through the Use of High-Frequency Flashcards
Angie Skeens, How Can We Improve a Student's Fluency?

Room On the Road to Remediation: Is There an End?
J309 Denee Hurst, Principal, Anderson Elementary School, deneehurst(@dixie.k12.fl.us

A principal reflects on data collected from struggling readers in her school to gain insights
into the question, "What happens to struggling readers after interventions are over?" Come
travel the road to remediation with Denee and discuss the question, "Are we there yet?"

Poster Presenters:
Arielle Barritt, The Relationship Between UFLI Tutoring and Development of Sight Word
Recognition
Rachel Stolz, Using Word Families and Segmentation Activities to Improve Initial Sound
Recognition and Phonemic Awareness

Room Differentiating Math Instruction in Primary Grades
J310 Marisa D. Ramirez, 1st Grade Teacher, P.K. Yonge, mramirez(@pkv.ufl.edu

An instructional strategy was put into place in an attempt to differentiate math instruction for
both higher and lower achieving students while still utilizing the prescribed curriculum.

Poster Presenters:
Aimee Wiegner, Increasing Reading Fluency through the Use of Visual and Auditory
Computer Technology
Jessica Cummings, Teaching Number Sense through the Use of Auditory and Visual
Computer Technologies

Room Protocols Promote Performance, Practice, and Pride in Students of
J312 The Studio Visual Arts
Dianne Skye, High School Art Teacher, P.K. Yonge, dskve(pky.ufl.edu

When faced with the challenge of increasing high school art students' participation and
investment in critique sessions, I implemented the use of protocols that involved students in
the practice of giving specific written and oral feedback. Working in the safety of small
groups, students developed a sense of ownership in their process. Through the use of
midpoint critique protocols, confidence and student work improved while many insights
were gained.

Poster Presenters:
Jeanet Brooks & Mary Robinson, Using Lunch Dates to Break One Student's Silence


2006 Inquiry Showcase


page 3








Room Listen Up! EARS and Kindergarten Classrooms
K324 Beth Flaitz, Speech Therapist, Carla Harrison & Debra Walters, Kindergarten Teachers,
Joseph Williams Elementary, FlaitzMB(@sbac.edu, HarrisCC(@sbac.edu,
WaltersDZ(sbac.edu

This presentation will focus on the effects of the EARS program in an inclusive kindergarten
classroom as compared to other inclusive kindergarten classrooms in the district that are
not using the EARS program. The focus will be on how this program affects student
achievement as measured by DIBELS.

Poster Presenters:
John Kabot & Marci Kaplowitz, The Effect of the Use of UFLI Tutoring Program on the
Writing Mechanics of Two Struggling Readers and Writers

Room How Home Visits Help Homework
K326 Marlene Bennett-Broce, Reading/Spanish Teacher, Williams Elementary,
brocemi@(sbac.edu

This inquiry project focuses on the relationship between home visits and student
performance, in this case reading and spelling. The main goals for this project are to
improve fluency, comprehension and test scores by observing and monitoring a series of
home visits to three students.

Poster Presenters:
Angela Klatt, The Effects of the UFLI Program on the Progress of a Struggling Reader
Denise Avila, Motivation Key to Individual Students' Effectiveness When Reading
Fluently

Room A Systematic Approach to Answering Comprehension Questions
K327 Valdenora Fortner, Curriculum Resource Teacher, Williams Elementary,
fortnev(@sbac.edu

After noticing that students were simply providing the quickest answer, I decided to try a
more systematic approach. Through modeling, high expectations, and constant
questioning, I came to some conclusions.

Poster Presenters:
Alyssa Lee & Juary Lopez, Improving Self-Confidence of an ESOL Student in English
Language Abilities Through Vocabulary Building Exercises and Dialogue

Room Can the Techniques of Ancient Masters Affect the Task Engagement of
K329 Modern Day Students?
Dianne Murphey, Dance Teacher, Donna Nelson-Simon, Kindergarten Teacher,
George Sherouse, 2nd Grade Teacher, Duval Elementary School, sherougt@sbac.edu

When faced with off-task behaviors, teachers strive to increase student engagement. We
turned to ancient masters of China to see if we could use the arts to increase student
engagement.

Poster Presenters:
Melissa Hill & Pam Webb, The Effect of the UFLI Tutoring Program on Struggling
Readers' Progress


2006 Inquiry Showcase


page 4








Room Teachers Tame the Testing Tiger
K330 Sue Latini Guidance Counselor, Donna Bergen, 4th Grade Teacher, and April Annis,
Reading Tutor, Duval Elementary School, latinisc(@sbac.edu

When fourth-grade students are faced with the daunting challenge of FCAT, they may
experience different levels of test anxiety. By providing various strategies to reduce anxious
feelings, students will be empowered to monitor and reduce their own anxieties
independently.

Poster Presenters:
Kelly Aguis & Meredith Schneider, Using Different Tools to Improve Reading Fluency
and Self-Esteem

Room Teacher Inquiry as a Tool for Understanding CRISS Strategies in
K332 The Elementary Classroom
Jeff Means, Principal, High Springs Elementary, meansia(sbac.edu

This session demonstrates how one school has used teacher inquiry as
a tool for studying the effectiveness of CRISS strategies within the elementary classroom.
The inquiry into the use of CRISS strategies helps teachers better understand how the
strategies can support diverse learners.

Poster Presenters:
Mark Hughes, Will Precorrection and Behavioral Intervention Strategies Help a Fourth-
Grade Student with Mild Misbehaviors?
Rebecca Blount, Do Skills and Conduct Go Hand in Hand?

Room Writing Across the County: The Kindergarten Student Pen Pal
M347 Exchange Project
Rebecca Beran, UF Masters Student, Katie Chowdhury, Kindergarten Teacher, Newberry
Elementary, and Kristen Shumbera, Kindergarten Teacher, Rawlings Elementary,
beran(ufl.edu, IMKTStarl@cs.com, shumberak(sbac.edu

What started as a pen pal project grew and grew into a year-long literacy project linking a
rural and an urban kindergarten classroom. Through group letters, individual letters, book
reviews, class books, and more, the project created multiple opportunities for learning to
read and write.

Poster Presenters:
Lindsay Boyer, Improving Student Writing by Implementing Writer's Workshops Focused
on Editing
Brooke Johannessen, How Can We Improve a Student's Comprehension Skills?


2006 Inquiry Showcase


page 5









Room Middle School Classroom Management
M348 Phillip Poekert, UF Doctoral Student, poekert(@ufl.edu

Working with the Beginning Teacher Support Program at H.L. Watkins Middle School in
Palm Beach Gardens, FL, I addressed a common concern of all teachers: classroom
management. Three main suggestions arose from the research literature, and teachers and
I worked together to devise ways to incorporate them into their classrooms.

Poster Presenters:
Hope Hughes, Using Morning Meeting to Create Classroom Community
Michelle Knapp, How Can Learning Word Families and Timed Readings Impact Fluency?



9:25-9:55 a.m. Session II


Room Improving Algebra Problem Solving Skills
J304 David Kotait, 9th Grade Math Teacher, Trenton High, kotaitd(@mvqilchristcsd.org

How do I help struggling students take time to read Algebra problems? How do I motivate
them to learn problem solving strategies?

Poster Presenters:
Rachel Chastain, Stressed Out: Working Through Elementary School Test Anxieties
D. Kelly Thomas, Stop and Visualize: Helping Students Pay Attention to and Visualize
What They Read

Room Saxon vs. Holt: Crunching the Numbers
J306 Denei Morehouse, 7th Grade Math Teacher, Chiefland Middle, horand(@levy.k12.fl.us

Everything in schools boils down to student achievement. Wouldn't you look for the best text
to facilitate this endeavor?

Poster Presenters:
Litza Lopez, Struggling Readers: Effects of the UFLI Model for Reading Intervention
Diana Elysee, Flashcard Fun: Decoding Double Vowel Sounds and Words

Room Fluency: Does it Frustrate or Facilitate?
J307 Allyson Beatty, ESE Teacher, Crystal Swilley, 3rd Grade Teacher, Lake Butler Elementary,
beattya(@union. k12.fl.us, swilleyc(@union. k2.fl.us

This inquiry explores ways in which fluency timings impact student growth. The presentation
focuses on outcomes observed through the use of DIBELS materials and fluency timings.

Poster Presenters:
Erin Branch & Meghan Miller, How Does UFLI Tutoring Affect the Progress of Two
Struggling Readers?


2006 Inquiry Showcase


page 6









Room HELP! Critical Friends Needed!
J309 Kim Sullivan, 2nd Grade Teacher, Macclenny Elementary, kimsullivan(@baker.k12.fl.us

Educators talk a lot about student work, classroom/student dilemmas, and current research,
but sometimes that's not enough. After attending a summer workshop about creating
"learning communities," I helped form a Critical Friends Group at our school. What positive
impact will a Critical Friends Group have on the teaching of the members of the group?

Poster Presenters:
Susan Oliver, Developing Better Writers through the Usage of Personally Relevant Topics
Sharon Sloan, Increasing Reading Fluency Through the Use of Technology

Room A Principal Reflects on Ruby Payne's A Framework for Understanding Poverty
J310 Mark Bracewell, Principal, Lake Butler Middle School, bracewellm(@union.k12.fl.us

A principal shares his reflections on a book study he led on A Framework for Understanding
Poverty with his entire faculty. Learn about the insights Mark gained into his practice as an
administrator as a result of this book, as well as how he used the book with his teachers to
create change and work towards breaking the cycle of poverty.

Poster Presenters:
Erica Walker, The Use of Book Clubs to Enhance Motivation to Read
Kristin Hill, Improving Reading by Teaching High Frequency Words

Room Minority Students Attitudes about Academic Achievement:
J312 What's the Relationship?
Lawson Brown Jr., 6th Grade Teacher, P.K. Yonge, Ibrown(@pky.ufl.edu

Over the years I have observed a pattern in some students that indicates a correlation
between their academic achievement and their attitude about learning. Through the use of
surveys and observations I hope to identify some characteristics that may provide insight into
why student achievement is either high or low in relation to their attitude about academics.

Poster Presenters:
Kevin Fess, Increasing Fluency and Reading Speed with the Assistance of Technology
Sarah Austin, B-l-e-n-d-i-n-g: Helping Students Sound Out Words


2006 Inquiry Showcase


page 7








Room A Demo-A-Day in Chemistry
K324 Stephen Burgin, High School Chemistry Teacher, P.K. Yonge, sburgin(@pky.ufl.edu

How does the frequency and use of discrepant event chemistry demonstrations aid in the
retention and comprehension of knowledge in the subject of high school chemistry? Is there
a difference in achievement when students watch me perform the demonstrations compared
with when they perform and explain the demonstrations to a group of elementary students?
Video tape data, along with test grades were used to examine student involvement during
observation and performance of demonstrations and to assess student understanding of
complex topics such as acid/base chemistry, dynamic equilibrium, and catalysis.

Poster Presenters:
Bridgette Wicke, A Fifth Grader Discovers the Importance of Fluency by Becoming
a Buddy Reader
Andrea Schoen, Tracking My Own Success

Room Higher Order Mathematical Problem Solving Skills and the
K326 GEMS Curriculum
Chris Lake, 1st Grade Teacher and Petrina Leggon, 3rd Grade Teacher, Williams
Elementary, lakecd(@sbac.edu, leggonkp@sbac.edu

In past years our students have struggled when faced with challenging math problems. The
types of problems we are referring to require multiple steps, and higher level problem solving
skills in order to successfully complete. We decided to include part of the GEMS curriculum
within our math block to attempt to begin addressing this problem.

Poster Presenters:
Katie Lyall, The Effect of the UFLI Program on the Progress of One Struggling Reader
Alyson Deskins, Fluency Firecracker: Igniting the Fuse of Fluency

Room Reading Mastery through Making Words
K327 Beverly Dewar, Michelle Edwards, Randi Garlitz, Claudia Singerman
1st Grade Teachers and Title One Teachers, Williams Elementary, dewarba(@sbac.edu,
singerclaud(@aol.com, garlitrm(sbac.edu, edwardma(sbac.edu

Four teachers with very different reading groups participated in this inquiry that combined the
Fast Track Phonics Program with the Making Words Program. Our study looks at the
relationship between oral reading fluency and the Making Words Program.

Poster Presenters:
Lindsey Lydecker, Using QuickReads Reading Program to Improve Independent
Reading Fluency
Rachel Stolz, Using Word Families and Segmentation Activities to Improve Initial Sound
Recognition and Phonemic Awareness


2006 Inquiry Showcase


page 8









Room Team Teaching in an Inclusive Math Class
K329 Monica Leon, Collette Thomas, Christy Chandler, Terri Bain,
Teachers, Prairie Academy, leonmr(@sbac.edu, thomascd(@sbac.edu, turnercl(@sbac.edu,
baintm(sbac.edu

Presenters will share their experiences of team teaching in an inclusive 3rd grade math class.
The focus will be on how all students benefited academically as well as socially.

Poster Presenters:
Rebecca Bibliowicz & Jillian Seybert, Which Fluency Building Strategies Work Best to
Improve Fourth-Grade Students' Fluency?

Room Facilitating the Inquiry of Others
K330 Nancy Fichtman Dana, Director, Center for School Improvement, Diane Yendol-Hoppey,
Director, School Board of Alachua County-University of Florida Elementary Professional
Development Communities (PDC) Partnership, ndana(@coe.ufl.edu, dhoppev(coe.ufl.edu

For years, we have been advocating for and teaching about the process of practitioner
research as a powerful form of staff development and have facilitated the first inquiries of
hundreds of prospective and practicing teachers and principals. Yet, we realized that in our
years of facilitating inquiry, we never made the work of facilitation explicit -- it was something
we just did. Hence, this year, we embarked on our own inquiry journey with
the teachers we worked with to explore and better understand the experience of inquiry
facilitation. Join us in the discussion of three critical junctures we were able to identify in the
process of inquiry facilitation, and the actions facilitators might take at each of these
junctures to support and guide teachers through the inquiry process for the first time.

Poster Presenters:
Toni Staudenmaier, Enrichment Through Inquiry: Following a Gifted Student's Growth in
Reasoning and Writing
Jessica Klahr, From Sounds to Sounding Out to Sight Words: A Child's Progression
in Reading

Room Using Cooperative Learning Environments to Build a Community
K332 Elliott Adams, 1st Grade Teacher, Tracy Norman, 3rd Grade Teacher
Duval Elementary School, adamsew(@sbac.edu

Maintaining positive student behaviors impacts student classroom performance. This
presentation discusses the use of cooperative learning strategies to promote positive social
interactions and a sense of classroom community.

Poster Presenters:
Jessica Malara & Erin Masi, Does UFLI Help Struggling Readers Soar?


2006 Inquiry Showcase


page 9









Room Developing Action Plans for Challenging Students: Conducting Inclusion
M345 Meetings at Duval Elementary School
Lilliemarie Harvey, Special Education Inclusion Teacher, Susan Smith, 5th Grade Teacher,
Duval Elementary School, harveyla(@sbac.edu, smithsn(@sbac.edu

When students with disabilities are included in general education classrooms, teachers may
need help solving the puzzles of teaching and learning that they present. Weekly inclusion
meetings can help teachers learn from one another as they work to ensure that all students
succeed.

Poster Presenters:
Alyssa Lee & Juary Lopez, Using Vocabulary, Pre, During, and Post Reading Strategies to
Raise Self-Confidence in an ELL Student

Room Using Assessment Driven Mini-Lessons To Enhance Comprehension
M347 And Fluency
Elaine Langford, Reading Coach, and Janet Walters, Curriculum Resource Teacher,
Rawlings Elementary, langfoes(@sbac.edu, walteriw(@sbac.edu

We noticed a group of children who could read at a third grade level but were not
successfully using good comprehension strategies. We used FCAT test maker to create
pre-tests, formative assessments, and passages for instruction to build both fluency and
comprehension.

Poster Presenters:
Christy Black & Lauren Kling, Will Instruction in Phonological Strategies Help
Kindergarteners in Danger of Retention Improve Sound and Letter Symbol Relationships?

Room A Simple Approach to Improving High School Parental Involvement
M348 Meg Kamman & Emily Peterk, UF Doctoral Students, Angela Jones,
Special Education Teacher, Eastside High School, mkamman(@ufl.edu,
epeterek(@ufl.edu, aliones852k(@msn.com

High poverty secondary schools often have low parental involvement. To tackle this problem
in special education classrooms, we used a simple weekly newsletter combined with email to
increase communication with parents.

Poster Presenters:
Monica Robinson & Kate lonata, Will Using a Combination of CRISS Strategies Help
Fourth-Graders with Content Comprehension?


2006 Inquiry Showcase


page 10








10:05-10:35 a.m.


Session III


Room Word Challenge: Building Vocabulary With a Competitive Spirit!
J304 Jennifer Page, 8th Grade Language Arts Teacher, Suwannee Middle,
ipage(@suwannee.k12.fl.us

Teaching reading to middle school students is a complex challenge in itself. But no matter
what skills and strategies are taught, the students' limited vocabulary always gets in the
way of comprehension. This inquiry focuses on implementing a vocabulary plan that will
effectively motivate and engage students in their own personal vocabulary
development...with a touch of competitive spirit included.

Poster Presenters:
Allison Briggs & Maureen Loughran, The Effectiveness of the UFLI Intervention for
Students Reading on Grade Level

Room Classroom Walk Through Leads to Inquiry? How Did We Do and What Do We
J306 Think?
Jack Hughes, 6th-8th Grade Reading Teacher, Chiefland Middle, huqhesi(Slevy.k12.fl.us

What happens when we manage by walking around? Do we get a picture of what is going
on, how it is happening, who is doing what, what is being used, and is there really student
achievement because this stuff takes place? This sounds like a reflection of
"Snapshot/Classroom Walk Through" to me.

Poster Presenters:
Karen Pearson & Amber Ray, The Effect of the UFLI Tutoring Program on Struggling
Readers' Fluency

Room Organizational Skills: Who Needs Them?
J307 Charlene Leasor, High School Teacher, Trenton High, leasorc()mvycsd.orq

Can students be taught organizational skills that will improve their academic performance?
Students were provided with planners and an overview detailing expectations and different
organizational styles.

Poster Presenters:
Emily Allen, They Have the Brains but Lack Organization: Teaching Gifted Students How
to Stay Organized in Order to Keep On-Task with Their Classroom Work
Maria Johnson, Will Summarization, Motivational and Organizational Strategies, Coupled
with Parental Support, Improve a Fourth-Grade Student's Reading Comprehension?

Room Third Grade FCAT Vocabulary: To Improve Comprehension
J309 Carol Snider, 3rd Grade Teacher, Bronson Elementary, sniderc(@levy.k12.fl.us

Third grade students need vocabulary instruction that is research based, and is pertinent to
FCAT Testing. This instruction should be 12 minutes daily of hands-on activities based on
words found on FCAT.

Poster Presenters:
Kim Chisling & Heather Kurz, The Impact of the UFLI Reading Intervention on the
Progress of Two Struggling Readers
2006 Inquiry Showcase page 11









Room Learning 'Round the Block, - P.K. Yonge D.R.S. Implemented an Alternating
J310 Day, 100-Minute Block Schedule Five Years Ago in the Secondary School
Brian Marchman, Assistant Principal & Assistant Professor, P.K. Yonge,
marchman(@pky.ufl.edu

Block schedules are widely viewed as opportunities for teachers to change their
instructional strategies so students may become more engaged, higher achieving learners.
This inquiry examined P.K. Yonge teacher perceptions of the effectiveness of our current
block schedule.

Poster Presenters:
Jessica Nease, The Effect of One-On-One Tutoring on a Struggling Reader's Progress
James Vlaadingerbrock, Using a Graph Paper Strategy to Help Improve a Student's
Writing Ability/Structure

Room Why Can't We All Get Along?: If Cooperative Learning is Such a Great
J312 Teaching Strategy, Why is it So Painful Sometimes?
Carlee Escue, High School Math Instructor, P.K. Yonge, cescue(@pky.ufl.edu

When implementing a group project on playground design, I have noticed the most difficult
aspect and hardest to foresee are creating groups that function and get along. I also have
found it challenging to get parents to support the idea of cooperative learning and to support
me when I tell them it will all work out in the end. Through trial and effort and research, I will
present my findings and hopefully positive outcomes of getting everyone to cooperate with
cooperative learning.

Poster Presenters:
Mallory Ovitt, Teaching Math Content to Improve Class Participation
Brandi Hartzog, Will Numeracy Strategies Increase the Mathematical Skills of a
Fourth-Grade Student?

Room The Relationship Between Student Journaling and Their Grammar
K324 Development in Spanish Class
Grisell Santiago, Spanish Instructor, P.K. Yonge, gsantiaqo(Spky.ufl.edu

While trying to figure out how to help my students from Spanish II and III improve their
grammar, I came up with the idea of doing a weekly journal about topics in which students
in this age group would be interested. The journal entry questions use the grammar rule
that we are learning on that particular week, and in this way the students are also practicing
new things that they have learned in the classroom. Every six weeks I collected the journals
and after returning the journals, we talked about the grammar mistakes that the majority of
students had in common. I analyzed improvement my students made from one journal entry
to the next.

Poster Presenters:
Melissa Rickabaugh, Metcognition: Catching Own Daydreaming
Danielle Robinson, Using Self Monitoring to Improve Academic Performance


2006 Inquiry Showcase


page 12









Room Implementing Notebooks in Science and Social Studies for Organization and
K326 Study Skills Development
Melinda Craine and Deb Magnusson, 5th Grade Teachers, Williams Elementary,
crainems(@sbac.edu, magnusdc(@sbac.edu

Presenters will share their experiences using spiral notebooks in both science and social
studies classes. These teachers decided to implement the use of notebooks in this manner
after attending a History Alive workshop. Insights were gained as to the effectiveness of
using year-long interactive notebooks.

Poster Presenters:
Cassandra Leth & Julie Durrance, Will Fluency Strategies Help the Reading Skills of
First-Grade Students in Danger of Retention?

Room Strategies to Promote Better Writers
K327 Sandy Davis, Karen Sroka, Kay West, 2nd and 4th Grade Gifted Magnet Teacher, 4th
Grade Teacher, Williams Elementary, srokakm(@sbac.edu

The inquiry process began as an effort to narrow down the deluge of materials available for
the teaching of writing. Presenters will share practical resources and activities for
enhancing focus, organization, elaboration, and conventions in students' writing.

Poster Presenters:
Melissa Wallace, The Effect of the UFLI Tutoring Program on a Beginning Reader's
Progress in Phonological Awareness
Nancy Brown, How Can I Decrease the Amount of Time Lost to Challenging Behavior?

Room Engaging the Minds of the New Generation of Low-Socioeconomic First
K329 Graders Through the Arts
Jennifer Lindquist, Art Teacher (K-5), Williams Elementary, lindquia(@sbac.edu

This inquiry explored how to capture the interest and attention of first grade students, who
have been exposed to a higher volume and frequency of passive-experiences (T.V., Video
games, computer) than in the past, through an arts lesson.

Poster Presenters:
Ashley Wilder, Let's NOT Give Him Something To Write About: Free Choice as Motivation
for a Struggling Writer
Amy Gindoff, Using Tactile Learning Strategies to Help a Learner with Patterns

Room Inquiry, Reflection, and National Board Certification
K330 Kristin Weller, 7th Grade Math Teacher, P.K. Yonge, kweller(@pkv.ufl.edu

A teacher inquirer who has prepared for National Board Certification this year reflects on
the process and the ways teacher inquiry and National Board Certification align with each
other.

Poster Presenters:
Lindsey Costello, Will Numeracy Strategies Increase the Mathematical Skills of
a Fourth-Grade Student?
Roxanne Butts, Improving Reading Fluency Through Practice with High Frequency Words


2006 Inquiry Showcase


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Room How Effective Is A "School Wide" Vocabulary Policy?
K332 William Griffin & Paul Montgomery, 9th Grade Critical Thinking & Government Teachers,
Jean Ribault Senior High, Jacksonville, FL, griffinwl@(Seducationcentral.orq,
montgomerp@educationcentral.org

The teachers in this inquiry project questioned the impact on student learning of a school-
wide practice of writing a weekly root word and daily vocabulary words from the weekly root
word on the board each day. This inquiry examined whether using a vocabulary word map
or sentence extension strategy would provide better results in increasing students'
vocabulary than the school's vocabulary policy.

Poster Presenters:
Allison Sadler, Advancing Writing Through Phonemic Awareness
Haley Johnson, How Can I Help a Struggling Fourth-Grade Reader Improve His Fluency
and Word Recognition Skills?

Room Does the Infusion of the Arts Help Students Understand Math?
M345 Karen Magruder, 3rd Grade Teacher, Jenny Eckenrode, Music Teacher,
Duval Elementary School, magrudkl(@sbac.edu, eckenrodei(Sbellsouth.net

Presenters will share how arts infusion, particularly music, art, and dance, increases math
achievement by making connections between the arts and math.

Poster Presenters:
Theresa Minder, Teaching Phonemic Awareness to Improve Independent Writing
Karla Lacayo, Comprehension: Using Decoding and Reading Strategies to Enhance
Understanding

Room You've Got Mail: The Kindergarten Student Pen Pal Exchange Project
M347 Tricia Ayoub, Kindergarten Teacher, Rawlings Elementary triciaavoub(yvahoo.com

Everybody likes to get mail. In this project kindergarten students wrote and received mail
with in-school mentors, cross school penpals, and kindergartens from across the country in
order to develop skills in reading and writing.

Poster Presenters:
Charlie Cookerly, The UFLI Program: Is It Beneficial for Struggling Readers?
Lisa Williams, Stop the Guessing: Using Strategies to Decode Words

Room Building a Culture of Inquiry at One Elementary School: Teacher
M348 Inquiry as a Synonym for Teacher Professional Development
Jim Brandenburg, Principal, Alachua Elementary School, brandeie(@sbac.edu

This session describes how one school developed inquiry as the central component of the
teachers' professional development plan and integrated prospective teacher inquiry into the
school improvement efforts as well. Specific attention will be given to the process used to
build a shared commitment and understanding of the inquiry process within the faculty as
well as the overall changes that are resulting in the school's culture.

Poster Presenters:
Kim Webb, How an Organizational System Can Enhance Student Learning
Kelly Wheeler, Using Alphabet Manipulatives to Enhance Decoding Skills


2006 Inquiry Showcase


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10:40-11:10 a.m.
10:40-11:"10 a.m. Refreshment Break*
P.K. Yonge Cafeteria

*Refreshments sponsored by the Lastinger Center for Learning
with support from Wachovia Foundation




11:15-11:45 a.m. Session IV


Room Using New Technology to Help Struggling Readers
J304 Lynn Marshall, 3rd Grade Teacher, Hampton Elementary, marshall lynn(@firn.edu

Teachers are always hit with "something new!" By using new technology, this third grade
teacher found that the Interwrite Pad is a positive force in increasing vocabulary and fluency
with her struggling readers.

Poster Presenters:
David Feuerbach & Jenna Lindsey, Is UFLI Effective in Increasing Achievement for
Students Who Are Reading Below Grade Level?

Room Does Quality Have a Place in Geometry Class?
J306 Jim Bice, High School Geometry Instructor, P.K.Yonge, ibice@pky.ufl.edu

I have an informal Geometry class that is not working. Is it me, them, or something else?
Can I use the Quality Improvement Process that I learned in business to improve my
teaching? I tried the steps from this process for my class. It did make me a better teacher
and helped me enjoy the class a little more.

Poster Presenters:
Lindsey Ferdinandsen, Intrinsically Motivating a Student to Read Independently in
Order to Improve Reading Comprehension.
Amy Finkelman, How Does Reading More at Home and Practicing Reading
Comprehension in the Classroom Affect Reading Fluency?

Room Technology vs. Text: Which Tastes Better?
J307 Leanne Criscitiello, 7th-8th Grade Reading Teacher, Trenton High, criscitiellol()mvqcsd.org

Do students in an intervention reading class perform better on assessments completed in
the computer lab or do they excel on the traditional text assessments in the classroom? For
our students' benefit, do we need to embrace technology as a necessary ingredient in a
successful classroom?

Poster Presenters:
Tracy Gault & Melanie Kottke, Effects of the UFLI Program on the Progress of
Struggling Readers


2006 Inquiry Showcase


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Room How Does Team Teaching Influence Student Achievement?
J309 Juli A. Marcus, 3rd Grade Teacher, Fort White Elementary, Marcusj@firn.edu

This inquiry looks into the benefits of team teaching and how it influences student
achievement. This presentation will explore student gains academically and emotionally.

Poster Presenters:
Megan Connaughton, How to Find the Buried Treasure of Good Behavior
Jessica Nolan, Improving Frequency Through Increased Reading Aloud Practice

Room Brain-based Learning and Lessons: Success for Struggling Students?
J310 Kathy Hunt, 1st-3rd Grade ESE Support Facilitator, khunt(@baker.k12.fl.us

When dealing with national and state imposed standards and expectations that are
developmentally inappropriate, using a developmentally appropriate approach to teaching is
becoming more and more difficult. Will brain-based learning activities increase the success
rate for struggling (including ESE) students in a general education classroom?

Poster Presenters:
Brooke Goldfeder, Providing Individualized Attention and Basic Skill Practice to Improve
Off-Task Behavior with Struggling Students
Kimberly Kuntarics, Will Spelling Strategies Improve the Spelling Skills of Third-Grade
Students?

Room Growing Pains: Dealing with Turnover in a Principal Learning
J312 Community Over Time
Cheryl Beauchamp, Principal, Bronson Elementary, beauchc@levy.k12.fl.us
Lynn Bishop, Principal, Lake Butler Elementary, bishopl@union.k12.fl.us
Mark Bracewell, Principal, Lake Butler Middle, bracewellm(union.k12.fl.us
Denee Hurst, Principal, Anderson Elementary, deneehurst(@dixie.k12.fl.us
Lynette Langford, Principal, Trenton Middle-High, langfordl@mvycsd.ora
Norri Steele, Principal, Suwannee Middle, nsteele@suwannee.k12.fl.us
Rick Stephens, Principal, Hampton Elementary, stephens_r01@firn.edu
Bobby Turnipseed, Principal, Chiefland Middle, turnipb@levy.k12.fl.us
Fran Vandiver, Director, P.K. Yonge, franvan@pky.ufl.edu
LuAnn Williams, Principal, Mcclenney Elementary, Iwilliams@baker.k12.fl.us

Learn how a group of principals across 6 counties have come together and sustained a
powerful principal learning community over a 6-year period. Presenters address how the
community dealt with turnover of membership, regrouped, and sustained the power of this
learning community of administrators over time.

Poster Presenters:
Stacy Hawkins & Hayley Simon, Do I Show Him I Care?: It Is All About Relationships


2006 Inquiry Showcase


page 16









Room Parent-Teacher Book Clubs in the Middle Grades: Improving Communication
K324 and Understanding among Parents, Teachers and Students
Greg Cunningham, 7th Grade Instructor, English Language Arts, gregc@pky.ufl.edu

The communication triangle between parent, teacher and student breaks down in the
middle grades. Parents already confused by their children's behavior are often
overwhelmed by the sudden number of teachers and their diverse expectations. Teachers
find it difficult to get to know individual families well with student loads in the hundreds. And
the students themselves are caught up in an emotional maelstrom that leaves little room for
academics or communication, but has one ironclad principal: "Keep things on the 'down-
low'... Talking to your parents is definitely not cool." This inquiry examines the effects of
using the body of literature written for parents about young adolescents' development and
behavior as the focus of a monthly evening book club. Goals for these meetings are to (1)
engage in text-based discussions, (2) break down parents' sense of isolation, (3) foster
networking and building of school community, and (4) enjoy each other's company.

Poster Presenters:
Lauren Brown, Encouraging the Use of Phonemic Awareness to Improve the Writing of
Struggling Students
Amanda Whitehurst, Slow Down When You're on Your Own: Teaching a Student to
Effectively Use Reading Comprehension Strategies

Room Ensuring Every Student's Success in Math
K326 Adam Escue, 4th Grade Teacher, P.K. Yonge, aescue(@pky.ufl.edu

When faced with the challenge of ensuring my students success within math I found that I
had a population of students all with different needs. So, I began a process of differentiating
my instruction in order to meet individual students at their level. Through this experience I
have discovered approaches in teaching math that have benefited each and every student.

Poster Presenters:
Jessica Cook, Can Organization Strategies Help Two Struggling Gifted Fifth Graders
Succeed in Mathematics?
Luz Maria Delfin, Using Reciprocal Teaching to Aid in the Comprehension of
Non-Fiction Texts

Room Using Journals for Development of Social Skills and Conflict Resolution
Dory Schofield, Sandra Sukhraj, Bernard Baez, 5th grade teachers, Williams
Elementary, schofidn(sbac.edu, ss98teacher(@aol.com, baezirb(sbac.edu
This presentation will show how social skills and conflict resolution was addressed in the
classroom through the use of journal writing. This is the second year of implementing
journal writing by these teachers. This inquiry was originally developed as a result of their
book study work with Habits of Goodness by Ruth Charney.
Poster Presenters:
Mary E. "Molly" McCoun & Allyson Jennings, Implementing Behavior Intervention
Strategies to Promote or Enhance Student Performance


2006 Inquiry Showcase


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Room Supporting the Reading Development of a Struggling Third Grade Student
K329 Cecelia Lockwood, CRT Aide, Williams Elementary, lockwood(yvahoo.com

My inquiry focused on understanding how I could help one third grade student, who is
reading on a first grade level, develop his reading skills. Since this student enjoys writing
and takes pride in his hand-writing, I explored the question, "Can writing help improve his
reading ability?"

Poster Presenters:
Christine Guggenheimer, Does UFLI Increase a Student's Reading Level?
Chris Ammen, Can I Improve a Student's Reading Comprehension by Implementing the
"Sticky Notes" Strategy?

Room ESOL and Essay Writing
K330 Rebecca Wolfson, 4th Grade Teacher, Lake Butler Elementary, wolfsonr(@union.k12.fl.us
In Florida, teachers are challenged to prepare students for the FCAT Writing test. ESOL
students usually struggle on this test. Through teacher inquiry, I looked for effective
strategies that would allow my ESOL student to create an effective essay.

Poster Presenters:
Summer Nolen & Michelle Norberg, Will Fluency Building Strategies Improve a
Fifth-Grade Class' Fluency Skills?

Room Successful Strategies for Minimizing Defiance in a Productive Learning
K332 Community
Fabiola Calixte, 3rd Grade Teacher, Barbara Henry, Behavior Resource Teacher &
Assistant Principal, Ally Jandik, 3rd Grade Teacher, Duval Elementary, henryba(sbac.edu

A researcher in the area of student defiance wrote, "Some of our students have
experienced painful rejections. To guard against being rejected or unsuccessful again, they
opt to reject us first, believing that the best defense is a good offense." We chose to do this
inquiry to foster positive relationships between teachers and students displaying defiant
behaviors.

Poster Presenters:
Amanda Denahan & Jill Blythe, Teaching the Alphabetic Principle and Phonemic
Awareness for Reading Readiness

Room Helping First Graders Learn To Ask Questions
M345 Elizabeth Johnson, Carolyn Maguire, and Kesia Singletary, First Grade Teachers,
Rawlings Elementary, Gnvbethl40(@hotmail.com

When reading stories to our children we noticed they were having difficulty generating
questions related to stories. We implemented a plan to further their comprehension by
teaching them the purposes and process of question asking.

Poster Presenters:
Lesley Burrell, How Can Increased Knowledge of Word Families Improve One
Student's Decoding Skills?
Mary Shannon, Using Sight Words with Picture Reinforcement to Improve Student
Fluency and Reading Efficiency


2006 Inquiry Showcase


page 18








Room Linking Kindergarten Students From Diverse School Cultures Through Pen
M347 Pals: The Kindergarten Student Pen Pal Exchange Project
Elmira Goode and Katie Reed, Kindergarten Teachers, Rawlings Elementary,
goodeev(@sbac.edu, reedk(@sbac.edu

Kindergarten teachers and their students from different school cultures corresponded and
interacted with each other to develop reading and writing skills. Linkages across urban,
rural and suburban schools created the context for kindergarten students to experience
letter writing as a communication tool and to learn to understand and appreciate diversity.

Poster Presenters:
Lauren Brown, Encouraging the Use of Phonemic Awareness to Improve the Writing
of Struggling Students
Wendy Abrams, /ar/f! Helping an ESL Student Develop Phonemic Awareness



11:55-12:25 p.m. Session V


Room New Reading Coach: How Can I Best Utilize My Time and Activities?
J304 Debbi Hubbell, Reading Coach (K-5), Fort White Elementary, debbihubbell(@yahoo.com

I was faced with the challenge of being a new reading coach this year with demanding tasks
combined with a loosely defined role. My inquiry explored ways to understand how to
effectively use my time and ways to improve what I did.

Poster Presenters:
Paula Heilman, The Effect of a Structured Reading Program on the Progress of a
Struggling Reader
Cailin Huppert, Do Repeated Readings Mixed with Sight Word Timings Help with Reading
Fluency?


Room The Reading and Writing Connection in the Early Childhood Classroom
J306 Ivy Dix, Kindergarten Teacher, Bronson Elementary, dixi@levy.k12.fl.us

Looking for new ways to improve my students' reading comprehension, I turned to one of
my favorite subjects: WRITING! Come take a look into my kindergarten classroom as I
investigate the connections between reading comprehension and writing. Could a writing
activity that immediately follows a story read aloud improve my students' comprehension?

Poster Presenters:
Ben Haines, The Impact of the UFLI Tutoring Program on Struggling Readers' Progress
Ryan Aschenbrenner, Motivational Strategies


2006 Inquiry Showcase


page 19









Room Motivation in the Middle: Creating Data Driven Students
J307 Nancy H. Nielsen, 6th Grade ESE Inclusion Teacher, Suwannee Middle School,
nnielsen(@suwannee.k12.fl.us

Education is becoming increasingly data driven, with tests and assessments used to
determine decisions ranging from funding to placement to actual lesson plans for the
classroom. What happens when we invite students to use their own data to become more
engaged in their educational experience?

Poster Presenters:
Katie Almon & Elizabeth Homan, Improving Reading Comprehension through Word
Recognition Strategies

Room "Teacher, I'm Finished! What Do I Do?"
J309 Sherri Jackson, 3rd Grade Teacher, Macclenny Elementary, siackson@baker.k12.fl.us

In my classroom, when students completed their assignment and were waiting for others to
finish, they would read their AR book. I wanted to find a way to use that time in a way that
reinforces FCAT skills. I discovered take-it-to-your-seat centers and have started using
them in addition to the option of reading. My data shows that using these centers allowed
students to reinforce FCAT skills, and in addition, student behavior improved.

Poster Presenters:
Kimberly Rice, If A Student is Given an Allotted Time to Spend on Assignments, Will His
Work and Overall Effort Improve?
Stephanie Apolaro, Using Mini-Lessons as a Means to Improve Student Writing

Room Teaching Other People's Children: Examining and Improving Teacher and
J310 Administrative Practices towards African-American Students
Randy Scott, High School Assistant Principal, P.K. Yonge, wscott@pky.ufl.edu

This inquiry began around the reading of Lisa Delpit's 1995 book, Other People's Children.
Several teachers and administrators selected this book in a process of examining and
improving their practices towards African-American students. The book serves as an
informal and un-intrusive guide as educators ask the following questions: How can I help
meet the needs of African-American students? Do my instructional practices help or hinder
these students? What role has my heritage and upbringing played in the lives of these
students? What can I do to help close the achievement gap and improve my practices
toward African-American students? Come join in a discussion of the learning that occurred
when a group of teachers studied this book and developed a better awareness of African-
American students and student achievement.

Poster Presenters:
Jason Stubbe, The Use of Preferential Seating to Improve On-Task Behavior
Pam Hall, The Relationship Between a Student's Behavior and His Progress in Reading


2006 Inquiry Showcase


page 20









Room Getting Ready for the Big Show: Teaching Science Through Performance and
J312 Presentation
Randy Hollinger, 7th Grade Science Teacher, P.K. Yonge, randallh(pky.ufl.edu

Will students rise to the challenge when they have to perform or present to others?
Remember the old saying "to truly know something is to teach it?" I was interested to see if
students would learn with more efficiency, retention, and motivation if a performance or
presentation is at the end (sort of like this inquiry project). With the pressure on, the
students are studying animal diversity through a program called Science Live where they
travel to local schools and teach elementary students about animal diversity with live
specimens and presentations. Will they know their stuff?

Poster Presenters:
Rebecca Liem, Using Small Group Mini Lessons with Struggling Students to Improve
Independent Writing
Roxanne Stone, Improving Reading Fluency Through Practice with High Frequency Words

Room Bridging the Gap: Making the Transition from Intervention Math
K324 To General Math
Kathryn Albrecht, Middle School ESE Teacher, P.K. Yonge & Stephanie Harrell,
8th Grade Math Teacher, P.K. Yonge, Kalbrecht@pky.ufl.edu, sharrell(@pky.ufl.edu

Students transitioning from 7th grade intervention math to general 8th grade math lack
confidence and struggle with grade level mathematical concepts. Through the use of
student and teacher interviews, supports were designed to help students gain confidence
and increase achievement.

Poster Presenters:
Mary Dukes, Enhancing Writing Instruction Through Focused Intervention
Emily Neilson, Increasing Fluency Through the Use of Technology

Room Everybody Loves PE or Do They???
K326 Daniel Drost, PE Teacher, Williams Elementary, drostdk(@sbac.edu

Knowing the importance of physical activity, my students are expected to see at least
moderate success or improvement physically. The more I try, some students just can't see
this. There has to be good reason and some solution to this problem. To gain insights into
my physical education teaching, I explored the wondering, "How do non-athletic/non-
motivated students experience Physical Education?"

Poster Presenters:
Stephanie Wignall, Engaging Students and Increasing Participation Through Improving
Listening Skills
Carly Tullis, Improving Fine Motor Abilities Through the Use of Technology

Room Bridging the Gap Between School and Home
K327 Johnny Cromwell, Maggie Jossi, Sunshine Moss, & Kari Leigh Winegard, 4th & 3rd
Grade Teachers, Williams Elementary, cromwelli(sbac.edu, iossimh(sbac.edu,
mosssd(@sbac.edu, winegardkl(@sbac.edu

Presenters will share data collected through surveys given to the families of their students
attempting to answer the question, "How do parents perceive Williams Elementary School?"


2006 Inquity Showcase


page 21








The focus of the inquiry is to analyze common themes and develop a plan to help families
become more involved at Williams.

Poster Presenters:
Kathryn Roegiers, A Step by Step Method to Sight Words
Kendra Quesenberry, Do You Hear What I Hear?: Using Quality Children's Literature and
Flashcards to Develop Phonics in First Grade

Room Exploring Language in Use
K329 Erica M. Jacobs, 8th Grade Language Arts Teacher, St. Patrick's School, tiftavy@ufl.edu

Considering the continued debate over the need for explicit vocabulary instruction and the
resistance from my students to learn new vocabulary words, merged with my sincere belief
in the need for a combination of implicit and explicit instruction, I have designed a variety of
creative activities which I incorporated into my curriculum and used on a daily basis.

Poster Presenters:
Christen Hamilton, The Effect of the UFLI Tutoring Program on the Fluency of a Stuggling
Reader
Shaina Nelson, Using a Written Contract to Increase Student Motivation and Focus

Room Helping My Paraprofessionals Create Their Pedagogy
K330 Sharron Cuthbertson, PK-ESE Teacher, Bronson Elementary School,
scuthber(@direcwav.com

In an effort to help my paraprofessionals understand their own orientation and beliefs
defining their teaching pedagogy as well as my own, I engaged in a collaborative inquiry
with them. Within our triad I created a questionnaire that we each completed in order to
better understand our individual approaches to teaching and learning. We then
collaboratively collected data on our students, as well as ourselves, to determine how
closely our individual and collective actions related to our beliefs about teaching. By
systematically sharing our own orientation towards teaching and looking at student data, we
began to create a shared way of working within our classroom.

Poster Presenters:
Ashley N. Hope & Margaret A. Edgerton, How the Use of Positive Reinforcement Affects
Students Attitudes within the Classroom

Room Maximizing Mathematical Gains through Benchmark Clustering
K332 Shawnna Batie, 4th Grade Teacher, Wanza Wakeley, Curriculum Resource Teacher,
Gloria Merriex, 5th Grade Teacher, Duval Elementary School, wakelewt@sbac.edu

This presentation addresses teachers' concerns with increasing students' achievement of
the Sunshine State standards in mathematics. Through the use of benchmark clustering,
the fourth-grade teacher was able to focus instruction on targeted skills.

Poster Presenters:
Amanda Fischer, Sound-Symbol Relationship Counseling
Jennifer Serafin, STOP! Helping a Student to Stop and Decode Unknown Words During
Reading


2006 Inquiry Showcase


page 22







Room Changing the Writing Culture in my Building
M345 Lacy Redd, Principal, Newberry Elementary School, reddla(@sbac.edu

Principal Lacy Redd will share how her school is working to meet No Child Left
Behind requirements. She will share her school's efforts to involve all stakeholders,
including the university, in changing the writing culture of her school. Staff development tips
will be shared and important lessons in school change will be highlighted.

Poster Presenters:
Teri Anastasio & Meghan Walters, How Does the Use of Mini Lessons in Writer's
Workshop Effect Student Paragraph Writing Development and Confidence?

Room Hand Me That Science: Teaching Concepts Through Manipulatives
M347 Sharon Thomas and Katie Milton, Fifth Grade Teachers, Rawlings Elementary
Sfthomas2001 (yvahoo.com

When thinking about implementing hands on science through the GEMS program in
collaboration with Harcourt science, we wondered about how using manipulatives
influences comprehension. We explored the impact of teaching science concepts through
activity based lesson and assessed students' comprehension.

Poster Presenters:
Morgan Beasley & Leanne Harrison, Question: Can Personalized Attention and
Strategies Help a Student Who Struggles With Communication?

Room Here's What Learning Looks Like!
M348 Rose O'Hara-Jolley, 3rd-5th Grade Teacher, One Room Schoolhouse &
Cathy Hanek, UF Masters Student, seremer(@ufl.edu, cathanek@(ufl.edu

My third, fourth and fifth grade reading and writing class uses methods derived from
responsive classroom, writers workshop and the project approach. We wondered what
students "really" do when engaged in independent activities. We documented what students
do and the amount of time students are on task while engaged in independent learning
activities.

Poster Presenters:
Carrie Werner, The Effects of the UFLI Tutoring Program on a Struggling Reader's
Progress
Diana Cheesman, Becoming a Reading Detective: Using Decoding to Solve Reading
Comprehension



12:30-1:00 p.m. Closing Session
Performing Arts Center

A Celebration of the Practitioner Inquiry Experience
Nancy Fichtman Dana, Director
Center for School Improvement
ndana(@coe.ufl.edu


2006 Inquiry Showcase


page 23









Post Showcase Events


1:00-1:45 pm
Media Center/Cafeteria



1:00-2:00 pm
J-304 & J-306


Pre-Intern Final Session & Recruitment Luncheon*

*Sponsored by the Foundation for Rural Education Excellence
(FREE)


Lastinger Center Wachovia Focus Group Interviews
& Lunch


UNIVERSITY OF

FLORIDA
COLLEGE OF EDUCATION

ADVANCE YOUR CAREER

Online Graduate Programs and Courses
from the highest ranked education college in Florida

Graduate courses, degrees, and certificates available in
*Teacher Leadership for School Improvement*
*Educational Technology*
*Reading/Literacy*
*Special Education*

-Nationally recognized faculty-
-Convenient schedule-
~Practitioner-oriented course designs-

http: /www.coe.ufl.edu/online

Registration Now In Progress!


2006 Inquiry Showcase


page 24









Programs Represented at the 2006 Inquiry Showcase


The Center for School Improvement at the
University of Florida's overarching goal is to
promote and support practitioner inquiry as a
primary mechanism for school improvement in
schools throughout the state. In partnership with
the North East Florida Educational Consortium
and P.K. Yonge Developmental Research
School, the Center organizes the Teaching,
Inquiry, and Innovation Showcase each year,
bringing together practitioners from a number of
different contexts that are devoted to improving
schools through inquiry. Nancy Dana, CSI
Director, collaborated with NEFEC and P.K.
Yonge teachers and administrators on the
individual inquiries shared at today's Showcase.

North East Florida Educational Consortium's
Florida Reading Initiative (FRI). The Florida
Reading Initiative is a research-based school
wide reform effort committed to providing the
professional development and follow up support
necessary for schools to achieve just that-100%
literacy! Teachers are given the background
knowledge, skills and strategies needed to teach
all students. Thirteen schools in the North East
Florida Educational Consortium (NEFEC)
member districts began the FRI in year one, with
twenty-seven additional NEFEC schools joining in
year two of the Initiative. This K-12 Initiative
promotes teacher inquiry, collegial conversation
and professional development. The focus is on
improving reading instruction by fostering teacher
development. Teachers and administrators from
the first thirteen schools presented at the Inquiry
Showcase today. Support for their work was
provided by NEFEC personnel (Sabrina Crosby,
Marsha Hill, Bob Smith, Janet Valentine),
Inquiry Facilitators (Nancy Dana, Debbi Hubbell,
Jack Hughes, Michelina "Mickey" MacDonald,
Kim Sullivan, and Diane Yendol-Hoppey), UF
Head Education Librarian (lona Malanchuk), and
the "Lucky 13" principals (Cheryl Beauchamp,
Lynn Bishop, Mark Bracewell, Denee Hurst,
Lynette Langford, Nori Steele, Rick Stephens,
Bobby Turnipseed, Fran Vandiver, and
LuAnne Williams).

PK Yonge Developmental Research School, a
unit in the College of Education of the University
of Florida, was established in 1934 to be a center
2006 Inquiry Showcase


of educational innovation for students, K-12.
Under the direction of Fran Vandiver, the primary
role of the school is to develop, evaluate, and
disseminate exemplary programs of education.
P.K. Yonge serves the state of Florida by
conducting research studies regarding
management, teaching, and learning.
Instructional practices are investigated through
formal studies, faculty directed action research,
and assisting graduate students and university
faculty with research projects involving P.K.
Yonge students. Seventeen teachers and
administrators from PK Yonge presented their
inquiries at today's Showcase.

The School Board of Alachua County -
University of Florida Professional
Development Communities (PDC) Partnership
was created in response to the national
Professional Development School movement and
in an effort to provide all students within the
University of Florida's Unified Elementary
ProTeach program (approximately 200
prospective teachers per academic year) access
to rich and connected field experiences. The
partnership was established between the
university and ten elementary schools in Alachua
County: Littlewood, Williams, Terwilliger, High
Springs, Newberry, Alachua, Foster, One Room
School House, Norton, and P.K. Yonge. The
PDC concept is designed to both acknowledge
the unique qualities of each school as well as
create space for each school's work with
prospective and practicing teachers to further the
school's own mission by targeting school
improvement areas. Three critical attributes
undergird the PDC work: 1) A shared overarching
mission, 2) Field experiences with connected
coursework driven by school needs rather than
university developed syllabi, and 3) Networking
among PDCs. One way networking among the
PDCs is accomplished is through prospective
teachers sharing ways they have contributed to
school improvement in each PDC at the annual
Teaching, Inquiry, and Innovation Showcase.

One hundred and forty-four prospective teachers
from the PDCs shared posters of their inquiries
into school improvement at today's Showcase.
Their inquiries were supported by PDC
page 25








Coordinator (Diane Yendol-Hoppey) and Special
Ed Coordinator (Martha League), PDC Principals
(Darla Boyd, Jim Brandenburg, Kathy Dixon,
Glenda Good, Amy Hollinger, Sandy Maderios,
Jeff Means, Lacy Redd, Gail Hamilton, and
Ann Dolan), PDC Field Advisors (Ela Kaye Eley,
Carl Fields, Angela Gregory, Jennifer Jacobs,
Marty League, Joanne Pohlman, Vicki Vescio,
Carolyn Beaunae, Darby Desmond, Suzie
Mancil, Tiffany Ohlson, and Twila Patten), and
numerous PDC Mentor Teachers.

The Lastinger Center for Learning is a $4
million endowed center in the University of
Florida's College of Education. The Center's
mission is to promote sustained, measurable
improvement in the academic achievement of
Florida's elementary school children by focusing
on the recruitment, retention, and development of
teachers and principals in high poverty schools.
Teachers representing the Lastinger Center at
this showcase are involved in the Florida Teacher
Fellows Program, and teach in one of the
nineteen schools in the Lastinger Center's Florida
Flagship Schools Network. Each Flagship School
has 20-30 Teacher Fellows who have committed
to working together to improve the education of
students at their school through the use of
teacher inquiry. Teachers meet monthly with an
external facilitator in a year-long examination of
their own practices. Fifty-six Lastinger teachers
presented at today's showcase, with support for
their work from Director Don Pemberton,
Coordinator Alyson Adams, Professors
(Elizabeth Bondy, Nancy Dana, Holly Lane,
and Dorene Ross), and six Teacher Leaders
(Maggie Jossi, Randi Garlitz, Valde Fortner,
Michelle Edwards, Terri Bain, and Donna
Bergen). For more information on the Florida
Teacher Fellows, or one of the many other
Lastinger Center for Learning initiatives, log onto
the website at: www.lastingercenter.com.

The School of Teaching and Learning at the
University of Florida Advanced Graduate
Programs include: Curriculum, Teaching &
Teacher Education, Early Childhood Education,
Educational Technology, Elementary Education,
English Education, ESOL/Bilingual Education,
Foreign Language Education, Literacy & the Arts,
Language & Literacy, Mathematics Education,
Reading & Literacy, Science Education, Social
Foundations, Social Studies Education, and
Teacher Leadership for School Improvement.
2006 Inquiry Showcase


Many UF graduate students enrolled in these
programs work in school contexts to conduct
inquiry around issues faced daily by practicing
teachers. Some of these students are conducting
inquiry within their own classrooms as part of
their university coursework. Others collaborate
with practicing teachers (and one another) to
design inquiry that addresses teachers' questions
and concerns. Eight teachers enrolled in
advanced graduate study presented their
inquiries at today's Showcase, with support from
their course instructors, Nancy Dana, Kara
Dawson, Dorene Ross, and Diane Yendol-
Hoppey. For more information on advanced
study programs in the School of Teaching and
Learning, visit http://www.coe.ufl.edu/school.

The University of Florida Alliance is a
university-wide partnership with six urban high
schools. Focused collaborative efforts allow
educators to explore new solutions, reflect on
evolving issues, and put into practice new
strategies in the demanding and dynamic field of
urban education. Alliance partners work together
to improve education and educational
opportunities across the state of Florida and to
empower students to become leaders in their
schools, their communities, and in their chosen
professions. Teachers representing the Alliance
at this Showcase are involved in the Urban
Teacher Induction and Retention Network, funded
by BellSouth Foundation, which links and
supports novice and mentor teachers. One
mentor and one novice teachers from the
Induction Network presented at today's
showcase, with support for their work from
Alliance Director, Bernard Oliver, Project
Coordinator, Wanda Lastrapes and Jean Ribault
High School Principal, Royce Turner. For more
information about the University of Florida
Alliance and the Urban Teacher Induction and
Retention Network, visit the following websites:
www.coe.ufl.edu/Alliance and
www.coe.ufl.edu/Alliance/Urban/index.htm.

Special thanks to the following people at
University of Florida for their support of the 2006
Teaching, Inquiry, and Innovation Showcase:
Susan Stabel, Senior Secretary, Center For
School Improvement, Juawon Scott, Graphic
Designer, College of Education, Tom Dana,
Director, School of Teaching and Learning, and
Catherine Emihovich, Dean, College of
Education.
page 26







Teaching, Inquiry, and Innovative Showcase
April 29, 2006
Showcase Feedback Form
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Please provide any feedback you would like to share about your experience at the Teaching,
Inquiry, and Innovative Showcase today:


2006 Inquiry Showcase


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