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Title: Teaching, inquiry, and innovation showcase program
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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: 2007
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Volume ID: VID00003
Source Institution: University of Florida
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April 21l 2001
P.K. Yonge I)DeuelopmeniclI Re'e.'li h S hool
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UF I College of Education
UNIVERSITY of FLORIDA








J IUNiVERSI II ) rf
U F LORIDA

April 2007

Dear Fellow Educators,

In three years time, the annual Teaching, Inquiry and Innovation Showcase has almost tripled in
size from sixty-four presentations at the inaugural Showcase in 2005, to one hundred and fifty-five
presentations at the Showcase today! 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 today's third 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 we search
for a new Showcase structure in future years to accommodate our growth, know that your work
here today as a prospective teacher, practicing teacher, administrator, professor, or other
educational professional interested in problematizing your professional practice, has contributed
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








The Third Annual Teaching, Inquiry, and Innovation Showcase
April 21, 2007
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 Orientation to the Showcase
Nancy Fichtman Dana, Director, UF Center For School Improvement



8:40-9:05 am Session I


Room Write On! What Effect Will Explicit Writing Instruction Have On The Writing
J304 Process Of The Gifted Student?
Anna Faulconer, Elementary Reading Coach, Wadsworth Elementary School
faulconera(@flaqlerschools.com

Being new to Wadsworth Elementary, I reviewed the FCAT school data and found that the
fourth grade gifted class had not made AYP in writing for the past two years. Weakness in
writing abilities across exceptional education has been well documented in the research and
I wanted to teach gifted students that writing tasks are ways to solve complex problems. My
teacher inquiry focuses on identifying the effects of direct and explicit instruction in writing,
combined with critical thinking skills, on gifted students' writing process.

Poster Presenter:
Julia Anne Bailey, Fluency and Sight Words: Better Together?

Room Is There One "Best" Way to Teach an Intensive Reading Group?
J306 Debbi Hubbell, Reading Coach, Ft. White Elementary, debbihubbell(@yahoo.com

I was in search of the "perfect" intensive reading group lesson so I could model this for the
teachers at my school. There is no perfect lesson, but I will share with you what
characteristics make an outstanding lesson.

Poster Presenter:
Sara D. Lempe, Talk It Up: Oral Reading Strategies to Promote Reading Comprehension






Session I 8:40 am 9:05 am


Room Does Looping Make a Difference?
J307 Larry Taylor, Third/Fourth Grade Teacher, Anderson Elementary, larrvtaylor)dixie.k12.fl.us

Looping, or the practice of a teacher staying with the same group of students for two of more
years, is not a new concept yet it is little practiced in America's school system. My question
was: "Is looping a useful practice and how can it help my students?" I taught the same
group of students in both third grade and fourth grade. I looked at hard data (FCAT, Dibbles,
Accelerated Reader) as well as "fuzzy data" (ease of transition into the new school year,
perceived improvements in my relationships with the student's parents, and participation
rates among shyer students).

Poster Presenter:
Meredith J. Serneels, Motivate Me: Using the Extrinsic to Create the Intrinsic

Room I Wanna Talk About Me: A Look At One-On-One Instruction
J309 Judy Sumrall, Media Specialist, Dixie County High School, iudvsumrall@dixie.k12.fl.us

Juniors and Seniors cannot graduate from high school without passing FCAT. As a result,
reading remediation has become very important for many of our students. Most reading
remediation classes divide into small groups in order to help students master their reading
skills. Several students requested one-on-one help in order to assist them in their
preparations for the test. I gathered data to see if the students that received one-on-one
instruction passed at a greater rate than those who only received small group instruction.
Additionally, I interviewed teachers and students to determine which method they felt was
more helpful.

Poster Presenter:
Stephanie Briefman, Detecting Clues: A Study in Problem-Solving Strategies

Room Multicultural Novels: To Read or Not to Read?
J310 Jane Schmidt, 10th Grade Language Arts Instructor, P.K. Yonge DRS, ischmidt@pky.ufl.edu

The tenth grade World Literature curriculum at P.K. Yonge requires that students read
novels. It was my expectation that students should read multicultural novels related to the
areas and peoples of the world whose literature we study and write regular response journal
entries. Honors students readily accepted the challenge. Others did not. Why were some
students resistant and what could I do to spark their interest?

Poster Presenter:
Jennifer Granado, Using Self-Monitoring and Summarization to Improve Comprehension


2007 Inquiry Showcase


page 3






Session I 8:40 am 9:05 am
Room I Read, You Read, We All Read For FUN!
J312 Dorothy Wilkins, First Grade Teacher, Metcalfe Elementary, wilkinsd(sbac.edu,
Jennie Golowenski, Kindergarten Teacher, Metcalfe Elementary, qolowenskii@)sbac.edu

At the beginning of the year, we noticed a marked lack of interest in reading among our
students. We were curious as to the effect on reading motivation and fluency when pairing a
first grade student with a kindergarten student. Each would read one story, while tracking, to
the other, and then select a book to read together.

Poster Presenter:
Alison Rakes, Increasing Fluency through the Implementation of Great Leaps

Room The Forgotten Factor in the Inclusion Equation
K324 Mark Bracewell, Principal, Lake Butler Middle School, bracewellm(@union.k12.fl.us

A middle school principal explores the effect of the co-teaching inclusion model on the
reading growth of regular-education 8th grade Language Arts students. The study involves
examining the reading growth (as measured by the Scholastic Reading Inventory) among
regular education students enrolled in inclusion Language Arts classes. The study also
explores the perceptions of both teacher and students of this specialized learning
environment.

Poster Presenter:
Cari Griffith, Focusing On Work Will Better the Behavior and Learning

Room Highly Intimidated or Highly Interested: What Effects Can High Interest Texts
K326 Have on the Struggling Reader?
Serena A. Barry, 5th Grade Teacher, Williston Elementary School, barrys@levy.k12.fl.us

Looking at DIBELS scores for my students coming into my class I became significantly
concerned about two particular students I would be receiving. I inquired about these
students and was told that they were "non-readers." I wanted to find different ways to make
these "non-readers" into readers, which would not only increase their DIBELS scores, but
their self-confidence, comprehension scores and their overall attitudes about school.

Poster Presenter:
Nichole Legato, Teaching Techniques to Prevent a Student from Slipping through the
Cracks

Room School-Wide Action Research (a new beginning of wonderings)
K327 Jack Hughes, 6-8th Grade Teacher, Chiefland Middle, hughesj@levy.k12.fl.us

I am interested in finding and reporting the effects on our school's culture when a first-time
school-wide, formal action research project, instituted to address school improvement needs,
is implemented. The action research project (inquiry) will focus on the development of a
school-wide, scope and sequence planning/focus calendar with curriculum mapping and
instructional strategies alignment, specifically targeting tested Sunshine State Standards
grade-level expectations.

Poster Presenter:
Ashley Rosendahl, Teaching Writing Strategies to Break the "I Can't" Barrier


2007 Inquiry Showcase


page 4






Session I 8:40 am 9:05 am


Room Multiple Sensory Makes Sense!
K329 Sherri Jackson, Third Grade Teacher, Macclenny Elementary School
sjackson@baker.k12.fl.us

As a classroom teacher I struggle with how to reach my students who are struggling
themselves to learn. Do I do traditional school taught by skill and drill paper and pencil? As
I become a more experienced teacher I realize that there are many ways better ways?- to
learn. Can multiple sensory lessons help struggling learners learn the reading skills they
need to pass the FCAT? How can I teach these skills using multiple sensory lessons? Is it
really effective?

Poster Presenter: Lauren Parigi, Pencil Tales in Kindergarten: Using Low-Tech Supportive
Tools for Fine Motor Skills

Room Building Buddies
K330 Tracie C. Snow, 2nd Grade Teacher, Florida School for the Deaf and the Blind,
snowt@fsdb.k12.fl.us

Do you ever feel like you are on an island as a classroom teacher, only speaking with other
teachers in your grade level and department! You need a "Building Buddy!" Having a
Building Buddy can improve the climate, culture, moral, and comradely in your school or
department.

Poster Presenter: Megan Johnson, Intertwining Oral Language Skills and Reading
Comprehension Strategies

Room If It Is Broken, Please Fix It: Meeting the Needs of Students Who Have Not
K332 Traditionally Met Teacher Expectations in Reading
Kevin J. Berry, Fourth Grade Teacher, Alachua Elementary, kjb75@alltel.net

According to multiple assessments, all of my students began the year reading at least one
year below grade level. As a result, I wanted to develop a balanced reading program--one
that addresses all components of reading, but also one that is driven specifically by my
students' needs.

Poster Presenter: Faith Griffith, Using Functional Behavioral Analysis to Improve Academic
Success

Room Kidspiration Makes For a Huge Writing Inspiration: Can Kidspiration and
M344 Stationery Studio Improve the Motivation and Planning of 3rd Grade Writers?
Mary Shannon, UF Educational Technology Graduate Specialist, Littlewood Elementary/UF
School of Teaching and Learning, qatormks@ufl.edu

Paper and pencil writing is not a big favorite for 3rd graders! An assessment of students'
attitudes and writing skills with paper and pencil revealed a dislike of the writing process.
These results led to my inquiry topic: Can computer use and software (Kidspiration, tationery
Studio) improve motivation and planning for 3rd grade writers? Results suggest that
computer use and writing software make writing a popular and successful activity that leads
to increased writing achievement!

Poster Presenter: Stephanie Whitehurst, What Is the Relationship Between Effective
Behavior Management and Successful Writing?


2007 Inquity Showcase


page 5






Session I 8:40 am 9:05 am
Room A Daily Dose of Praise
M347 Melissa Olver, Art Resource Teacher, Duval Elementary Fine Arts Academy,
olvermb(sbac.edu

Create a positive learning environment where students feel confident, appreciated and
rewarded for their accomplishments. Positive reinforcement is a strategy used to reinforce
good behaviors and eliminate unwanted behaviors. Become reacquainted with positive
reinforcement strategies, in general, while focusing specifically on strategies to help with the
behavior of especially tough kids.

Presider: Elizabeth Bondy, Professor, School of Teaching and Learning

Room How Can Reciprocal Teaching Increase the Comprehension Skills of My First
M348 Grade Students?
Meghan Gallagher, First Grade Teacher, Littlewood Elementary,
qallaqherma()sbac.edu

I recently heard of a new strategy aimed at building the comprehension skills of struggling
readers. As I became more familiar with the strategy, known as Reciprocal Teaching, I
began to wonder how I could adapt it to my first grade classroom. I not only wanted to know
how I could make it a fun and engaging experience for my first graders, but most importantly,
I wanted to see how it could increase the comprehension skills of my readers by making
them active participants in their learning.

Poster Presenter: Stephanie Mercer, How Can Teacher Support Impact A Student's Fine
Motor Skills Improvement?

Room Reconciling the Tension Between Letter Grades and Other Forms of
M350 Assessment
Marisa Ramirez, Reading Coach, P.K. Yonge, mramirez(,pky.ufl.edu,
Ashley Pennypacker, 5th Grade Teacher, P.K. Yonge, apennvpacker(,pky.ufl.edu

What is the most accurate way to report student progress to all stakeholders? Our
current method of reporting progress consists of a myriad of curriculum based
measurements, individual profiles of progress, and letter grades. How does one
make sense of all of this? Our goal was to find a method of reporting progress that
most accurately reflects student learning and the student as a whole person.

Poster Presenter: Caitlin Carrol, How Do Vocabulary Previews Improve Reading
Comprehension?

Room How Can I Teach Music Theory In a Performance-Oriented Chorus Class?
N382 Sherwin Mackintosh, Performing Arts Center Director, P.K. Yonge DRS, shermack@ufl.edu

The Performing Arts at P.K. Yonge has become a very successful public performance-driven
program. When you are always preparing for your next appearance, it becomes very difficult to
find time to teach music fundamentals. Is it possible to incorporate a workbook-based music
theory curriculum into my Chorus classroom that is self-paced and will consistently encourage
my students to learn and retain music theory?

Poster Presenter: Melissa Weber, The Benefits of Using Music to Teach Reading


2007 Inquiry Showcase


page 6






Session I 8:40 am 9:05 am
Room Good Teachers Gone... Bad: How Can I Minimize the Negative Effects of
N385 "Teacher-Leader" Absenteeism?
Greg Cunningham, Middle School Language Arts Instructor, P.K. Yonge, gregc@pky.ufl.edu

As two trends converge my own emerging teacher-leadership and the national movement
towards teacher leadership as school reform I find myself trying to balance not just my time,
but also fundamental assumptions about my role as an educator. My relatively high
absenteeism is all due to "teacher-leader" and "greater good" issues, and I have no doubt my
students suffer from the break in routine and curricular consistency even with the best of subs.
My wonderings have led me in a number of directions from proactive substitute training to the
culture and relevance of in-class work and have led ultimately to no definitive answers, but to a
remarkable tool for sharing the question.

Poster Presenter:
Robin Anderson, How Do Repeated Readings Affect Fluency and Motivation?

Room Interest Is THE Center Of Learning
N374 Brian Tomlinson, 5th grade Math and Science, Lake Butler Middle School,
tomlinsonb(@union.k12.fl.us

After studying my students' grades and the frequency in which they were turning in homework, I
discovered their interest in the material was declining as the year progressed. I decided that I
needed to change the way I was presenting the material and started using centers. The centers
allowed the students to be involved in teaching the material.

Poster Presenter:
Tanya Heard, Can Teaching a Specific Writing Strategy Improve the Writing Ability of a
Struggling Reader?

Room Writing Without Tears, A Third Grade Journey
N371 Lynn Marshall, 3rd Grade Teacher, Hampton Elementary School, Marshall I@firn.edu

Writing in Third Grade should not have to be so hard! By using various modalities and
technology, I have found a variety of ways to make writing well received and start them on their
way to a successful Florida Writes!

Poster Presenter:
Andrea Satin, How Can Building Connections to the Text Increase Reading Comprehension?

Room Can I Use Natural Positive Reinforcement to Motivate a Student to Stay on Task in
0361 the Classroom?
Donna Nelson- Simon, K- Teacher, Duval Elementary, nelsonda(sbac.edu

Does this sound familiar to you? Cannot sit still, just have to get up, must roll around on the
floor, and have to talk with my friends in class all the time. Well, welcome to the club! I was
motivated, to say the least, to do something, anything I could to help extinguish the negative
behaviors and replace them with positive ones using natural positive reinforcement.

Poster Presenter:
Lillian Williams, Improving Comprehension


2007 Inquiry Showcase


page 7






Session I 8:40 am 9:05 am
Room Reaching Homework Goal
0362 Leonard Marshall, 5th grade teacher, Duval Elementary Fine Arts Academy

In order to meet our goal of 100% homework completion, students were surveyed as to how and
when they did their homework. The data gathered from our survey allowed students to come up
with different strategies for homework completion. These strategies have shown a positive
impact.

Poster Presenter:
Heather Sebetzki, Road to Reading, Instructional Strategies to Increase Oral Reading Fluency

Room Handwriting Practice: How Can It Help a Struggling Student?
Q502 Mara Baker, First Grade Teacher, UF SITE Graduate Student, Lawton Chiles Elementary,
qeewiz@ufl.edu

Aware of this particular students' poor handwriting, I became concerned that this could
negatively impact his learning to write. I wanted to find out if simply practicing letters using
different tools could improve his poor handwriting, thereby decreasing his focus on his
handwriting ability.

Poster Presenter:
Jennifer Ungar, The Pieces Fit! Using Rhyming Words to Teach Encoding

Room Essential Questions, WHAT?
Q506 Ruby McCray, 4th Grade Teacher, Lafayette Elementary, rmccray@lafayette.k12.fl.us

One of the challenges I have faced this year as a classroom teacher is learning to use the
essential questions component of the curriculum map to guide my students' learning
experiences. Just posting the essential questions wasn't enough. During this inquiry I have
learned how to take an everyday task and make it beneficial for my students.

Poster Presenter:
Anita Bajrangi, Increasing Concentration by Increasing Fluency

Room Buddy Science: K-2-5 Teaching and Learning
L351 Katie Milton, 5th Grade Teacher, M.K.Rawlings Elementary, miltonkl@sbac.edu
Becky Beran, 2nd Grade Teacher, M.K.Rawlings Elementary, beranr@sbac.edu
Kristen Shumbera, Kgn Teacher, M.K.Rawlings Elementary, shumbekl@sbac.edu

We were curious to see if students would have higher motivation levels and/or take more
ownership of their science learning if they knew they would later need to teach the information to
a younger student. We created K-2, 2-5, and K-5 Buddy Teams who worked together once a
month to foster a learning relationship revolving around science concepts. The students soon
came to love these meetings and looked forward to their time together. Additionally, the daily
involvement of the 2nd and 5th graders in science class increased and older students took on
the role of a teacher by planning, guiding, and reflecting.

Poster Presenter:
Lauren E. Posey, Modifying UFLI to Fit the Specific Needs of a Struggling Reader


2007 Inquiry Showcase


page 8






Session I 8:40 am 9:05 am
Room Tone Down and Tune In For Focused Learning
L353 Bernadette Sill, Kindergarten Teacher, Metcalfe Elementary, sillbr(sbac.edu

I am looking at different options for assisting children with ADD and most particularly ADHD to
focus on lessons. My goal is to promote optimum progress on the skills required to be
successful as they complete this school year.

Poster Presenter:
Kristal T. Allen, Racing with Words to Gain Fluency

Room Direct Instruction Math: Will it Help Preschoolers Master the Skills?
L354 Tracy Taylor, Pre-K ESE Teacher, Mellon Elementary, ttavlor()putnamschools.orq

As a teacher of developmentally delayed preschoolers I have found it difficult to ensure my
students master the math skills necessary to prepare them for kindergarten. A direct instruction
math program by SRA, entitled Numbers Worlds, was implemented to see if the students'
retention rates of skills would improve.

Poster Presenter:
Brooke Longshore, High Interest Reading: Does it Improve Fluency and Comprehension?

Room Writing Instruction: Co-Teaching and Reaching for the Top
L356 Maggie Jossi, 3rd Grade Inclusion Teacher, iossimh(sbac.edu, Kari Leigh Winegard,
3rd Grade Inclusion Teacher, Williams Elementary, wineqardkl@.sbac.edu

Presenters will share data collected through a year-long writing project conducted to answer the
question, "How do we set up our writing instruction to be most effective for our students?" The
focus of the inquiry is to revise and implement writing units for the inclusive 3rd grade classroom
(using the curriculum of Kathy Robinson) and use data to develop a writing pacing guide for the
future.

Poster Presenter:
Nicole Moore, Operation Motivation

Room Pictures or Signs for Developing Expressive Communication Skills for a Non-
Z1152 Verbal Student with Autism
Karen Coffey, Exceptional Education Teacher, Littlewood Elementary,
coffeyke(sbac.edu

Teaching non-verbal students with mental handicaps means that communication is a major
focus of my classroom. Last year I used the Picture Exchange Communication system. One of
my students was able to use only one picture spontaneously by the end of the year. I wanted to
try using signs to see if I could help him increase appropriate communication initiatives.

Poster Presenter:
Sarah Huggins, How Can Brainstorming Strategies Affect Overall Writing Ability?


2007 Inquiry Showcase


page 9






Session II 9:15 am 9:40 am
Room Fiery First Graders: An Approach to Behavior Modification
Z1153 Wanza Wakeley, Behavior Resource Specialist, Duval Elementary Fine Arts Academy,
wakelewt@sbac.edu

I had recently acquired the position of "schoolwide-behavior manager." Since the beginning of
my tenure, I had been concerned with the abundance of defiance and disrespect in a first-grade
classroom. I partnered with the teacher in order to reduce the frequency of these occurrences.

Presider: Phil Poekert, Instructor, School of Teaching and Learning

Library Look No Fingers! Touch It, Count It
Carolyn McClain, Second Grade Teacher, Mellon Elementary, cmclain(@putnamschools.orq

Watching students use their fingers for math computation is such an obvious crutch and is a
slow process for computing. This inquiry focused on a strategy to increase automaticity in
computation while using a technique that integrates visual with tactile learning and makes it
easier for students to learn math. Once mastered the student is able to focus more on
application.

Poster Presenter: Camille Mattison, Improving Fluency Using Student Strengths, Goal
Setting, and Technological Tools


9:15-9:40a.m. Session II


Room Difficulties with Writing? Assistive Technologies to the Rescue!
J304 Teri Anastasio, UF Graduate Student, Littlewood Elementary/UF School of Teaching and
Learning, g8rgal51@ufl.edu

A third grade, gifted student who struggles with writing sparked my inquiry. With a passion
to enhance the quality of this student's writing, my inquiry led me to use various assistive
technologies to improve his quality of writing and his motivation to write. Initial results
suggest that the use of assistive technologies (AlphaSmart, Kidspiration, audio recordings
and Stationery Studio) can increase interest, quality, and motivation related to writing.

Poster Presenter: Jessica Grace Barr, Practice Makes Perfect: Using Repeated Readings
to Increase Fluency

Room Phrased-Text Lessons = Gateway to "Real World" Fluency
J306 Jeff Twiddy, 3rd grade teacher, Ft. White Elementary School, twiddy i@firn.edu

Guiding students to reading fluency can be challenging. While various "phrase chunking"
programs exist for purchase, the compartmentalized nature of these programs can leave a
gap in fluency instruction and student learning. This teacher explored the effectiveness of a
fluency strategy called Phrased-Text Lessons. The process, procedure, and implementation
of this strategy will be detailed.

Poster Presenter: Lillian S. Manas, Working Independently with Students to Improve Math
Skill


2007 Inquiry Showcase


page 10






Session II 9:15 am 9:40 am


Room Using Virtual Field Trips to Increase Student Background Knowledge
J307 Nancy Scalf, Buddy Taylor Middle School, ESE Resource Reading/Language Arts Teacher,
6th and 8th grades, scalfn(@flaqler.k12.fl.us

Many struggling readers lack the basic life experiences necessary to have developed
adequate background knowledge. Since background knowledge is one of the keys to
comprehension, these students continue to fall further and further behind their peers. The
purpose of this inquiry is to see how increasing student background knowledge through
virtual field trips will assist students in improving their overall comprehension skills. Students
surveys and teacher observations were used to monitor results.

Poster Presenter: A. J. Stroud, Alternative Assessment and the Anxious Test Taker

Room Is It Worth It To Try Again?
J309 John Kreinbihl, Fifth Grade Math Teacher, Anderson Elementary,
iohnkreinbihl@(dixie.k12.fl.us

National Board Certification pays well, and the National Board for Professional Teaching
Standards claims that certification correlates with improved test scores. Last year I
completed the portfolio and written examinations for certification without success. I surveyed
teachers who had achieved certification and those who had not. I asked them about the
perceived value of both certification and the process. In addition, I researched the
correlation between certification and high test scores. I used my results to decide whether or
not I should re-take.

Poster Presenter: Judy Calixtro, Using Self-Monitoring Strategies to Improve On-Task
Reading and Overall Academic Performance

Room The English Teacher's Dilemma: What to Teach and When?
J310 Amy S. Murphy, 8th Grade Language Arts Instructor, P.K. Yonge DRS,
amurphvypky.ufl.edu

Because language arts is a nonlinear and subjective discipline, it can be difficult to prioritize
what will be taught and when. Our curriculum spans a wide range of standards, but the order
in which we teach them and even the amount of time we devote to each, is up to the
individual teacher. As we work to refine our curriculum, I wanted to analyze which English
standards our department currently teaches and where gaps lie in grades 6-12.

Poster Presenter: Hollie Johnson, To Spell or Not to Spell? Using Strategies to Improve
Spelling Skills

Room Who Invented Homework Anyway?
J312 Elizabeth Fletcher, 4th Grade Math Teacher, Duval Elementary Fine Arts Academy
fletcheret(sbac.edu

As a new teacher and still learning things the hard way, I quickly discovered that there were
a number of students that did not turn in their homework on a regular basis. Big surprise!
Without proper investigation, I decided that I would take on the challenge of improving the
homework in-take by offering incentives that I thought my students wanted... this experience
was truly a journey!

Poster Presenter: Jasmine Santiago, What Letter Is This?


2007 Inquity Showcase


page 11






Session II 9:15 am 9:40 am
Room Do Students Need to be in Class to Learn?: Exploring Alternatives to
K324 Suspension as Disciplinary Consequences for Middle and High School
Students
Lynette Langford, Principal, Trenton Middle-High School, lanqfordl(5mvqcsd.orq

Because my school did not make AYP due to the low percentage of ESE students making
gains last year, I began looking at the reasons why. One major reason was that these
students spent a number of days out of class as they were suspended for behavior issues.
This inquiry explored alternatives to suspension including Friday and Saturday School and
the relationship between implementing these programs and reduction in ESE student
absenteeism and tardiness.

Poster Presenter: Lelia Powell, Attempting to Improve Phonemic Awareness in Conjunction
with Improving Confidence and Metacognitive Skills

Room All Students Can!
K326 Becky Bible, Special Education Teacher, Joyce Bullock Elementary, bibler)@levy.k12.fl.us

Looking at my self-contained K-1 classroom, I became concerned that the students' behavior
was affecting their social growth as well as hindering their ability to learn basic skills. I know
the students I work with have extreme disabilities. However, I would like to focus on
minimizing tantrums/melt downs and by doing so my hope is to improve the quality of their
education and social development.

Poster Presenter: Erica Sobel, Build Me Up, Buttercup: A Study in Building Confidence for
Struggling Students with Behavioral Issues

Room Rhyme Time
K327 Tammy Adams and Elizabeth Vandiver, Kindergarten Teachers, Lake Butler Elementary
School, adamst(aunion.kl2.fl.us, vandivere()union.kl2.fl.us

We noticed that some of our kindergarten students do not possess the ability to grasp the
concept of rhyming. Typically, the skill of rhyming is taught using auditory phonemic
awareness activities. This inquiry was conducted in an effort to determine if incorporating
visual, auditory, and kinesthetic modalities would increase student understanding of the
concept of rhyming.

Poster Presenter: Ashley Bannister, Strategies to Improve Comprehension and AR Scores

Room Anyone Can Lead!
K329 Jamilla Hawkins, ESE Instructor, Baker County High School, ihawkins(@baker.k12.fl.us

A leader is a person who has authority or influence over other individuals. Leadership is
defined as the capacity to lead. As teachers in the classroom, we interact with our students
in positive and meaningful ways hoping that we instill in them traits of a positive leader.
Through this project, I wanted to discover ways that I could instill leadership skills into my
students that will allow them to be independent and self-determined individuals in the school
and community settings. Through parent involvement, community engagement, and student
focused activities, students will be empowered to make positive choices and become the
best leaders they can be.

Poster Presenter: Janet Bowen, Instant Feedback and Peer Support: Increasing
Engagement and Motivation


2007 Inquity Showcase


page 12






Session II 9:15 am 9:40 am
Room Building Classroom Community through Morning Meeting
K330 Kristen Williams, 2nd Grade Teacher/ UF Graduate Student, Littlewood Elementary,
krisw73(@yahoo.com

My class lacked unity and social skills, which negatively affected the learning environment.
By bringing my class together each morning with structured social interactions, my students
have learned more about themselves and each other. Their social skills have improved and
their relations with each other have become more positive.

Poster Presenter:
Brenda Burgess, Comprehending Comprehension: Strengthening a Student's Ability to
Understand What He Reads

Room Will Adding More Personal Activities with my Struggling Readers Increase
K332 their Confidence in the Classroom?
Lindsay Frese, Teacher/UF Site Graduate Student, Lawton Chiles Elementary School,
Lindser8(@ufl.edu

I have been interning in the language arts class with specific students who are below grade
level. Since the beginning of the year, I have noticed these students lacking confidence in
their reading and overall self esteem. Therefore, I wanted to create fun personal activities,
such as, lunch bunches to see if I could try to build a good rapport that would effectively
increase their motivation in the classroom.

Poster Presenter:
Anora Simon, Lunch Dates: Helping to Improve Student Focus during Whole Group
Instruction

Room Can Creating Technology-Based Travel Guides Increase First Graders' Cultural
M344 Knowledge During a Thematic Unit?
Brooke Johannessen, UF Educational Technology Graduate Specialist, Littlewood
Elementary School/ UF School of Teaching and Learning, broio(ufl.edu

How can you really tell what knowledge young students have gained about a certain topic?
After doing a thematic unit about countries around the world, I wanted to see if authoring a
technology-based travel guide would enhance first grade students' cultural knowledge.
Initial results suggest technology-based travel guides enhanced first graders cultural
knowledge because they had an opportunity to collaborate, discuss, and share their work in
an authentic context.

Presider: Kara Dawson, Associate Professor, School of Teaching and Learning


2007 Inquiry Showcase


page 13






Session II 9:15 am 9:40 am


Room The Ticket to Success
M347 George Sherouse 2nd grade teacher, Duval Elementary Fine Arts Academy
sheroucqt(sbac.edu

Whole group "team cooperation" points had been my main reward system at the beginning
of the year. This was not enough however to keep Tommy on task and out of trouble.
Tommy needed more. It was not until I supplemented the whole group rewards with
individual rewards that Tommy started staying on task more. As evidenced by the rising
scores on his daily point sheets, the Dragon Tickets were the key to success with Tommy.

Poster Presenter: Caroline Belsole, How Can a Reward System Motivate a Student to
Become More Engaged in Reading?

Room Inclusion at It's Best: Using Positive Peer Pressure to Change Social
M348 Behaviors
Tiffany Rivera, First Grade Teacher, Newberry Elementary, rhymestl(sbac.edu,
Allison Sadler, Intern, University of Florida, ams83@ufl.edu

After teaching our first grade inclusion classroom for the first few weeks of school, we
noticed our child with William's Syndrome was severely disrupting the class on a daily basis.
We wanted to see if we could change her behavior by pairing her with another student who
is a selective mute, in order to see a positive change in both students' behaviors and social
development. We hoped to increase the attention span of our student with William's
Syndrome's attention and have our mute child speak and socialize with others.

Poster Presenter: Susan Hinds, How Can Flashcards Improve the Retention of
Multiplication Facts in an Inclusive Classroom?

Room Student Perceptions of Teacher Help Outside of Class
M350 Stephen Burgin, High School Chemistry Teacher, P.K. Yonge DRS, sburgin@pky.ufl.edu

Students in my chemistry class are often overwhelmed with the task of comprehending a
challenging subject. As a result, many students seek my help outside of the normal class
period. Some students are required by the parents to attend these "help sessions," others
come of their own accord. Through a series of surveys and interviews I attempted to find out
the benefits of the help sessions and looked at possible restructuring of these times in a way
that would best benefit my students.

Poster Presenter: Heather Henderson, Tools That Motivate

Room PSAT Preparation in the Algebra I Honors Classroom: Maximizing Learning
N382 Opportunities and Improving Problem Solving Skills
Catherine Porter, 9th Grade Algebra I Instructor, P.K. Yonge DRS, cporter(@pky.ufl.edu

Does PSAT preparation make a difference? Research says not much. My students spent
nine weeks incorporating PSAT preparation into our warm-ups and learning centers into our
block schedule, while maintaining the traditional curriculum. We took a pre-test, kept
journals, and then took a post-test. It did make a difference, in more ways than I anticipated
it would.

Poster Presenter: Amy DeBlauw, Step By Step: Increasing Student Confidence and Speed
In Mathematics


2007 Inquity Showcase


page 14






Session II 9:15 am 9:40 am
Room So Much Time, So Little Experience: How Can Classroom Management For A
N385 New Teacher Be Effective Yet Productive?
Philip Marston, 5th grade Reading Teacher, Lake Butler Middle School,
marstonp(@union. K12.fl.us

As a first year 5th grade reading teacher, I immediately became concerned about how to be a
good manager of time and resources. I needed to find out what motivates these young
students to be and do their best. Through the process of trial and error, I am beginning to
learn some things that work well, and some that don't. This has enabled me to adjust my
own classroom behavior in order to help begin turning this wondering into fact.

Poster Presenter:
Ben Ruffner, Bridging the Gaps: The Effective Implementation of UFLI to Help a Struggling
Reader

Room Strong Sense of Spell
N374 Melda E. Howell, Reading/Language Arts Teacher, Union County High School,
howellm(5@union.k12.fl.us

After receiving several written assignments, I discovered how weak two of my tenth grade
students were in their spelling ability. (Their skills were so low as to hinder comprehension of
their writings). When given the DAR spelling test, they scored at the first/second grade
spelling level. This was a red flag to me and sparked my inquiry. I began to wonder: "Can
spelling skills be improved at the tenth grade level by reviewing and practicing spelling
rules?"

Poster Presenter:
Jeff Kearney, Rev Up Your Motors for Writing Achievement: How Can the Use of Fine
Motor Activities Impact Student Writing Ability?

Room How Will Positive Behavior Charts Help Students Move from a Self-Contained
N371 Classroom to a Full Inclusion Classroom?
Julie Whiteacre, ESE Self-contained Teacher, Lawtey Community School,
whiteacre i(firn.edu

Knowing that the best environment for a student is in a regular education classroom, it is my
job to figure out how to help each student in my class return to a full inclusion classroom.
The challenge was to develop a positive behavior system that not only encourages the
students to be successful, but also pin points where and when break downs occur for the
students. Besides giving the regular education teachers a better understanding of the
student, I wanted to give them strategies that I already knew worked with any inappropriate
behavior that was being displayed.

Poster Presenter:
Loubert Senatus, "Influential Readings:" How Can the Use of Repeated Reading Impact
Fluency?


2007 Inquiry Showcase


page 15






Session II 9:15 am 9:40 am


Room Wanted: Homework
0361 Shawnna Batie, Fourth grade teacher, Duval Elementary Fine Arts Academy,
batiesc@sbac.edu

I had a student who rarely did math homework. I decided to help him help himself. Come
hear what happened.

Poster Presenter:
Amy Robinson, How Can Focusing on Prosody Using Poetry Improve Reading
Comprehension?

Room "In America We Speak American... Why Do I Want to Take Spanish Class?" A
0362 Study of the Attitudes and Motivation of the Students at Bell and Trenton High
Schools Regarding Spanish Classes.
Marie Eugenia Zelaya, Spanish Teacher, Trenton and Bell High School,
zelavam@(myvacsd.orq

During my first year teaching Spanish I & II in both high schools in Gilchrist County, I found
that the motivation for learning a foreign language was very low among most of the students
taking either level of Spanish. The main purpose of my research is to identify the general
attitudes of both students and their parents towards learning Spanish as a foreign/second
language and to apply strategies to modify their motivation level towards learning Spanish.

Poster Presenter:
Erik Hoglund, Using Elkonin Boxes to Increase Phonemic Awareness

Room Can't We All Just Get Along? : How Will I Get Students to Respect Each Other?
Q502 Julia Stickel, Fourth Grade Teacher, UF SITE Graduate Student, Lawton Chiles
Elementary, jewelsuf@ufl.edu

Teaching a Language Arts class of low SES students, I became concerned with the way
they interact with each other and with their lack of respect. I wanted to implement a lunch
group with these students to help the students build a rapport and learn to respect one
another more.

Poster Presenter:
Lindsay Bronson, Teaching Sequencing Strategies to Improve Reading Comprehension

Room The Fluency Challenge: Maintaining Growth For Fluent Readers
Q506 James Bray, Third Grade Teacher, Lafayette Elementary School, ibray@lafayette.k12.fl.us

As a third grade reading teacher with an above level SFA group, I became aware of an
alarming trend. Students who started the year as fluent readers were failing to keep pace
with the DIBELS improvement expectations. I wanted to find out if I could keep students
motivated to improve as the year progressed using a weekly fluency contest.

Poster Presenter:
Ashley Mahurin, How the Addition of Illustration Increased Motivation for a UFLI Student


2007 Inquiry Showcase


page 16






Session II 9:15 am 9:40 am


Room When the Light Goes on the Voyage Begins!
L351 Kip Lisanke, 1st Grade Teacher, Metcalfe Elementary, iamkip5qru.net

At the beginning I noticed a lack of positive parent involvement in my students' reading
journey. I decided to bombard the guardians of these targeted students with positive phone
calls, notes and home visits praising their efforts in reading in an effort to increase fluency
and children's attitudes about reading.

Presider: Dorene Ross, Professor, School of Teaching and Learning

Room Learning How to Play: How to Instill Socio-dramatic Play Skills in Low SES
L353 Kindergarteners
Melissa Musto, K-Teacher, M.K. Rawlings Elementary, mustoma(sbac.edu

After observing my students both in the classroom and on the playground, I became
concerned with their inability to engage in creative play. I wanted to find out how I could
increase my students' creative thinking skills, and in turn, their ability to engage in socio-
dramatic play.

Poster Presenter:
David Canelas, Making Connections On Post-Its to Improve Reading Comprehension

Room Can We Fix Them? Or Are They Destined to Be "Left Behind"?
L354 Ruth Williams, Third Grade Teacher, Mellon Elementary, rwilliams()putnamschools.orq

As an inclusion teacher I have become frustrated with ESE students not having the reading
growth I expected. I wanted to find out to what length we must go to "catch" them up, or is it
even possible. The law says "No Child Left Behind" so how can I keep them from being "left
behind?"

Poster Presenter:
Teddi Longardt, Teaching Self-Monitoring Behavior to Improve Reading Comprehension

Room A Tale of Two Inquiries from Williams Elementary 2nd Grade Team
L356 In this session, explore two different inquiries completed by 2nd Grade Teachers at Williams
Elementary that focus on reading achievement:

Reach Out and Read!
Petrina B. Leggon, 2nd Grade Inclusion Teacher, lecqonkp(sbac.edu, Williams
Elementary; Chris Lake, 2nd Grade Inclusion Teacher, Williams Elementary,
lakecd@sbac.edu

As teachers, we know the importance of reading. Therefore, we asked the question,
can you increase reading achievement through partnering with community centers,
raising teacher visibility within the community and promoting attendance and
participation in parent workshops?


2007 Inquiry Showcase


page 17






Session II 9:15 am 9:40 am


Inquiry on Building Relations with Parents and Increasing Reading
Achievement
Evangeline Moore, 2nd Grade Teacher, Williams Elementary, mooreet@sbac.edu

In looking at student achievement, I chose to focus on students class work,
homework, and reading assessment. My goal is to increase overall reading
achievement in my classroom.

Room What Happens to Defiant Behavior and Classroom Disruptions When I Change
Z1152 My Own Teaching Behavior?
Alison Berner, Third Grade Teacher, UF SITE Graduate Student, Lawton Chiles
Elementary, amb813@ufl.edu

My frustration level with one of my students had about reached the boiling point. He defied
me, caused classroom disruptions, and attempted to engage me in power struggles daily. I
wanted to find ways, by changing my behavior as a teacher, that I could reduce the problem
behaviors exhibited by this student.

Poster Presenter:
Andrew Stirling, Active Teacher Involvement and Work Completion in Science

Room Talking about School with Selective Underachievers
Z1153 Eric Lemstrom, 11th Grade Language Arts Instructor, P.K. Yonge DRS,
elemstrom(pky.ufl.edu

During my first year teaching junior English at P.K. Yonge, I've been struck by the low
performance of roughly ten young men in my classes. They are capable of higher level
thinking and of work that demonstrates it, but rarely complete assignments that meet my
expectations. I want to learn what could motivate these students. How did they become
bright and versatile and well-liked, but cynical about school and its rewards? My inquiry will
center on a weekly discussion group with these students.

Presider: Shelley Warm

Library Environmental Print & Kindergarteners: Does the Ability to Read
Environmental Print Improve a Kindergartener's Transition to Reading More
Formal Print?
Ginny Moss, Kindergarten Teacher, Mellon Elementary, gmoss@putnamschools.orq

Through summer reading workshops and independent research I became aware of the
potential impact environmental print has on pre-readers. As a kindergarten teacher I want to
give my students a positive beginning to their formal reading instruction and therefore I feel
the need to utilize every possible opportunity. I wanted to find out if by implementing
environmental print into our curriculum I could improve my students' ability to transition from
reading environmental print to reading formal print.

Poster Presenter:
Stephanie Valenti, Developing Comprehension for a Low-Level Reader


2007 Inquiry Showcase


page 18






Session III 9:50 am 10:15 am


9:50-10:15 a.m. Session III



Room Singing and Chanting Your Way Into Reading: The Effects of Daily Alphabet
J304 Drill on Letter Naming Fluency
Carol Jean West and Ann Junod, Academic Coaches, Bunnell Elementary School
westc(@flaqlerschools.com and iunoda(@flaqlerschools.com

This teacher inquiry project asks the question, "What is the effect of a daily alphabet drill on
the students who scored in the lower quartile on the first DIBELS assessment?" Progress
was compared with a control group to see if using the strategy of a daily alphabet drill, that
was in the form of a song and chant, was effective in increasing DIBELS' scores with
struggling kindergarten students.

Poster Presenter:
Summer N. Glasgow, Let's Get Organized: Taking Ownership of the Problem

Room The Capture and Taming of Data
J306 Tera M. Fenixx, Third Grade Instructor, Ft. White Elementary, fenixx t(firn.edu

"Data-driven" and "data-based decision making" are phrases with which most educators are
familiar, yet these phrases fail to give the steps in making data truly manageable, usable, and
worth all the effort of gathering it! I wanted to determine the most necessary and efficient
steps in gathering, recording, sharing, and utilizing my students' data to make this task more
manageable and useable for all those who have an investment in such data: instructors,
administrators, parents, and yes, students. I have created a one page, ongoing data system
displaying all the important data for my entire class for the whole school year, and then a
separate individual sheet for each student displaying the student's data while allowing for
anonymous comparison with the class average to better inform families and students of their
continuing progress. Come and see!

Poster Presenter:
Jolande L. Morgan, A Recipe for Success: Using Extrinsic Motivation and Positive
Reinforcement to Increase On-Task Behavior

Room Putting Culturally Relevant Literature in the Hand of Reluctant Readers
J307 Joan Thate, Reading Coach, Buddy Taylor Middle School, Grades 6th, 7th, and 8th,
thatei(@flaqler.kl2.fl.us

This inquiry project intended to explore if introducing and making culturally relevant material
easily accessible to our populations who consistently do not make adequate yearly progress
on the FCAT would change their attitudes towards independent reading, and would increase
the amount of that reading they would willingly undertake. Student interviews and surveys
and teacher interviews and surveys were used to monitor results.

Poster Presenter:
Kate A. Truesdale, Identifying Keywords to Increase Math Scores


2007 Inquiry Showcase


page 19






Session III 9:50 am 10:15 am
Room Increasing Reading Fluency in Second Grader
J309 Karen Cooper, Reading Coach, Anderson Elementary School, karencooper@dixie.k12.fl.us

In the past few years assessment results have shown that a disturbing number of our
students are leaving second grade lacking reading fluency. To be successful on the third
grade FCAT students must move beyond fluency as an issue to focus on reading
comprehension. This study looks at why this is happening, teacher interviews to help
determine cause, the effectiveness of fluency boosting techniques in one second grade
classroom, and if there is another reason some students are struggling with reading fluency.

Poster Presenter:
Nicole Drewery, Developing Vocabulary to Enhance Comprehension: What Does It All
Mean?

Room Sixth Grade Single Gender Study Skills Are Students More Likely to
J310 Participate?
Betsy Creveling, 6th Grade Language Arts Instructor, P.K. Yonge, DRS,
crevelinq(@pky.ufl.edu

Are students more likely to volunteer to participate in class activities when they are grouped
with their own gender? Will students feel more comfortable asking questions and reading
aloud? What impact does a single gender classroom have for sixth graders? See the results
of a 3-week same gender rotation in 6th grade study skills.

Poster Presenter:
Michelle Spoto, How Can Reading Notebooks and Sign Language influence Reading
Comprehension?

Room You Want Me To Do My Reading Homework?
J312 Donna R. Bergen, Reading Coach, Duval Elementary Fine Arts Academy
bergendr@sbac.edu

Becoming the new Reading Coach for our school in January motivated me to take on the
challenge of trying to increase the return of our Success For All Reading Responses, the
twenty-minute nightly required homework. I targeted first graders who consistently did not turn
in homework to discover if using a variety of strategies would encourage them to read at
home and accurately respond to the targeted weekly skill. Come and listen to the Homework
Fairy's results.

Poster Presenter:
Nichole Telemachos, Using Strategies to Increase Comprehension and Test Scores

Room Teacher Impact: How Does the Teachers' Implementation of a Program
K324 Influence Results?
Ann B. Hayes, Principal, Yankeetown School, hayes@levy.k12.fl.us

The inquiry process started as an evaluation of a pre-packaged program. The emphasis
shifted from this point to focusing in on teachers' strategies and implementation. The
presenter will share experiences in this process and why the process shifted and what
information evolved from the data.

Poster Presenter:
Nicole Sinardi, Teaching Number Recognition to Improve Math Skills


2007 Inquity Showcase


page 20






Session III 9:50 am 10:15 am
Room From Daycare to School..How to Help Kindergartners Change
K326 Disruptive/Defiant Behaviors and Become Happy Self-Directed Learners
Susan D. Bastak, Kindergarten Teacher, Joyce Bullock Elementary, CSAABastak@aol.com

As a veteran kindergarten teacher, I have seen an increase of defiant/disruptive
kindergartners entering school. As I looked at the children exhibiting these behaviors in my
class this year, it was quite evident that they were coming from a daycare environment each
morning and returning there each afternoon. I wanted to find out how I could help these
children become positive classroom members who are happy self-directed learners.

Poster Presenter:
Eric Byrd, Improving Behavior to Increase Reading Comprehension

Room Helping Struggling Students Become Better Organized, More Responsible, and
K327 Improve Their Grades
Kelly Tuttle, Fourth Grade Teacher, UF SITE Graduate Student, Lawton Chiles Elementary,
farcqo(ufl.edu

I have become concerned with three individual children because although these students are
clearly capable of completing classroom work, homework, and turning it in, their lack of
organization and responsibility keeps them from doing so. When talking to these students, I
realize that they do care about their performance, and are not happy with the grades they
currently have. These students seem to want to change, but they do not take any steps
toward improving because they do not know what steps to take. I want to help these students
practice better organizational skills daily, become personally responsible, and improve their
grades.

Poster Presenter:
Kimberly Morgan, Reinforcing Reading to Gain Comprehension Skills

Room Mom, Dad, Grandmother, Grandfather, or Just Plain Guardian:
K329 It is now COMMUNICATION Not Parent Communication!
Robin Mitchell, 1st Grade Teacher, Macclenny Elementary, rmitchell@baker.k12.fl.us

As a new first grade teacher in a county that honors parent / employee requests, and groups
academically high students in one classroom (top group), I find myself with the lower
socioeconomic status children along with struggling readers. Due to external factors, I have
found that normal means of communication is not sufficient to get the information across to
the parents. The intent of this inquiry is to develop new and various ways to inform the
parents of a child's academic and other needs so they understand the necessity of
involvement at the primary levels of academic instruction to build a firm foundation for future
educational involvement. Come explore whether continual varied communication increases
academics among students with external extenuating circumstances?

Poster Presenter:
Sarah Crouch, How Can Motivation and Expertise Increase Math Skills?


2007 Inquiry Showcase


page 21






Session III 9:50 am 10:15 am


Room I am Lost! What am I Supposed to Do?: Teaching Students to Follow Written
K330 Directions
Mandy Nolte, High School Language Arts Teacher, Florida School for the Deaf and the
Blind, noltem(@fsdb.k12.fl.us

When I give out assignments in class or for homework, my students complete them inaccurately
because they do not follow written directions. I decided to model activities using a variety of
following direction strategies to improve students' scores on assignments.

Poster Presenter: Michelle Johnson, Object, Sound, Letter

Room Affects of All-encompassing High Expectations in the Classroom on Student
K332 Achievement, Self-Concept, and Motivation
Kristen Peterson, Teacher/UF SITE Graduate Student, Lawton Chiles Elementary,
KKPeterson04(@aol.com

Teacher expectations can stem from student gender, race, socioeconomic class, ethnicity, given
name and surname, dialect, attractiveness, special needs, and even body build. Known as the
self-fulfilling prophecy, students achieve and behave according to how the teacher perceives
their ability and behavior, whether positive or negative. I wanted to find out how my teaching
strategies affect equity within the classroom.

Poster Presenter: Sarah Skinner, Teaching Science = Learning in Reading and Math

Room "A Wrinkle in Blog:" Using Blogs to Engage Learning Styles and Reduce Off-Task
M344 Behavior During an Advanced Fourth Grade Literature Class
Elizabeth Homan McDuffie, UF Educational Technology Graduate Specialist, Littlewood
Elementary School /UF School of Teaching and Learning, ehoman15@ufl.edu

In collaboration with the classroom teacher, I noticed the same students frequently displayed off-
task behavior during instructional activities. I decided to evaluate the students' learning styles
and design a technology activity that would engage them and reduce their off-task behavior. I
found that the hands-on, minds-on aspects of blogging engaged these students and reduced
their off-task behavior yet still met the academic demands of an advanced fourth grade literature
class.

Poster Presenter: Jacqueline Gonzalez, How Can the Great Leaps Reading Program Impact
Phonemic Awareness?

Room How Can I Help Differentiate Math Instruction In A Second Grade Classroom?
M347 Laura Renfroe, Curriculum Resource Teacher, Duval Elementary Fine Arts Academy
renfroel@sbac.edu

What do I do with my struggling students? I'm not pushing my highest students, I need to do
more! These words from a frustrated 2nd grade teacher started our use of Math groups and
Math centers. Find out what we tried and how it worked.

Poster Presenter: Jennifer Cowan, What is the Relationship Between Hands-On Activities,
Student Focus, and Task Completion?


2007 Inquiry Showcase


page 22






Session III 9:50 am 10:15 am


Room Implementing Essental Six in a Spanish and Reading Intervention Class
M348 Grisell Santiago, Spanish Instructor, P.K. Yonge, qsantiaqo(pkv.ufl.edu
Allison Jones, Intensive Reading Instructor, P.K. Yonge, aiones(pky.ufl.edu,

Last summer we attended the Essential Six seminar for two weeks. While we attended the
seminar we wondered how we were going to use them in the classroom for the different areas
that we teach (Reading Intervention and Spanish). We decided to observed each other during
our planning time and learn from each other how to use them in an effective way and also to see
how the students react to the different learning strategies that we learned in the seminar.

Poster Presenter: Emily Wolford, How Can a Personalized Behavior System Affect the
Success and Overall Performance of a Kindergarten Student?

Room When Will I Ever Use Geometry?
M350 Jim Bice, High School Geometry Instructor, P.K. Yonge, ibice@pky.ufl.edu
Kristin Weller, 7th Grade Mathematics Instructor, P.K. Yonge, kweller(pky.ufl.edu

We have heard this question many times but did not know that it would be such a large part of
every test that counts (FCAT, SAT, etc.). When we started looking at our school improvement
plan we noticed that our kids were not doing well in the geometry and measurement portions of
the FCAT from middle school through high school. Why is this happening? How much of the test
is related to geometry? What could we do to improve our results?

Poster Presenter: Candice Fallin, How Can Rewards Encourage Participation and Cooperation
in Group Activities?

Room One Administrator's Quest to Promote Teacher Leadership
N382 Amy Hollinger, Assistant Principal, P.K. Yonge Developmental Research School
amyh@(pky.ufl.edu

Teacher leadership is a critical concept in a healthy school. Many teachers come to PK Yonge to
enact the role of teacher leader. Given the critical importance of teacher leadership, I wished to
explore how I, as an administrator, could support this process in the Elementary Division. Come
and see how I have explored this idea throughout the school year by developing teacher
curriculum leadership positions, lead team meetings, and Wednesday grade level team planning
sessions.

Poster Presenter: Shelley Sayger, Truancy: Effects On a Struggling Student

Room Examining "Reference and Research" Test Items: How Can I Impact Improvement
N385 of Teacher Knowledge and Student Performance?
John Bourn, 8th Grade U.S. History Teacher and Social Studies Department Chair,
P.K. Yonge, ibourn@pky.ufl.edu

An analysis of our school's 2004-2006 FCAT reading data shows that students struggle most in
the "Reference and Research" subcategory. This inquiry explored what skills "Reference and
Research" test items target and ways I could use this knowledge to increase both my students'
skills in this area and share this knowledge with other teachers in my school to improve all of our
students' overall performance on this subcategory of FCAT questions.

Poster Presenter: Allison Grocoff, I Don't Understand the Story: A Look at Effective
Comprehension Strategies


2007 Inquity Showcase


page 23






Session III 9:50 am 10:15 am
Room New Kids in the Block
N374 April Crawford, 5th Grade Math/Science Teacher, Lake Butler Middle School,
crawforda(@union. k12.fl.us

In previous years the fifth graders at my school have been on a typical middle school schedule
of seven period days. The fifth graders this year have been on a block schedule, having four
teachers instead of the usual six teachers. Will the new block scheduling in fifth grade benefit
the students, teachers, and parents?

Poster Presenter: Sarah McKeever, How Can Goal Sheets Intrinsically Motivate a High-Level
Fifth Grader During Independent Reading Time?

Room Can Student Performance in the Area of "Reference and Research" be Directly
N371 Impacted by Professional Development?
Gayle Weaver, Reading Coach, Bradford Middle School, weaver Qqfirn.edu

My area of concern at Bradford Middle School is the consistent low performance in the area of
"reference and research" on the FCAT. I want teachers to be more informed as to what is
necessary to improve this particular area of testing. Through focused professional development
and follow-up lessons, I hope that teachers will properly teach and prepare students in this
valuable area of academics. A teacher survey will be taken and FCAT comparisons will be
made at the close of the '07 school year.

Poster Presenter: Lesley Stevens, Wisdom with Words: Teaching a Student How to Access Her
Schema in Order to Decrease Spelling Errors

Room When Calling Out is Out of Control
0361 Jennifer Hoben, Kindergarten teacher, Duval Elementary Fine Arts Academy

When faced with a child who was so excited about school and learning that he commented on or
questioned everything, I was determined to develop a strategy that would allow him to gain
control without stifling his excitement for learning. The "three strikes" policy has proven to be
effective not only for this boy, but for the entire class.

Poster Presenter: Angie Johnson, Repeated Readings to Enhance Oral Reading Fluency

Room How Shall I Group Thee: Will An Alternate Method Improve Performance In
0362 Reading Skills?
Leanne Criscitiello, Middle School Reading Instructor, Trenton Middle School
criscitiellol@mygcsd.org

Cooperative grouping can be invaluable to teachers as an efficient way for effective "learners"
to model positive self directed strategies during reading lessons. After viewing my students
ThinkLink results this year, I wanted to try pairing one low achiever with two high achievers
during reading lessons. I wanted to see how this practice would affect both performance and
self esteem in the students.

Poster Presenter: Jennifer Kermes, Shared Writing as a Tool for Increasing Letter and Sound
Recognition


2007 Inquiry Showcase


page 24






Session III 9:50 am 10:15 am


Room Popsicle Sticks: Powerful Use Beyond Art Class
Q502 Alissa Hingson, 5th Grade Teacher, Lafayette County School, ahinqson@lafavette.k12.fl.us

Do you unintentionally call on the same students) all the time? At times in a hurry have you
called on a student that you know knows the answer? Have you ever been under the
impression that your whole class has a great understanding only to find out after assessment
that just a handful that participate in class discussions do? Using a strategy that I simply call
"Popsicle Sticks" has improved the equity and fair access to learning in my classroom. Each
student has a responsibility to be engaged and to participate at all times. As a result I am able
to more accurately determine the understanding of my class as a whole and take instructional
opportunities to clarify misunderstandings right away.

Poster Presenter:
Krista Browning, Improving Spelling with Flashcards

Room Repetition + Computer = Success
Q506 Devin Colley, First Grade Teacher, Mellon Elementary, dcollev(yputnamschools.orq

I began this year the same way, routine after routine. Yes, my kids were making gains, but my
struggling readers were still having problems. I decided to bring in additional materials and
programs to my triple I group. I had a great feeling that they would be excellent motivational
tools.

Poster Presenter:
Carol Anne Horowitz, Just the Facts: How Multiple Strategies Aid in Developing Multiplication
Facts

Room Are You There, Parent? It's Me, Teacher.
L351 Jennie Golowenski, Kindergarten Teacher, Metcalfe Elementary, Golowenskii()sbac.edu

Last year I had very poor communication with my student's families and a rough time getting
homework, permission slips, etc. So I wondered, "How would twice weekly contact with parents
effect parent involvement in the classroom and communication initiated by the parent?" I spoke
in person or on the telephone with each student's guardian twice a week making a point to
mention at least one positive action and limiting negative notes to one. Did I get out what I put
in?

Poster Presenter:
Ruthann Christensen, Effective Modifications to the UFLI Program Aimed at Increasing
Motivation and Self Esteem for Kindergarten Students

Room Believe You Can...Student Success Skills Help Students Be Better Students
L353 Barbara Ferris, Guidance Counselor, M.K.Rawlings Elementary, ferrisbm(sbac.edu

I presented the Student Success Skills Unit in a fourth grade class and measured students'
goals and how they rated themselves before and after the unit. The data show a significant
improvement in how students rated themselves on a scale of 1 to 10 as a student reflecting
increased confidence in their learning capacity.

Poster Presenter:
Nicole Eubanks, Increasing Reading Fluency through Repeated Reading: Does it Really
Work?
2007 Inquiry Showcase page 25






Session III 9:50 am 10:15 am
Room Small Group Time in Kindergarten
L354 Kristy Helms, Kindergarten Teacher, Mellon Elementary, khelms()putnamschools.orq

We get just a few minutes with our struggling students, so we need quick and meaningful
activities that will engage the students and help them learn the skills they are lacking. I wanted
to see how my struggling students' skills could improve with intense instruction on the five areas
of reading and kindergarten skills during small group time. I used several activities and games
from the Florida Center for Reading Research Student Center Activities notebooks along with
some strategies of my own to lead my students during this time. During my inquiry I looked at
how these activities enhanced my students' comprehension of skills.

Poster Presenter:
Jacqueline Lopez, Will Using a Concept Map as a Pre-Writing Tool Help Students Write a
Cohesive Story?

Room Do We Really Need a Science Fair?
L356 Bernard Baez, Fifth Grade Teacher, Williams Elementary, baezirb(sbac.edu,
Melinda Craine, Fifth Grade Teacher, Williams Elementary School crainems(sbac.edu

Teacher surveys and student interviews give an interesting glimpse into the world of science at
Williams Elementary. Presenters will share teacher attitudes toward having a school-wide
science fair and third through fifth grade student successes/failures with a mock science
project.

Poster Presenter:
Mark-Jason White, A 13-Round Bout with Pout

Room Using Student Feedback Sheets To Gain Insight Into Individual Learning Needs
Z1152 Kara Fischer, Fourth Grade Intern, Lawton Chiles Elementary, fischerk(@qmail.com

When reflecting on my Social Studies lessons, I frequently found myself wondering how well a
lesson had reached my students. To investigate this, I introduced a daily feedback sheet at the
end of Social Studies time that looked at whether my students had learned what I intended for
them to learn that day, how much they had enjoyed the lesson, and what suggestions they had
for future lessons. I hoped to use this information to better understand the needs and
preferences of my students as a group and as individuals, and to increase the number of
students reached by each lesson.

Poster Presenter: Melissa A. Anderson, Using What Works for Your Students: Tailoring UFLI
Strategies to Increase Reading Success

Room Extra Encouragement for the Unmotivated Student
Z1153 Fabiola Calizte-Florexil, 3rd grade teacher, Duval Elementary Fine Arts Academy
calixtefs@sbac.edu

What do I do about a student who seems motivated only to socialize with her friends? Her
mother and I asked ourselves,"What can we do to help her want to learn and pass the FCAT?"
Throughout the inquiry we focused on strategies to help her become motivated about school.

Presider: Keith Tilford, Instructor, School of Teaching and Learning


2007 Inquiry Showcase


page 26






Session III 9:50 am 10:15 am


10:15-10:45 a.m. *Refreshment Break
P.K. Yonge
Cafeteria *Refreshments sponsored by the University of Florida's Lastinger
Center for Learning with support from Wachovia Foundation





10:50-11:15 a.m. Session IV


Room Type to Write
J304 Katie Feria, Third Grade instructor, Littlewood Elementary, katieferia)@yahoo.com

Reflecting on my current class' writing, I noticed they were not making progress as my
classes in years past had done. For months I tried every "teacher tool" that I had, such as
making writing tactile by manipulating writing puzzles, kinesthetic with body movements to
remember the format of the writing plan, and had small group instruction. Nothing I seemed to
implement helped my students better understand how their writing plan correlated with their
writing composition. I wanted to investigate if using technology and programs such as
Kidspiration and Stationary Studio would create more of a hands-on approach to writing, and
help my students bridge the gap between the plan and the actual composition.

Poster Presenter: Kelly Anne Hage, Give Me An A! How Goal Setting, Individualized
Practice, and Praise Help Boost Intrinsic Motivation

Room Look at the pretty...How Can I Keep ADD/ADHD Students Engaged?
J306 Emily Kerfoot, 3rd Grade Teacher/UF SITE Student, Lawton Chiles Elementary,
ekerfoot(ufl.edu
When an observation revealed that some students were engaging in off-task behavior, I was
concerned. Looking into it, I realized that these off-task students had either ADD or ADHD. I
wanted to find a way to keep these students engaged without raising my voice toward them
all day.

Poster Presenter: Emily Ann Roderick, Bridging Motivation Between Reading Room and
Homeroom

Room Does Reciprocal Teaching (RT) in Different Content Areas Affect Student
J307 Willingness to Implement the RT Strategies?
Denise Skinner and Holly Vaniglia, Buddy Taylor Middle School, 7th Grade Science & 6th
Grade Language Arts/Reading Teachers, skinnerd(@flagler.k12.fl.us,
vanigliah(@flaqler.kl2.fl.us

Studies have indicated that Reciprocal Teaching (RT) helps students advance their ability to
monitor their comprehension. As a result, RT should be a useful strategy for improving
student comprehension. For this inquiry, we studied how the implementation of RT strategies
in different content areas would affect student willingness to use these strategies during class
related readings. Surveys were used to monitor results.

Poster Presenter: Andrea B. Vazquez, Improving Classroom Behavior Rewarding the
Positive While Ignoring the Negative
2007 Inquiry Showcase page 27






Session IV 10:50 am 11:15 am
Room To Remediate or Not to Remediate, That is the Question
J309 Diana Locke, High School Math Teacher, Dixie County High School,
dianalocke(@dixie.k1 2.fl.us

In the past we have offered Intensive Math classes at our high school fo eleventh and twelfth
grade students who have not passed the math portion of the FCAT. This year because of
faculty and scheduling changes we are not offering this course. At first, I thought this would
be detrimental to our students, but when the first group of FCAT scores came back I
wondered whether other methods had been just as successful, or maybe even more so. I
looked at hard data (FCAT scores) as well as fuzzy data (interviews with teachers and
students) to determine the most advantageous strategy in remediating our retake students.

Poster Presenter:
Kara Gosnay, How Can Self-Monitoring Strategies Increase On-Task Behavior?

Room Using Professional Learning Communities to Initiate School-Wide Practice
J310 Change
Mickey MacDonald and Gloria Weber, 9th Grade Science Instructor and 9th -12th Grade
Math Instructor, P.K. Yonge DRS, mmacdonald(pky.ufl.edu and qweber(pky.ufl.edu

As facilitators of P.K. Yonge's critical friends' groups, we will examine how participation in a
CFG can be a meaningful form of professional development in differentiated instruction and
how such participation can implicate change in teacher practice and student achievement at
the secondary level. By focusing on student profiles, we will examine our own practice within
our classrooms and examine how sustained discussion via CFGs can affect school wide
practice change.

Poster Presenter:
Adriane McGhee, Attention, Attention! How Can Individual Teaching Improve Academic and
Social Success?

Room Hands-on Math Centers to Increase Engagement and Performance
J312 Marshalee Wright, 3rd Grade Teacher, M.K. Rawlings, Elementary School,
marshale@ufl.edu, Genevieve Bryan, 3rd Grade Teacher, M.K. Rawlings, Elementary
School, missgen@ufl.edu

After observing students lack of math retention and negative social interactions, we designed
hands-on, cooperatively grouped math centers that focused on FCAT math skills. We wanted
to bridge the gap between abstract concepts and skills, by creating a learning experience that
made concepts and skills concrete. We also wanted to see if cooperative grouping would
decrease negative social interaction.

Poster Presenter:
Crystal Tessmann, How Does Working One-on-One With a Student Improve Her
Understanding of Math?


2007 Inquiry Showcase


page 28






Session IV 10:50 am 11:15 am


Room Student Goal Setting: How Effective is it?
K324 Marion McCray, Principal, Lafayette Elementary School, mmccray@lafayette.k12.fl.us

Have you ever wondered what you could do to get students, specifically low performers,
focused on the end result (FCAT)? At Lafayette Elementary School, our lowest quartile
reading student growth prevented us from achieving our "A" school grade. This year we used
motivational quarterly goal setting assemblies to motivate students toward the end-of-the-year
goals small steps toward the "greater" goal. Results show that monitoring fluency through
goal setting has shown great results!

Poster Presenter: Angelina Richardson, Improving the Phonological Awareness of a
Kindergartener

Room It's Flat Line at the Top o' the Line
K326 Lisa Statham Posteraro, Teacher (Gifted), Williston Elementary School, Grades 3-5
posterl@levy.kl2.fl.us or LevyLisa51@aol.com

Upon learning that the standardized test performance of our school's gifted students, as a
group, was rather "dead," much to the chagrin of the administration, I felt great dismay
because I had remembered my students of 30 or fewer years ago being more alive, more
eager to excel on whatever tasks they were given. Consequently, I wanted to investigate
what educational approach I could use which would jolt some excitement into the gifted
curriculum and generate or renew enthusiasm among my students not only for learning but
also for attaining the "top o' the line" when it came to these all-important tests which so
greatly impact our schools.

Poster Presenter: Amy Skelton, The Educational Detriment of Being Misplaced: A Guided
Look into Student Misplacement

Room Cross-School and Cross-Grade Level Pen Pal Project
K327 Stephanie Hogle, 2nd Grade Teacher, Bronson Elementary, hogles@levy.k12.fl.us
Kelly Shirley, 1st Grade, Joyce Bullock Elementary, shirlek@levy.k12.fl.us

Wanted! Skilled and interested writers. We were concerned about students' lack of interest
in writing and lack of basic writing skills. We were interested to see if an authentic writing
experience would affect students writing motivation and skills.

Poster Presenter: Lillian Clanton, Implementing Spelling Strategies to Improve Performance
on Spelling Tests

Room On Your Mark, Get Set, Go! Fluency in Kindergarten
K329 Jessica Kish, K Teacher, Baker County Pre-K/Kindergarten Center, jkish@baker.k12.fl.us

How can I support my kindergarten students in becoming fluent readers? As a teacher of
reading, I am interested in finding the most beneficial intervention strategies to improve the
reading fluency of beginning readers in my kindergarten class. Neither our reading nor our
phonics curriculums have a fluency component. Therefore, I feel it will be beneficial to my
class to implement such a program to improve fluency and comprehension and to better
prepare my students for first grade.

Poster Presenter: Kristin Black, Embedding Strategies Into Whole Group Instruction: Does It
Really Improve Letter Recognition?


2007 Inquity Showcase


page 29






Session IV 10:50 am 11:15 am
Room Peer Tutoring to Assist Struggling Math Students
K330 Sarah Reed, 4th Grade Teacher, Florida School for the Deaf and the Blind,
reeds(@fsdb.k12.fl.us

Struggling with struggling math students? This inquiry introduced peer tutoring in an effort to
determine its effectiveness with higher and lower achieving math students. I found the pros
and cons of this method, while the method found its way into the students' hearts.

Poster Presenter:
Erica Scicchitano, How Do KWL Charts and Discussion Improve Reading Comprehension?

Room It's Too Late, or Is It? Can the Fluency and Word Recognition of an Already
K332 Above Grade Level Reader and Writer be Improved with Remedial Practice?
Samantha Coopersmith, Teacher, UF SITE Intern, Lawton Chiles Elementary,
samcoop(@ufl.edu

Knowing a specific student very well and becoming increasingly aware of her anxiety and
tension regarding marking sound clues in unknown words, I became curious if there was
anyway to help. I wanted to find out if stepping back to more remedial sound clues would
increase her fluency and decoding skills, as well as alleviate pressures associated with
reading unknown words.

Poster Presenter:
Kelly Ashberger, How Can Developing Strong Leadership Skills Reduce Confrontational
Behaviors?

Room Inspiring Organization: Using Graphic Organizers and Word Processing to
M344 Increase Organization in Writing
Kevin Fess, UF Educational Technology Graduate Specialist, Littlewood Elementary/UF
School of Teaching and Learning. fessl@ufl.edu

I noticed many of my fifth grade students lacked organization and structure in their writing.
Using Inspiration and Microsoft Word, I hoped to increase their awareness of writing structure
(i.e. paragraph organization, sentence structure and spelling) while simultaneously giving
them more opportunities to edit their work. Results suggest students paid more attention to
and demonstrated better organization as a result of using these programs.

Poster Presenter:
Jennifer Raulerson, Transitioning from One-On-One Assistance to Independence: Can
Math Performance Continue to Improve?

Room When a Student Shuts Down: How Can the Guidance Counselor Help?
M347 Susan C. Latini, LMHC, Guidance Counselor, Duval Elementary Fine Arts Academy
latinisc(sbac.edu

When a student who was brought to my office because a teacher overheard him say he
wanted to kill himself and had been doing no work since the beginning of the year, I became
concerned not only with his physical safety, but also how I could help him find some meaning
in his life. I wanted to find out about his total life picture and what was most important to him,
so that I could begin to address his problems and help him feel successful.

Poster Presenter: Lauren Huber, How Can Incorporating Student Interests Increase
Motivation and Enjoyment in Writing?


2007 Inquity Showcase


page 30






Session IV 10:50 am 11:15 am
Room To Include or Pullout? That Is The Question
M348 In this session, explore two different inquiries by two different teachers that illuminate two
different perspectives on inclusion:

Listen: Can a Listening Center Benefit the Children in my Classroom?
Tammy Gumbiner, Second Grade Teacher, Littlewood Elementary,
qumbintd@sbac.edu

As I work with the second graders in my classroom, some of the children leave the room
for other pull out programs during my reading center. I wanted to find out if I could give
extra help to these children who miss important instruction to keep them from falling
behind in my curriculum. I did this by recording reading/language arts mini lessons and
had the children listen to them.

Inclusion vs. Pull-out: Are We Doing What's Best for Students?
Deborah Poole, Fourth Grade, Littlewood Elementary, pooledl@sbac.edu

Since I began teaching at Littlewood last year, I have been somewhat resistant to the
inclusion approach to teaching. Team teaching in a classroom with two other teachers
for a part of each day, and trying to meet such a wide range of student needs can be
challenging. I also had doubts that it was really the best situation for all of my students.
I wanted to find out if the benefits outweighed my concerns, so I decided to use test data
and observations of my lowest achieving students to determine if inclusion was indeed
working for my students.

Presider: Darby Delane, Instructor, School of Teaching and Learning

Room African American Parents Discuss Their Perceptions of Student Attitudes
M350 Toward Academic Achievement
Lawson Brown Jr., 6th Grade Teacher, P.K. Yonge Developmental Research School,
University of Florida, Ibrown@pky.ufl.edu

In a quest to support the development of a healthy attitude towards academic achievement of
my African-American students, I invited a sample group of their parents to spend three
sessions with me discussing this topic. Come learn about what I learned as a result of
holding these sessions, including the parenting methods these parents utilized to promote
academic achievement for their child, and effective strategies parents can utilize at home to
promote student learning.

Poster Presenter: Lindsey Cox, Using Manipulatives to Help Develop Problem Solving Skills

Room Dear Math Teacher, My Brain Does NOT do Numbers!
N382 A Look at Student Attitude and Achievement
Kathryn Janicke, Middle School ESE Teacher, PK Yonge, kjanicke@pky.ufl.edu
Stephanie Harrell, 8th Grade Math Teacher, PK Yonge, sharrell@pky.ufl.edu

Students enter math classes with many different deep rooted feelings towards the subject.
How are these feelings related to student achievement in mathematics and are they
influenced by parent perceptions and experiences towards mathematics? This inquiry uses
student and parent surveys, various student achievement data, and current
research to search for correlations between student attitudes and academic achievement.

Poster Presenter: Kelly Pester, Making It Through the Passage: Providing Challenges


2007 Inquity Showcase


page 31






Session IV 10:50 am 11:15 am
Room Will Teaching Through the Arts Reduce Apathy In My ESE Students?
N385 Margarett H. Martin, High School Special Education Instructor, Union County High School,
martinm(@union.k12.fl.us

Watching the apathy grow among my ESE students was painful. It seemed that if something
could not bring them out of this downward spiral, we were going to lose them. Then it came to
me. Much research has been done regarding the use of music and drama as hooks onto the
wagon of learning and as brain booster mechanisms. Would this work here and what should I
try?

Poster Presenter:
April Evans, How Do "Hook-Ups" and "Belly Breathing" Help A Student Manage Anxiety?

Room Motivation through Mentoring
N374 Rhonda K. Clyatt, Reading Coach, Lake Butler Middle School, clyattr(@union.k12.fl.us

Being a new reading coach, my thoughts are filled with ways to motivate students to read.
However, I also understand the pressures behind being a classroom teacher and the time
constraints that you deal with on a daily basis. I tried to think of some ways to maximize the
amount of help students were receiving in reading without putting more work on the
classroom teachers. I decided to recruit the help of the school staff, parents, peer tutors, and
teachers to develop a mentoring program to see if it would make a difference in the reading
ability and self esteem of lower leveled students.

Poster Presenter:
Amber Mealey, Planning for Success: Note-Taking as a Tool to Decrease Off-Task Behavior

Room Motivating High-Achievers to Their Full Potential: Will More Challenging
N371 Assignments Lead to Higher Grades?
Harper Hunter, 8th Grade Reading Teacher, Trenton Middle School, hunterh(amvqcsd.orq

I wanted to find out how to help my high-achieving students reach their full potential in class,
and felt that it was mostly a motivation issue. I tried to find a way to challenge them in order
to get them more interested in what we were doing in class and increase their intrinsic
motivation to work to their potential in school. I hoped that by doing this, they would put more
effort into their work and thus be extrinsically motivated by increased grades on their
assignments.

Poster Presenter:
Terri Wade, Positive Reinforcement: Effects on an Attention-Seeking Student's Ability to
Focus in Math

Room Increasing on Task Behavior and Instructional Time
0361 Angela Green, Reading teacher, Duval Elementary Fine Arts Academy

I had one student who talked constantly. This student was not on task most of the time,
distracted others, and decreased instructional time. I began to wonder, if I used edible
reinforcement and gradually replaced it with verbal praise, would this student's on task
behavior and overall class instructional time increase?

Poster Presenter:
Corrie Braley, B-l-e-n-d-i-n-g: Using Tactile Strategies and Decodable Books to Improve
Blending
2007 Inquiry Showcase page 32






Session IV 10:50 am 11:15 am
Room Movement Breaks
0362 Kathleen Trupiano, Teacher, UF SITE Graduate Student, Lawton Chiles Elementary,
trupiano(@ufl.edu

In reflecting on the behavior of my second grade math class, I noticed that much of my time
was spent redirecting the student's attention to me, or the material they were working on.
They had a lack of concentration and in addition to this I was not absolutely certain that the
students were enjoying class. My inquiry was to find out if movement breaks (including music)
would increase the students focus and create a more positive attitude.

Poster Presenter:
Danielle Lafontant, Engaged or Not Engaged: Exploring the Correlation between a Student's
Engagement and her Academic Success

Room Cold to Hot! Timings Boost Fluency and Confidence.
Q502 Sheila Hood, 5th Grade Teacher, Lafayette Elementary, shood()lafayette.kl2.fl.us

Having several special education students in my after school classroom that read less than
thirty words per minute presented me with a challenge. I wondered what strategies I could
use with these students that would be the most effective to increase their fluency. I used a
research-based program called "Read Naturally" each afternoon for twenty minutes with
these struggling readers. Their fluency and confidence increased. They would eagerly wait
for their turn to demonstrate their improved reading rate with the hot timing!
Poster Presenter:
Jennifer Hipp, Thinking for Yourself: A Study in Increasing Independent Work Completion
through the Removal of Written Prompts

Room Vocabulary Instruction: What Works for Long Term Retention?
Q506 Kathy Dixon, Principal, Williams Elementary, dixonkv(sbac.edu

School wide vocabulary instruction has focused on implementing ideas from the text Bringing
Words to Life, from a workshop presented by Dr. Holly Lane, and from the CRISS manual.
The presenter has collected data on student understanding and long term retention of "dinner
words" taught in grades 2, 3, and 4. Results will guide vocabulary instruction for the future.

Poster Presenter:
Janah Adickman, How Do Incentives Keep a Struggling Reader On Task During UFLI
Tutoring Sessions?

Room Going the Extra Mile w/Parents and Students
L351 Kenyon Nashid, 1st Grade Teacher, Metcalfe Elementary, K nashid@yahoo.com

The purpose of this project is to provide extra support to fragile readers in a different, smaller,
and more informal environment (e.g. library, home) in order to increase children's reading
scores, and give parents tools to use at home to help educate their child. Additionally,
increased parent contact provides the readers with added support from home.

Poster Presenter:
Nikki Findlay, Helping a Struggling First Grade Reader Understand that Reading is Not
Making Up Words as She Goes Along


2007 Inquiry Showcase


page 33






Session IV 10:50 am 11:15 am
Room Together We Can! Building Better Family and School Relationships
L353 Elmira Goode, K-Teacher, M.K. Rawlings Elementary, qoodeev(sbac.edu

The percentage of family participation in school events, conferences, and assisting students
with home assignments is very low at our school. We have tried different approaches to
enhance participation (e.g. give-a-ways, student performances) but attendance remained low.
I wanted to find out whether providing family night workshops in community centers (along
with give-a-ways and dinner) would increase the percentage of family participation.

Poster Presenter:
Jamie Freshour, Using Creative Visualization to Improve Reading Comprehension

Room Will the Use of Spelling Strategies in Combination with Lexia /Successmaker
L354 and Teacher Driven Intensive Instruction Improve a Second Grader's Fluency?
Holly Coulliette, Second Grade Teacher, Mellon Elementary,
hcoulliette(@putnamschools.orq

Watching a second grader having trouble with fluency is sometimes confusing. First, I needed
to find out why. Through assessment and observation I recognized that the student was not
connecting any vowel patterns. Also, he spelled by sound with no recognition of a vowel
pattern. I wanted to see through using all the short/long vowel patterns, Lexia, Successmaker
and teacher driven intensive instruction if this whole package would make a difference in this
second grader's fluency.

Poster Presenter: Gabrielle Lott, Using Response Journals on the Road to Comprehension

Room Parent Perception of Home Visits
L356 Sunshine Moss, Third Grade Teacher, Williams Elementary, sun(ufl.edu,
Jennifer Lindquist, Art Teacher, Williams Elementary, lindquija@sbac.edu

A survey will show how parents perceive home visits Whether they find them valuable and
how they prefer them to be administered.

Poster Presenter:
Emily Skulina, Using Story Webs to Improve Reading Comprehension

Room Busy without Busywork: Managing Meaningful Centers
Z1152 Debra Walters, Kindergarten Teacher, Williams Elementary, waltersdz(sbac.edu
Katie Pais, Kindergarten Teacher, Williams Elementary, paiskr(sbac.edu

While working with a group of students at guided reading, we were constantly interrupted by
other students requiring assistance and redirection. We wondered how we could help
students be independent and stay on task on their own while still performing meaningful work.
Come find out how we put an end to this wide spread crisis.

Presider: Erica Jacobs, Center for School Improvement


2007 Inquiry Showcase


page 34






Session V 11:25 am 11:50 am


Room Stop the Roller Coaster, It's Time to Learn
Z1153 Jacquelyn Christian, 3rd grade teacher, Duval Elementary Fine Arts Academy
christianjb@sbac.edu

What do I do about classroom behavior that interferes with learning? I wanted to uncover the
causes as well as solutions to help reduce the inappropriate behaviors. Also, I needed to
determine ways to motivate these students to participate in a productive learning
environment.

Presider: Katie Tricarico, Center for School Improvement

Library Reading Habits of High School Seniors
Thomas Beyer, 12th Grade English Teacher, P. K. Yonge, tbeyer(pky.ufl.edu

In my first year teaching English to high school seniors, I was intrigued by my students'
response to my selection of our introductory book, Jurassic Park. Their positive reaction to
this selection led me to explore the reading habits of my seniors so I could gain insights into
how to select the best books to stimulate their interest in life-long reading. Come explore
what high-school seniors read, and how often. In addition, with the next Harry Potter Novel
being released this summer, come learn how my seniors, who were in the fourth grade when
the first Harry Potter novel came out, perceive the effect Harry Potter had on the development
of their own reading habits. Whatever grade you teach, this inquiry serves to stimulate
thinking about factors all teachers might consider when selecting reading material for
students.

Poster Presenter:
Melanie Gore, How does UFLI tutoring impact the fluency of a struggling reader?



11:25-11:50 a.m. Session V


Room Taking ACTION on Reading Fluency: Using Reader's Theatre With Struggling
J304 Readers in An Inclusion Classroom
Donna Babcock, ESE/Resource Specialist, Phyllis Berry, 4th Gr. Inclusion Teacher
babcockd(@Flaqlerschools.k12.fl.us, berrvp(@Flaqlerschools.k12.fl.us

This teacher inquiry project focuses on identifying the effects of Reader's Theatre, as part of
the daily reading plan, on the fluency rates of struggling fourth grade students.
Progress was monitored through observation, evaluation of DIBELS scores, Read Naturally
scores, as well as student survey and feedback.

Poster Presenter:
Emilee C. Hatch, Anger's NOT the Answer Teaching Strategies for Anger Management


2007 Inquiry Showcase


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Session V 11:25 am 11:50 am


Room Choral Reading = Fluency?
J306 Kathy Balkcom, Reading Coach, Niblack Elementary, balkcom k01@firn.edu

So many students seem to dislike reading out loud in front of their classmates. Yet there
seems to be so little time for oral reading practice on a one-on-one level. I was interested in
knowing if choral reading would motivate students to orally read, and if so, would choral
reading on a daily basis improve students' oral reading fluency scores.

Poster Presenter:
Kevin R. Sario, A Crash Course in Spelling Remediation: From "Poppel" to "People" in Two
Months

Room A Multi-Sensory Approach to Memorizing Multiplication Facts
J307 Sharon Ott and Jorge Lopez, Buddy Taylor Middle School, 6th teachers of ESE math

The purpose of this inquiry is to see how different visual, auditory, and kinesthetic teaching
techniques assist 6th grade ESE math students with the memorization and retention of the
basic multiplication facts. Pre and post tests, and teacher observations were used to monitor.

Poster Presenter:
Michelle L. Walsh, Decreasing Disruptive Behavior with Positive Reinforcement

Room What Have We Done to Pre-K?
J309 Cristina Siegel, Pre-K Teacher, Old Town Elementary School, cristinasieqel(@dixie.k12.fl.us

Are the increased expectations for Pre-K teachers and students really helping to prepare
them for kindergarten? This is what I wanted to find out as a result of my inquiry. Since the
inception of the Early Reading First Grant, my Pre-K classroom has gone from having no
curriculum at all to having three different curricula. I looked at our scores to determine if our
preschoolers are now performing better than our preschoolers from before the
implementation of the grant. I also surveyed teachers and aides to see how they feel their
students have responded to the changes in Pre-K.

Poster Presenter:
Regina Gottsegen, Providing One-on-One Interaction with Fluency Programs to Improve
Reading Fluency

Room Developing a Deeper Understanding of PSA T Scores
J310 Susan Ireland, High School Counselor, PK Yonge DRS, sireland(pky.ufl.edu

PK Yonge has not had a National Merit finalist since 1996. I wondered why. I also wondered
what I would find if I closely examined PSAT test scores for the past 2 years. Were there
particular questions that a high number of students missed? Would there appear to be gaps
in our curriculum? How do PKY students compare to other groups? What is PKY's history
with the National Merit Scholarship Competition? Would coaching for the PSAT/SAT help?
Should we coach?

Poster Presenter:
Nina Morrison, Increasing Fluency with Technology and Precision Teaching


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Session V 11:25 am 11:50 am


Room The Mythos of the Eighth to Ninth Grade Transition: Part 1 Discipline
J312 Greg Marshall, High School Chemistry Instructor, Bradford High School,
marshall q03@firn.edu

During my entire thirty years in education, the behavior of 9th grade students has always been
explained away by the mysterious transition period they must undergo as they move up to
high school from middle school. Due to the wide scope the topic presents, this inquiry is
limited to only one facet of this transition discipline. Do students' behaviors really get worse
as they enter ninth grade, or is this conduct just a continuation of those behaviors observed
while the child was in middle school? What do the facts say?

Poster Presenter:
Shelly Vanderbilt, How Increasing Fluency and Teaching Test-taking Strategies Can
Increase Scores from an ESOL Student

Room Continuous Improvement Model (C.I.M.): Will Implementing All Parts of C.I.M.
K324 Help More Students Master Skills?
Teri Buckles, Principal, Mellon Elementary School, tbuckles(@putnamschools.orq

As a principal of a school in corrective action and facing the possibility of restructuring if the
school does not achieve Adequate Yearly Progress (A.Y.P.) during the 2006-2007 school
year, a research based method with proven effectiveness was needed to help teachers and
students at Mellon Elementary. The Continuous Improvement Model has been effective at
other schools in Florida and in our county. The main focus of my project was monitoring the
implementation and student progress. It was hoped that using this model would help
students master skills and ultimately change the way teachers teach.

Poster Presenter:
Amanda Stein, Maintaining Focus will Increase Emergent Literacy Skills

Room Does Requiring Students to Take Ownership of Their Learning Boost Motivation
K326 to Work?
Rome Shelia H., High School English Teacher, Chiefland High, romes@levy.k12.fl.us

Transitioning to the ninth grade seems to be an extremely difficult task for many middle
school students. These students prefer to listen and learn (or not) without actively engaging
themselves in the learning process to the best of their ability. I am interested to see how
requiring each student to publish a "review" booklet based on material taught from the
beginning of the semester would increase their motivation to work.

Poster Presenter:
Christa Bartelt, Implementing Behavior Accommodations during Direction Instruction in
Order to Improve Student Engagement


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Session V 11:25 am 11:50 am


Room Scheduling / Curriculum Overload: Can I Balance It?
K327 Marien (Yvette) Lough, First Grade Teacher, Macclenny Elementary School,
ylough@baker.kl2.fl.us

I find myself juggling my curriculum constantly to fit my schedule. I have an overload of good
sound programs, books, technology, strategies, resources, support, educational
opportunities, curriculum maps, Sunshine State Standards, state requirements, county
requirements, and school requirements. I have just about everything a teacher could wish for.
The problem is I have too much of a good thing. Try as I might there is no way to cover it all
EFFECTIVELY. Now, what do I use, and what do I let go? I'm looking for an effective
balance.

Poster Presenter: Joy Siebert, Enhancing Motivation to Improve Reading Comprehension

Room Are Running Records Worth The Race?
K329 Brenda Davis, 2nd Grade Teacher, Macclenny Elementary School, bdavis@baker.k12.fl.us

My inquiry pertained to Running Records and their effectiveness in the classroom. This
presentation looks at how Running Records should be administered, how often Running
Records should be completed, and methods in which data can be managed.

Poster Presenter: Ella Yankelevich, Teaching Blending Strategies to Improve Reading Ability

Room "I Know I Wrote It, But What Does It Say?"
K330 Bethany Peacock, 3rd grade teacher, Florida School for the Deaf and the Blind,
peacockb(@fsdb.kl 2.fl.us

After noticing a struggling student having difficulties reading back his own writing, I decided to
incorporate video-taping into his morning journal time. I wanted to see if playing back videos
of himself telling stories would improve his ability to recall his own thoughts and improve his
writing skills.

Poster Presenter: Kristin D. Birdsey, Breaking Down Fractions: Applying Old Strategies in
New Ways

Room Will the use of Anger Management Activities Help Specific Students Learn to
K332 Use Self-calming Techniques when Becoming Angry?
Justine Karpf, First Grade Teacher, UF SITE Graduate Student, Lawton Chiles Elementary,
justine9@ufl.edu

I noticed an issue in my classroom centering around three specific students who were
displaying disruptive behavior in the classroom and also fighting with other students at
recess. The students would become very angry and appear unable to calm down or move on
after an incident occurred. After speaking with the guidance counselor, I put together a short
program using anger management activities that were meant to teach the students how to
use self-calming techniques when becoming angry instead of engaging in aggressive
behavior.

Poster Presenter: Brooke Smith, Will the Comprehension Strategy of Drawing the Story and
Re-Telling the Story Help to Improve a Students Reading Comprehension?


2007 Inquiry Showcase


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Session V 11:25 am 11:50 am
Room Who Has the Brains in This Operation? Student Authorship of Questions to
M344 Increase Mathematical Knowledge
Aimee Wiegner, UF Educational Technology Graduate Specialist. Littlewood Elementary/UF
School of Teaching and Learning, wiegner@ufl.edu

In collaboration with a classroom teacher, I noticed that students in a 3rd grade math class
struggled with content knowledge and levels of involvement in instructional activities. To
increase their knowledge and involvement, I planned a brain bowl activity in which students
created content-related questions with visual aids in a PowerPoint presentation. I found that
student authorship of content-related questions led to ownership of material, increased levels
of engagement, and increased content knowledge.

Poster Presenter:
Lauren Kimball, How Does Self-Talk Improve Regrouping Skills in Mathematics?

Room A Closer Look At the Severally Emotionally Disturbed Child
M347 Michelle Patrick, 2nd grade teacher, Duval Elementary Fine Arts Academy
patricml@sbac.edu

After I received a child labeled SED, I wanted to know more about what the label meant. I
also wanted to know what I could do to better assist the child.

Poster Presenter:
Loryn Black, How Does Individual Assistance Improve a Kindergartner's Letter Recognition
Skills?

Room Addressing the Issue: Does skill acquisition ease student anxiety?
M348 Allison Jones, Intensive Reading Instructor, P.K. Yonge, aiones(pky.ufl.edu

While examining the apparent anxiety that students display in the intensive reading
classroom, I began to wonder if the acquisition of reading skills (Essential Six) will diminish
these anxieties while building the students' knowledge base. I wanted to determine just how
much building a student's confidence in their reading skills changes their perspective on their
academic possibilities. Understanding how the students perceive their abilities to perform and
display knowledge acquisition will have tremendous implications on instructional strategies for
years to come.

Poster Presenter:
John Griffin, Organization and Motivation: Gone with the Wind

Room Reflective Journal Writing and the Quest for a Meaningful Writing Experience
M350 Jennifer Conley, Elementary Pre-Service Teacher, Littlewood Elementary School,
conleyvi(ufl.edu

The students in my third grade Language Arts class always looked at writing as a chore and
seemed disconnected in their responses. I wondered how I could make writing something that
was enjoyable while also improving their writing skills. This inquiry examines the use of
reflective journal writing that is prompted by literature and the student response.

Poster Presenter:
Britney Bowen, How Does Additional Attention Increase Completion of Individual Work and
Reading?


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Session V 11:25 am 11:50 am
Room Teacher and Parent Daily Communication
N382 Rebecca Molnar, Middle School Reading Teacher, molnarr(mvyqcsd.orq
Confronted with discipline problems and low to failing grades I knew I needed to help create a
change in my student's motivation to succeed. I kept hearing complaints from parents during
IEP's that they wish they had known sooner, so I decided to implement a daily communication
sheet that would go from teacher to parent. I wanted to know would this help me bring about a
positive change in motivation for my students.

Poster Presenter:
Katie Schrimsher, Letter-Sound Correspondence, Reading Fluency, and Motivation

Room Visualizing: It's Just Like Describing a Picture, Only Backwards!
N385 Mark Freeland, 5th grade Reading Teacher, Lake Butler Middle School,
freelandm(@union.k12.fl.us

Since I began teaching, I have asked my students about the pictures or movies they see in
their minds as they read. At first I was astonished by the number of kids that had no clue
what I was talking about. I am hoping to gain some insight as to where the process breaks
down and how to teach, coach, model, coax, or somehow, help readers who do not visualize
while reading, to acquire this gift.

Poster Presenter:
Jamie Geissler, Implementing a Behavior Improvement Plan to Increase Student Focus
During Independent Reading Time

Room Is there a Speed Trap In My Intensive Reading Class?
N374 Mary Jackson, Instructor, Union County High School, iacksonm@union.k12.fl.us

When I first listened to my students read, I immediately realized that most of them were
having difficulty with fluency. The research has demonstrated the importance of fluency in the
development of reading proficiency. A lack of reading fluency is a reliable indicator of reading
comprehension problems. I wanted to find out if the fluency strategies that I was using would
help the students develop the skills required to read effortlessly and in a flowing manner so
that they would be able to concentrate more on comprehension.

Poster Presenter:
Amy Wesson, How Can the Scholastic Vocabulary Building Program Increase a Student's
Vocabulary?

Room Have Fun Teaching and Don't Fear the FCAT!
N371 Cindy McCray and Sonya Land, Former 5th Grade Teachers, Lafayette Elementary School,
cmccray@lafayette.k12.fl.us, sland(@lafayette.kl2.fl.us

In an effort to turn around 5th grade math scores and most importantly student learning, we
embarked on a journey that would forever change the way we felt about teaching. A hands-
on, investigative approach to learning math turned out to be an adventure that brought us
back to why we entered the education field. Students became involved in their learning and
the best part was it was fun for students and teachers. As a result of this effort, students took
ownership of their learning, learning gains were made and FCAT scores went up. It also
turned out to be the best teaching experience of our lives.

Poster Presenter:
Amrita Mukherjee, Hands-On Math: Using Manipulatives to Build Foundations


2007 Inquity Showcase


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Session V 11:25 am 11:50 am
Room Using "Capote Cash" as a Math Incentive
0361 Elaine Capote, 2nd grade teacher, Duval Elementary Fine Arts Academy

In order to increase student participation and interest in math, I designed a form of classroom
currency. Capote Cash is redeemed at the Capote Store for various items.
How did students respond?

Poster Presenter:
Katie Lally, Recognizing that Word in a Flash! Increasing Oral Reading Fluency through
Increasing Sight Word Recognition

Room I-cubed (iii Intervention) Racing for Success
0362 Angela McCray, VE Teacher Grades 1-5, Lafayette Elementary School
amccray@lafayette.kl 2.fl.us

Looking at my students who are already reading at least two-three grades below their
expected grade level, I became concerned about their ability to attempt to read the
appropriate grade level FCAT or Stanford test. My students make up the lowest 25th
percentile of our school population, so fluency is a great concern to me, my co-teacher, and
the principal. We use "Success for All" with our basal text for our core Reading program. I
wanted to see if using a basal series with a direct instruction approach such as "SRA Reading
Mastery" would help raise my students reading fluency scores. Using this method, we had
successful results. Fifty-two out of Fifty-four Exceptional Education students school-wide
raised their score on the DIBELS test from the first to the second DIBELS measurement.
Twenty-two of these students were Full-time ESE students who are labeled SLD, EMH, and
EH.

Poster Presenter:
Brandy Hughes, Using Probing Questions and Personal Reactions to Improve Reading
Comprehension

Room Differentiated Math Instruction in a Mixed Ability Level First Grade Classroom.
Q502 Michelle Edwards, First Grade Teacher, Williams Elementary, edwardsma()sbac.edu,
Brigitte Hasse, Teacher of the Gifted, Williams Elementary

This inquiry focused on a series of centers and lessons developed to meet the individual
needs of a diverse learning community. Based on a first grade classroom composed of low
level regular education students to highly gifted first graders, we charted individual
mathematical growth and mastery of first or second grade mathematical concepts.

Poster Presenter:
Amanda Rosenblatt, Adding A Child's Illustrations to UFLI Tutoring: Does it Increase
Motivation?


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Session V 11:25 am 11:50 am


Room Does the Use of Positive Reinforcement Increase Academic Achievement in a
Q506 5th Grade Classroom?
Kristin Brockman, 5th Grade Teacher, Williams Elementary, brockmank()sbac.edu, Dory
Schofield, 5th Grade Teacher, Williams Elementary, schofidn@sbac.edu

Does the use of positive reinforcement increase academic achievement in a 5th grade
classroom?

Poster Presenter:
Kara Chesnick, Behavior and Improving Critical Literacy Skills: Are They Related?

Room Help! My Class is Crazy! Successful Interventions for Students with Severe
L351 Behavior Disorders.
Keely Fielding, K-1 ESE Self-Contained, Metcalfe Elementary, fieldinqkc@sbac.edu

When I found myself teaching 12 ESE kids, many with severe behavior disorders, I needed
help. After lots of research, meetings with behavior specialists and even more patience I
began to see marked improvement. Come learn how I used strategies like ignoring and
redirection to take my class from throwing chairs to reading books.

Poster Presenter:
Lindsay Winter, Integrating Letter Sounds and Blends into UFLI Tutoring

Room Am I Doing Enough?: How Can I Help my African American Students Feel
L353 Connected to the Curriculm?
Heather White, Teacher, UF SITE Graduate Student, Lawton Chiles Elementary School,
Heyhey01@ufl.edu

Looking at my second grade homeroom students, I began to become concerned that I was
not considering the needs and interests of all of my students, namely my African American
students. I wanted to discover ways to help them feel connected to and involved in the
curriculum being taught to them. I was interested in finding techniques, topics and materials
to help spark their interests and foster their differing needs to help them gain a sense of
belonging in the homeroom class.

Poster Presenter:
Chantel Nelson, How Does One-On-One Tutoring Improve Number Recognition Skills?

Room How Can I Incorporate Bloom's Taxonomy into a First Grade Curriculum and
L354 What Will be the Outcome?
Leanne Mohler, UF SITE Graduate Student, Littlewood Elementary, rae1124@aol.com

Sometimes while I am teaching my first grade class, I wonder whether I am asking
appropriate questions. At this point in my internship, I guess I am afraid of asking my
students questions that I feel are too advanced. I dread the thought of my students staring at
me after I have asked a question as if they have no clue what I am talking about. Could it be
possible that I can apply Bloom's Taxonomy even in a first grade class? And what affect will
this have on my students?

Poster Presenter:
Amanda McLocklin, The Search for Meaning in Reading: The Sticky Note Method


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Session V 11:25 am 11:50 am


Room Flower Power vs. the Alpha Male
L356 Marlene Bennett, Spanish Teacher, Williams Elementary, Valde Fortner, CRT,
fortnev@sbac.edu, Randi Garlitz, Reading Coach/Tutor, Williams Elementary, &
Peter Singletary, Guidance Counselor, Williams Elementary

This inquiry project investigates the impact of gender on the academic & behavioral
performance of students in grades 2nd-5th. The specific areas of focus will include:
reading, other content areas, second language acquisition & off-task behaviors.

Presider: Alyson Adams, Program Director, Lastinger Center for Learning

Room Integrating Writing and Social Studies via a Collaborative Blogging Project:
Z1152 Pre-Service Teachers and Third Graders Research Native American Tribes
Wendy Drexler, Third Grade Teacher and UF Educational Technology Ed.S. Student,
Shorecrest Preparatory School, St. Petersburg, FL, wdrexler@shorecrest.org

This inquiry revolves around an integrative project in which my 3rd grade students and
prospective teachers from UF participated in a blogging collaboration focused on Native
American Tribes. In the presentation I will discuss the design and implementation of the
project and share results from my inquiry which looked at Third grade students' attitudes,
motivation and writing quality as a result of this collaborative effort. Results suggest that
blogging is a natural integrator, a strategy to improve interdisciplinary skills and digital
literacies, and a way to meet the needs of students with varying abilities.

Presider: Wade Wooley, Center for School Improvement

Room Lunch Bunch Hunch
Z1153 Elliott W. Adams, First grade teacher, Duval Elementary Fine Arts Academy
adamsew@sbac.edu

I was stumped by the behavior of some of my students. This inquiry is based on teacher-
facilitated lunchtime conversations designed to get insight into teacher and student classroom
behaviors.

Presider: Elizabeth Bondy, Professor, School of Teaching and Learning

Library Will a Teacher-Student Contract Reduce the Incidences of Student Disruptive
Behaviors?
Jacquatte Rolle, 4th grade teacher, Duval Elementary Fine Arts Academy
rolleil@sbac.edu

Student X spent the majority of his day off task and engaged in disruptive behavior. I
attempted a variety of behavior management techniques with only mild success. I wanted to
find out if a written contract between Student X and myself would reduce off task disruptive
behaviors and increase academic time on task.

Presider: Stephanie Dodman, Instructor, School of Teaching and Learning


2007 Inquiry Showcase


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Closing Session 12:00 pm 12:30 pm


12:00-12:30 p.m.
Performing Arts Center


Closing Session


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


Congratulatory Remarks
Catherine Emihovich, Dean, UF College of Education


Special Performance
PK Yonge Performing Arts Students
Sherwin Mackintosh, Director


Door Prizes!


2007 Inquiry Showcase


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Post Showcase Events

12:45-2:00 p.m. NEFEC Tier III Principal Inquiry Lunch, Room # J-304

12:45-2:00 p.m. Lastinger Center Wachovia Focus Group Interviews
& Lunch, # R-1157 Community Classroom


Online
from


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NMasters, Specialist, & Ed.D Degrees Available"
"Convenient 8-week schedule'"
"Practitioner-oriented course designs"'
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http://education.ufl.edu/online

Registration Now In Progress!


2007 Inquiry Showcase


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Programs Represented at the 2007

Inquiry Showcase


The Center for School Improvement in the College of Education at the University of Florida
assists Florida schools in their quest to improve by developing and delivering meaningful
professional development programs for teachers and administrators tailored to each school
site. The professional development programs offered by CSI advocate for teachers and
administrators to take an active role in their own professional growth through the process of
practitioner inquiry, also known as action research. Each year, CSI supports hundreds of
teachers and administrators as they study their own schools and classroom practices, and
develop action plans for change based on outcomes from their studies. CSI both teaches the
process of practitioner inquiry and supports practitioners throughout the entire school year as
they engage in their own research, including the development of researchable questions,
designing an inquiry plan, data collection, and data analysis. In addition, the center produces
research targeted at understanding and implementing meaningful staff development for
school improvement. 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. In the third year of
this partnership, the Showcase has more than tripled in size, attesting to the power teacher
inquiry holds for improving schools from within. Nancy Dana, CSI Director, Chris Sessums,
COE Distance Education Director, and Katie Tricario, Wade Wooley, and Erica Jacobs,
CSI graduate students, collaborated with NEFEC and P.K. Yonge teachers and
administrators on the individual inquiries shared at today's Showcase. For more information
about CSI and to peruse our new searchable teacher inquiry database, please visit our
website at http://education.ufl.edu/csi.


North East Florida Educational Consortium's Florida Reading Initiative (FRI) 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 initiative in 2001. Since then, the cohort has grown to eighty
schools in the NEFEC districts. This K-12 Initiative promotes teacher inquiry, collegial
conversation and professional development. The focus is on improving reading instruction by
fostering teacher development. This year, the program has supported an Inquiry Facilitator in
each NEFEC district to work with teachers at the local level as they engaged in action
research. Eighty-four NEFEC teachers presented their action research at the Showcase
today. Support for their work was provided by the NEFEC Inquiry Facilitators: (Rhonda
Clyatt Union County, Leanne Criscitiello Gilcrist County, Anna Faulconer Flagler
County, Debbi Hubbell Columbia County, Jack Hughes Levy County, Sheri Jackson -
Baker County, John Kreinbihl Dixie County, Mickey MacDonald P.K. Yonge DRS,
Lynn Marshall Bradford County, Cindy Mccray Lafayette County, Tracie Snow St.
John's, Tracy Taylor Putnam County, Joan Thate Flagler County), NEFEC personnel
(Bob Smith, Marsha Hill, Deborah Decubellis, Sabrina Crosby, Ashley McCool), UF
Head Education Librarian (lona Malanchuk), and Inquiry Facilitator Coaches (Nancy Dana,
Erica Jacobs, Chris Sessums, Katie Tricario, and Wade Wooley).


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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 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. Twenty-four teachers and administrators from PK Yonge
presented their inquiries at today's Showcase.

The PK Yonge Teacher Scholars Reading Academy provides an opportunity for Florida
Reading Initiative (FRI) teachers, reading coaches, and principals to observe research-based
reading intervention instruction, co-teach with P.K. Yonge SAIL (Summer Adventure in
Literacy) faculty, and deepen understanding of FRI research-based reading instruction
through discussions of professional readings, hands-on training, side-by-side teaching, and
planning for future instruction with P.K. Yonge faculty facilitators. Two week summer
sessions are scheduled during July, and teachers receive support throughout the following
school year to engage in action research focused on reading. Two Reading Academy
Scholars presented their work at today's Showcase, with support from P.K. Yonge Faculty
member, Lynda Hayes.

North East Florida Educational Consortium's Principal Leadership Academy (PLA) is
composed of three tiers of leadership training aligned to the Florida Principal Leadership
Standards. Tier III of the Academy is designed to facilitate and promote the inquiry process
with high-performing principals. Participating principals in Tier III utilize their in-depth
knowledge of their school in order to identify an area that they would like to examine. Five
administrators completing Tier III training from the NEFEC region presented their work at the
Inquiry Showcase today. Support for their work was provided by NEFEC personnel (Jason
Arnold, Deborah Decubellis. Marsha Hill, Bob Smith), Principal Inquiry Facilitator and
Researcher (Nancy Dana), and the Principal Inquiry Research and Tier III Evaluation Team
(Erica Jacobs, Maria LaFave, David Quinn, Katie Tricario, Patrick Wnek, and Wade
Wooley).

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, Rawlings, 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 thirty-eight prospective teachers and nine practicing teachers
from the PDCs shared posters of their inquiries into school improvement at
today's Showcase. Their inquiries were supported by PDC Coordinator (Darby Delane) and
Special Ed Coordinator (Martha League), PDC Principals (Darla Boyd, Jim Brandenburg,


2007 Inquiry Showcase


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Kathy Dixon, Glenda Good, Amy Hollinger, Beth LeClare, Jeff Means, Lacy Redd, Gail
Hamilton, and Emory Bishop), PDC Field Advisors (Angi Gregory, Jeanie Craig, Keith
Tilford, Shelley Warm, Kathy Vance, Darby Delane, Joanne Pohlman, Stephanie
Dodman, Vicki Vescio, Phil Poekert, Cathy Beaunue, Aile Montoya, Chris Van Loan,
Renee Simmons), and numerous PDC Mentor Teachers.

Curriculum-based, technology-enhanced field experiences are one hallmark of the
Littlewood Professional Development Community (PDC). Prospective teachers are given
firsthand experience integrating technology in K-5 classrooms via collaboration with a
practicing teacher. The relationship between prospective and practicing teacher is based on
the notion of collaboration. The team pools their experiences and knowledge to develop
activities/projects/strategies that support student learning and that improve both partners'
ability to integrate technology into the curriculum. In addition, this effort is systematically
studied through teacher inquiry. Glenda Good, principal of Littlewood Elementary School,
provides administrative support for these experiences. Mary Hall, Littlewood Media
Specialist, and Kara Dawson, UF faculty member, collaboratively facilitate the experiences.

SITE (Sight-based Implementation of Teacher Education) is a master's degree program
that was jointly developed by the University of Florida's School of Teaching and Learning in
the College of Education and the School Board of Alachua County. The SITE program is an
intense four-semester sequence that includes coursework and classroom teaching under the
supervision of a school-based mentor and a university coach. The intensive internship is
designed as a co-teaching experience where the mentor and intern teach side-by-side
throughout the entire school year. SITE interns have the experience of completing an entire
school year with elementary children prior to assuming their first teaching position. Fifteen
SITE students presented their inquiry work at today's Showcase. Diane Yendol-Hoppey,
Crystal Hawthorne, and Cheri Landry support the SITE student's development and
inquiries.

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 fourteen 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-three Lastinger
teachers presented at today's showcase, with support for their work from Director Don
Pemberton, Program Director Alyson Adams, Professors Elizabeth Bondy and Dorene
Ross, doctoral students Vicki Vescio and Phil Poekert, and over 40 Teacher Leaders
across all network schools. 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.

Special thanks to the following people at University of Florida for their support of the 2007
Teaching, Inquiry, and Innovation Showcase: Susan Stabel, Senior Secretary, Center For
School Improvement, David Young and Jeff Boyer, Technology Specialist, P.K. Yonge
DRS & School of Teaching and Learning, Juawon Scott, Graphic Designer, College of
Education, Tom Dana, Director, School of Teaching and Learning, and Catherine
Emihovich, Dean, College of Education.


2007 Inquiry Showcase


page 48




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