TANGIPAHOA PARISH SCHOOL SYSTEM BULLETIN

TIMELY INFORMATION OF SPECIAL INTEREST TO SCHOOL EMPLOYEES AND OTHERS IN THE CONIMUNITY

I VOL. XXXVII October 10, 2008 NO.4 I

FROM: VICTORIA OTT-FRYE SUPERVISOR, CURRICULUM AND INSTRUCTION

TO: KINDERGARTEN PRINCIPALS AND TEACHERS

RE: CONFERENCE FOR KINDERGARTEN TEACHERS

Please see the attached information regarding an upcoming conference for kindergarten teachers. This conference is scheduled for November 17-18,2008, in Baton Rouge, LA. It is sponsored by Staff Development for Educations (SDE).

*****

FROM: PAULETTE WALKWITZ SUPERVISOR, CURRICULUM AND INSTRUCTION

TO: ELEMENTARY PRINCIPALS AND TEACHERS

RE: ELEMENTARY CURRICULUM AND INSTRUCTION NEWSLETTER

Please see the attached Elementary Curriculum and Instruction Newsletter.

*****

Tangipahoa Parish School System does not discriminate on the basis ofrace, color, national origin, sex, age, disabilities or veteran status. We are an equal opportunity employer.

Conferenee Easy Ways to Save! Plus, Principals Attend FREE. Details on page 7.

Kinder arten Teaehers

Expand your expertise in key topic areas!

. Dynamic Presenters Spend two days with a top-notch

~ BehaviorManagement Strategies

~ Emergent Skills ~RTI

~ At-risk Students ~ And many more!

. ~eam of expert presenters, . . dedicated to making a difference· in children's lives.

Professional Resource . Treat yourself to the latest and . greatest books, CDs, teach,iog tools,

and more!

Brin~ out the best in your kinder~artners while . meetin~ the LouiSiana Content Sbln'dards

I ! . , , • • • _____... ..._~. __'"~•• '"... ~.~_ .....,.-. _._-~ ....... _.___'_""__"~~ .:O._.._'_._,~~._. __ .....

~eet Your Team ThiS is it!of Presenters:

CATHERINE DERoSA For 15 years, Catherine has taught children from preschool through high school in both public and private institutions. She holds a Masters degree in Education, as well as a Bachelors Degree in Elementary Education

and Special Education. Catherine presents workshops on a rich variety of topics for schools and organizati~nsnationwide.

GWENDOLYN HOOKS Gwendolyn has two passions in life: teaching and writing for children. She taught mathematics for 10 years but now focuses on writing, because she believes books are a

child's passport to adventure. She has written seven children's books and also writes for children's magazines, including JAKES and Highlights for Children.

SHARRON McELMEEL Sharron is a classroom teacher, library media specialist, and renowned author. She has developed a varietyof strategies for integrating literature into all aspects of the curriculum. Sharron received the Iowa Reading

Association's State Literacy Award in 2003 for her dedication to building literacy and literature appreciation in the community.

STEPHANIE RECORD Stephanie's unique educational experiences and passion for music and movement enable her to share a wealth of practical, relevant, brain-based strategies designed to strengthen skills across the curriculum. She will motivate

you with her energetic style, engage you in activities, and leave you with fresh, ready-to-use ideas.

SHARI SLOANE Shari has taught kindergarten for over 20 years. She expertly translates what occurs in her own kindergarten classroom into innovative and practical instructional methods that enrich

the learning environment. She has been included in Who's Who Among America's Teachers several times. Shari recently released her new CD, School is Cool.

CLARISSA WILLIS, PH.D. Clarissa's 20 years of early childhood education experience includes early intervention, curriculum development, and teacher training. As a grant administrator,

teacher, and author, she offers a unique perspective on early childhood development and special education issues. She has authored six books. Her newest, Literacy Lessons with Special Needs Adaptations, was written with Pam Schiller.

The conference with solutions to major classroom challenges faced by Louisiana kindergarten teachers!

Take full advantage of this terrific opportunity to

rekindle your passion for teaching! You'll discuss

key topics, learn proven strategies and effective

teaching techniques, trade stories and share laughs

with kindergarten teachers from across Louisiana,

and more-all in an environment where people

really understand what you do on a daily basis.

Here's what you can expect: Address the Stress Promote Learning Success! Gain the information and skills you Put these innovative techniques

need to manage the post-disaster and ideas into practice and watch stress that continues to affect your achievement soar! You'll engage students' success. and motivate ALL your

Foster Emergent Reading! Choose from several sessions

kindergartners while introducing them to a world of learning and fun.

offering effective strategies and

tips for developing emergent

readers!

Expect the Best! Register with the confidence that

SDE provides you with the highest

quality professional development

programs available!

Extend Your Learning! Receive a valuable FREE Resource

Book filled with handouts from every session so you can share new strategies with colleagues-and continue learning and growing long after the event has ended.

Easy Ways to Save!

Principals Attend FREE With the paid registration of a staff member, a principal may attendthe , same number ofdays tuition-free!

Three for the Price of Two With two paid registrations, get a third registration free. All three registrations must be called in,

Tuesday, November 18, 20()8 7:15-8:15 AM: Registration with,

Complimentary

Muffins & Coffee

Keynote Address '

75-Minute Sessions

75~Minute Sessions

ComplimentaryLunch

75-Minute Sessions

75-Minute Sessions

8:15-8:50 AM:

9:00-1 0:15 AM:

10:45 AM-Noon:

Noon-1 :00 PM:

1:00-2:15 PM:

2:35:-3:~0 PM:

Daily schedule: Monday, November 17, 2008 7:15-8:15 AM: Registration with,

Complimentary

Muffins & Coffee.

8:15-8:50 AM: . Keynote Address

9:00-10:15 AM:' 75-MinU,te Sessions'

10:45 AM-Noon: 75-Minute5essions

Noon-1 :00 PM: '. ComplimentarYL~n~~ 1:00-:2:15 PM: 75~Minute Sessions:

2:35-3:50 PM: 75-Minute Sessions

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,Be suret~catch.,.:;iCi1 ;,}" """ [these Energizingjan~i; ~':t!:f'i iInspirin~,Keyru)tes"i'Ci~i/(,;:;,j,:" .'./ f /Sayyesand LiveXo4rp~~a!1?Ji:::::;' I'Monday .• 8:15 AM,', ,..,'"I C;wendolyn Hooks < > .,'i'C;·,I .' SOrT)edrearn~seemul'lattairiable.Uf~· !iust gets i?th~way. G'etinspiredasGwend~lyni' ,sharesho",,!:shehad theaudacitytobecome;a:f,Iwriter and refused to let an F~5 tornado keep'her' ,:!from achieving her'goals. You'll be energized"';',, " ieager to create'your own opportunities and ',;,' ;,

!read~ ..t:;sa~t;!'J?y?r,~;eac,~s;i\,:;,:Y!,::;,";'!~(~;r~:~i,", ;,:;,'

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JLoV~Y;'l:l!IHate roJ!,"•••'..•,·'·,:~<i' JAmYour Best Friell~!);;i;. : ,,:; ,,:<:> ' .TIJ.esday~a:1,S~M.• i;)'ii7.r1~< '.' .Dr, CJariSc~a Willis::'" :,)1;\'

;rake a Ught-heartedJook~t howchiiar~ "ii relatetoeilch otheland theworlcfaround':" :"'. them! In tois humoro~s/intera<:tive keynote)';;',! addr~ssrClarissareveals,,~owemotionspJay}'" (., major factor)neveryyoun9childl~ learning:; "i,i experience:Vou'lllearnhow being/proactive, '1.,:'

rather thanreactiveqlliiran~forrn c1assr~0IT!).· ';>,

:haos intoarewardingexperienc;efOryou,and .ii,

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If for any reason you're not 100% satisfied with this conference, we'll refund your

tuition-no questions asked.

Gwendolyn Hooks Monday· Morning break & 12:30-1:00 PM

at the Crystal Springs Book Fair.

mailed, or faxed together.

Here's Our Guarantee to You!

I IV(ond~y., I\Loveiubcle 17, 2608

Morning

t{eynote with Gwem'l.:>lyn Hooks Stilr'tiilg at 8:15 AM

"Say Yes and Live Your DreamJH

!.

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A-1 Alphabet Activities in Kindergarten Shari Sloane Knowledge of letters and sounds is a key indicator of future reading success. Join Shari to learn classroom-proven strategies for teaching this important phonics skill. You'll/eave with innovative large and small group activities that support and reinforce alphabet knowledge. G1I

A-2 Assessment in the Early Years Catherine DeRosa There are many factors that affect ayoung child's performance on assessments, such as activity level, short attention span, cultural differences, and more. Catherine will show you simple and effective ways to take these factors into consideration when conducting assessments. liil

A-3 Developing Phonological Awareness through Music & Movement Stephanie Record

Use music and movement to boost your students' existing phonological awareness skills, connect with your hard-to-reach learners, and create excitement in your c1assroom l Stephanie shares helpful strategies and engaging activities that will have your kindergartners singing, moving, and learning all day long. G1I

r; A-4 Writing For Children Gwendolyn Hooks Use your first-hand knowledge of which books your students love-to write your own children's books! Discover where to find viable ideas and how to develop them into a manuscript. Plus, learn how to choose a publisher and how to submit your manuscript.

t

A-5 Creative Literacy Centers Shari Sloane Discover fun and creative literacy center ideas l You'll/earn new ways to keep your kindergartners engaged while meeting literacy standards. And, you'll leave with loads of ready-to-use activities that meet the diverse needs of all the learners in your classroom. i1il

A-6 Keeping Children Engaged During Transition Times Catherine DeRosa

Make transition time a FUN time for you and your kindergartners! Explore how to keep children engaged during different transition times. And, gain delightful ideas and activities for helping children transition during arrival, departure, rest time, waiting time, clean up, and much more!

A-7 The Write Start Stephanie Record Discover Stephanie's simple, practical ideas for using musical, visual, and physical activities to get your students excited about writing. You'll nurture your emergent writers, encourage your reluctant writers, and reach all your young learners with these creative, interactive, ready-to­go strategies.

"Very good! I'm so happy to have some exciting new ideas to bring back to my students. Already looking forward to next year."

- Michelle Pornes, Kindergarten Teacher

Afternoon

Complimentary Lunch Provided at Noon PLUS-Door Prizes, Exhibits, Crystal Springs Book Farr& More! i

B-1 Adding to Your Repertoire of Classroom Math Instruction Shari Sloane

Join Shari to learn about engaging classroom activities for math instruction, such as the "Daily Calendar Book", where every child is engaged in calendar time. You'll discover activities for teaching numeral recognition, one-to-one correspondence, time, money, skip counting, and much more.

B-2 Managing Individual Learning Styles Catherine DeRosa

When we understand our students' individual intelligences and learning styles, we can provide them with optimal/earning experiences. Catherine gives you tips on how to work with all children in your classroom, focusing on their strengths, and helping them with their weaknesses. Jlill

B-3 Singing Sight Words & Word Wall Whimsy Stephanie Record

Bring kindergarten word walls to life with songs and activities that boost vocabulary. Stephanie demonstrates how music and movement help introduce, reinforce, and build sight word recognition. You'll gain exciting, ready-to-use strategies for motivating and bUilding confidenCE in all your young readers. G1I

3-4 Making Your Year Meaningful & Memorable Shari Sloane Emotions play an important role in both memory and motivation. Shari reveals ways to generate happiness and laughter by using special days to create meaning and memories. Plus, she'll share a special Memory Book that each child will treasure.

B-S The Literacy-Movement Connection Catherine DeRosa Getting kids moving with literature is a great way to release extra energy and reduce behavior problems, and afun way to introduce new vocabularyl Catherine introduces literature that will get your kids moving and learning-and having a great time!

B-a Movin' & Groovin' to Math & Science Stephanie Record Bring science concepts to life and make learning basic math skills a joy' for every child! Discover how to use Stephanie's music and movement strategies to jazz up your instruction. And, head home with engaging activities you can begin using right away.

B-7 Writing For Children (Repeat of A-4) Gwendolyn Hooks

' .. '..JCQ~ LEGEN,D ~ 5essionsaddr~sso~e6rmoreofth~' ····.1:0 t5eSSiQnSOfferstrat~gi~s that\'iJU'

. . ReadingFirst SompQnents.·. " .. '....• support your .RTI (Respol).~eto.

, ~-'), '·",:"I'\.: ,; 1~~te'rv~ntio.n/elf9rts.,:';} "'-~:,,::.:;,:::" ,,~ ;

Metairie, LA

Morning

Keynote with pro Cl"d'issa Wiliis startin9 at 8:15 AM

"I Love You! IHate You! I Am YourBest Friend!"

Afternoon

TueSday, l\tovtD,jnbe,l~ 18., 2008

Complimentary lunch Prcvided at Noon PLUS-Door Prizes, Exhibits, Crystal Springs Book Fair & More!',

C-l If They Write It, They Will Read It! Shari Sloane Children love to read books they've created themselves! Join Shari as she shares a variety of great class-book ideas. You'll learn how to use children's literature as a springboard for helping your kindergartners create engaging text of their own!

C-2 Rhyme, Rhythm, & Repetition in Kindergarten Sharron McElmeel

Engage your kindergartners in language-based activities such as listening to books, sharing nursery rhymes, and writing. Learn how to ensure reading success by focusing on the strongest and earliest predictors of reading success, including alphabet recognition, phonemic awareness, oral language, and more. ~

C-3 Response to Intervention: What Is It? Clarissa Willis, Ph.D. What exactly is RTI, anyway? Join Clarissa for a clear explanation of the fundamentals of RTI. You'll learn how to use RTI in a proactive manner. And, you'll explore intervention strategies for individuals and small groups.

C-4 Rockin' & Reading to Learning! Shari Sloane Shari introduces a variety of wonderful songs to reinforce your instruction. You'll support emergent reading skills. You'll provide powerful motivation, Plus, take advantage of super big book ideas to go with songs made famous by children's songwriter and musician, Jack Hartmann. I$!

C-5 Picture Books & Six-Trait Writing Sharron McElmeel Help your kindergartners develop strategies for making writing a lifelong habit, using picture books to model the Six-Trait Writing Framework. Sharron shares literature-based mini-lessons you can use to introduce and reinforce the writing process using the six traits of writing. ~

C-6 Literacy Lessons with Special Needs Adaptations Clarissa Willis, Ph.D.

Discover how to reach ALL your learners with lessons that address the major components of literacy! Based on scientific reading research, Clarissa shares effective lessons for listening, oral language, sentence development, phonological awareness, letter recognition, print awareness, and comprehension.liill

0-1 Centers for Making Math Meaningful Shari Sloane Wishing for practical, easy-to-manage math centers? Shari introduces numerous highly effective math center ideas that take minimal time to set up and manage. You'll discover new ways to use the manipulatives, dice, and cards that you already have in your classroom.

0-2 Poems, Prose & People Sharron McElmeel Introduce literacy activities that will enchant your early readers! Bring folk stories and poems to life by integrating drama, art, and collaborative activities. And, build vocabulary and ensure reading success by focusing on the strongest and earliest predictors of reading success. ~

0-3 Acting Out: Misbehavior or Miscommunication? Clarissa Willis, Ph.D.

Find out what your students are really trying to tell you. Join Clarissa to learn the difference between an attempt to communicate and actual misbehavior. You'll leave with easy-to-use strategies and hands-on solutions to help your kindergartners communicate their wants and needs-without disrupting your classroom.

0-4 Sanity Saving Tips for the Busy Teacher Shari Sloane Benefit from the practical insights of an experienced kindergarten teacher. Shari will share the lessons she has learned throughout the years to help with management, discipline, scheduling, transitions, organizing, and even cleaning your classroom.

0-5 The Top 25: New Books for Your Kindergarten Classroom Sharron McElmeel

Inspire a love of reading in your kindergartners with Sharron's top 25 book picks! Learn great ideas for integrating each of the books into your curriculum. And, discover how to connect new books with old favorites using drama, writing, and reading activities.

0-6 Children At Risk: Red Flags! Clarissa Willis, Ph.D. At-risk children often do not officially qualify for special programs and services-and can quickly fall behind. In this idea-packed session, you'll learn to identify at-risk factors, and explore how to spot students' strengths and encourage acceptable behaVior.

"Very informative! I really enjoyed this conference.) I learned a lot ofnew ideas. This gave me more joy

for teaching and I feel more excited." J - Mary D. Galatas, Kindergarten Teacher

Harvey, LA

Surround yourself with people who love teaehing, kinderg,artners as mueh as you do

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Morning Meeting, Afternoon Wrap-Up by Donna Whyte

(Gr. K-2) 160 pp. #8297-F08 $21.50 (plus shipping)

KinderWork by Keri King & Kari Sickman

(Gr. K) 64 pp. All Three Books can be #9245-F08 $10.95 (plus shipping) Yours for Just $47.10(+tax) Number Wonders Save over 10%1 by Catherine Jones Kuhns Simply order your Book Bundle today. Then (Gr. K-21 176 pp. pick up and pay for it when you arrive at the #9700-FOB $19.95 (plus shipping)

conference! No shipping charges. No hassles. To take advantage of this exclusive offer, simply check the specially-marked box on Page 7.

No problem. Call Crystal Springs Books at 1-800-321-0401. You'll still get the discount on the bundle. Ask for Book Bundle #F28708-F08. The only additional charge will be shipping.

1-800-321-0401 www.CrystaISprings.com 10 Sharon Road· PO Box 500 Peterborough, NH 03458

Visit us in the Book Fair at the conference

for all the latest products for your classroom!

Call by October 26, 2008. Tell the hotel staff you are attending the Conference for Louisiana Kindergarten Teachers.

They'll offer their special overnight rate just for you.

Sheraton Baton Rouge 102 France Street • Baton Rouge, LA 70802

For reservations and directions call: (225) 242-2600

Special Overnight Rate: $119 single/double/triple/quad (plus tax; Rates based on availability)

Parking: FREE/self-park; $lO/valet (subjecttochange)

See the hotel front desk for more information aboutsightseeing tours, evening hotspots, great dining, shopping, and more!

Get the Credit You Deserve! Louisiana Educator: This training includes 5.5 hours of direct instruction for each day of participation. Participants will receive documentation that may be given to the school systems for consideration for CLUs.

If you do not see your state listed here. contact us via e-mail at credlt@SDE.comorcaUl-80(}-924-9621 x233.

Please check with your district for advanced approvat for graduate or state credit. For more information on State and University Credit please visit www SDE coro/jofo/qedjt

University Credit Available!

antioch UNIVERSITY SEATTLE

For information or to download enrollment forms visit www.SDE.com/info/credit

Fee: $45 per quarter credit Follow-up: Report on use of learned concepts

~~CHAPMAN ~~ UNIVERSITY COLLEGE

For information or to download enrollment forms visit www.SDE,comlinfolcredlt

Fee: $62 per semester unit Follow-up: Practicum project

~MAOO_ UNIVERSITY

For information or to download enrollment forms visit www.SDE.com/info/credit

Fee: $150 per semester hour Follow-up: Report on knowledge learned

These continuing education credits are not part of any degree program. The credits may be used for salary increment steps and recertification.

For specific information on each university please visit www.SDE.com/infokredit

Other Accreditations A SDE programs may be used to meet

the ASHA certification maintenance S requirement if you determine that (1) H the content is relevant to your area of

practice and your practice setting and A (2) you are in your 3-year maintenance

interval. You do not need prior approval from ASHA to use this activity.

Need Funding? Check out these resources: Visit www.SDE.com/info/funding

---------------

Register me for the Conference for Louisiana Kindergarten Teachers on November 17-18, 2008YES!

MAil SDE

P.O. Box S77 Peterborough, NH 03458

jZiP

Four Easy Ways to Registerr-' PHONE FAX ONLINEI 1-800-462-1478 1-800-337-9929 www.SDE.comlREGISTERI

• Complete your registration information (copy for additional registrants & free principal)

YOU! Name

Position and Subject Area I Grade

Your Home Address

City IState IZiP

Horne Phone' )

Home E-mail- Your(onnrmation will be sent via e·mail

School E-mail'" Your Confirmation will be sent via e-mail

o YES, send me a FREE (SB catalog 'SOE does not sell or distribute e-mail addresses. We use this information to communicate seminar.

filled with great teacher resources! conference, and product information oniy.

School Name

I School Mailing Address

City IState

'I School Phone ( )

2. Check the box below to reserve your CSB Book Bundle.

D Yes! I want to enrich my conference experience by reserving my Book Bundle today! I understand 1will receive the Book Bundle & pay for it when 1arrive at the conference. (Details on pg. 6)

3. Choose your sessions plus alternate choices Monday Monday Tuesday MORNING lstChoice Ait AFTERNOON 1st Choke All. MORNING

-

A-1 7S-min,

A-2 7S-min.

,A-3 7S-min. : A-4 7S-min. -,._--~-

A-S 7S-mln.

,A-6 7S·min.

A·7 7S-min.

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0 O'IB'l 7S-min. 0 O. [C-1

, 8-2 7S-min. 00 0 , 0110

0 0 B-3 7S-min. 0 o IC-3

0 0 --,----'------, : 8-4 7S-min, 0 0 'C-4

0 O! ,8-5 7S-min. 0 0 Ic-s 0 0' B-6 7S-min. 0 0 C-6

0 0 B-7 7S·min. 0 0 I,

j I

7S-min.

7S-min.

75-min.

7S-min.

7S-min.

7S-min.

Select two 7S·mlnute sessions for each morning and afternoon.

Tuesday 1st Choice Alt. AFTERNOON lnCholce All.

0 0 0

0 0 0

0 0-1 7S-min. 0 0 o i 0-2 7S-min. 0 0 O! :0-3 7S-mln. 0 0

~ -'-----------. 0 0 0

10-4

0-5

0-6

7S-min,

7S-min.

75-min.

0 0 0

0 0 0

, I

: I

VIP NUMBER: See mailing label

TUITION:

PAYMENT:

III TUITION ISPayment Enclosed

4. Please submit this form with your payment information below

VIP# CIIIJIJ IMPORTANT: Please complete.

o OneDay o Two Day. o FreeTuition With two paid registrations, get a third regis­tration tree. Allthr.. registrations must be called in, mailed, or taxed~. Please list the 2 paying registrants.$199 $329

Per Person Per Person 1.

Two-day registrations can not b~ shared. 2. #8810o Check!.) enclosed (Plea.e make checks payable to SDEI

o Purcha.e Order attached #

o Personal Credit CardDill 0l!m Dill OIEJ o School Credil Card

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='Ca-rd""'h-o"'ld:-er7's7N:-am-e=:PL-=E-;-AS==E-=Pc=RI"'N=T--------------------111~ili!J

41 StaffDevelopment for

• EDUCATORS", Turning theory into practice.

Principals Attend FREE With the paid registration of a staff member, a principal may attend the same number of days tuition-free! (Please send a sepalate registration form for your principal.)

Three for the Price ofTW<11 With two paid registrations. get a third registration free. All three registrations must be called in, mailed, or faxed~.

Benefits & Bonuses! FREE Resource Book Enjoy this invaluable resource filled with handouts, lesson ideas, reproducibles, and more from every session.

The Latest Professional Resources Take advantage of the latest educational materials available on-site at the Crystal Springs Book Fair.

Friendly, Knowledgeable Staff Call SDE's helpful Customer Satisfaction Representatives at 1-800-462-1478 with any questions.

If for any reason you're not completely satisfied with this conference.

we will refund your entire tuition fee­no questions asked. I

Cancellation Policy Paid registrants may send a substitute. Free principal registrations are non-transferable. If for any reason you can't attend, 100% of your paid registration will be refunded when you notify SDE at least 24 hours in advance. Notifications after this time will be refunded less a $15 service fee.

t. ADA Statement l~ If you have a disability for which you require V accommodation under the terms of ADAJS04, or if you have a medical condition that requires specific attention, please notify SDE no later than 30 days prior to the program date by calling 1-800-462-1478.

02008, SDE. All rights reserved. 7

ELEMENTARY CURRICULUM AND INSTRUCTION

TANGIPAHOA PARlSHSCHOOL~_.·_t_E"",M_. -:O.C.T.O"""B=E"""R.20'''''O..-8

SOCIAL STUDIES FAIR

The Region VIII Social Studies Fair will be held on Wednesday, March 18th

, 2009, in the University Center on Southeastern's campus. The URL for the fair website is www.edu/ssfair.

COMPREHENSIVE CURRICULUM

Please see the "Frequently Asked Questions" regarding the Revised

Comprehensive Curriculum.

SCIENCE

Please see the following from Ann Wilson, State Science Coordinator:

Next on NOVA: "Ghost In Your Genes"

http://www.pbs.org/wgbh/nova/genes/

Tuesday, August 26 at 8 p.m. (Check your local listings as dates and times may vary.)

Scientists have long puzzled over the different fates of identical twins: both have the same genes, yet only one may develop a serious disease like cancer or autism. What's going on? Does something else besides genes determine who we are?

The "something else" turns out to be a network of chemical switches that sit on our DNA, turning genes off and on. Called collectively the epigenome, the switches appear to playa major role in everything from

how our cells keep their identity to whether we contract dread diseases. Epigenetic switches may even help mold our personalities. NOVA's "Ghost In Your Genes," reveals the clues that have led scientists to this new picture of genetic control and expression.

Here's what you'll find on the companion Web site:

Epigenetic Therapy

http://www.pbs.org/wgbh/nova/genes/issa .html

Dr. Jean-Pierre Issa examines the connection between epigenetics, aging, and cancer.

A Tale of Two Mice http://www.pbs.org/wgbh/nova/genes/mice.html In this,audio slide show, hear how

the epigenome can make identical-twin mice appear so different.

Ask the Expert http://www.pbs.org/wgbh/nova/genes/expert.html Geneticist Randy Jirtle answers

questions about how our lifestyles, via epigenetics, can impact the health of our children, and more.

Gene Switches http://www.pbs.org/wgbh/nova/genes/fate.html Not all switches are epigenetic. As

this slide show reveals, some are genetic--and amazingly powerful.

Also, links & books, the teacher's guide, the program transcript, and more:

http://www.pbs.org/wgbh/nova/genes/

2 TANGIPAHOA PARISH SCHOOL SYSTEM OCTOBER 2008

NAEPPRESCHOOL/KINDERGARTEN

Please see the attached from Ms. Victoria­Ott Frye regarding a "Preschool and Kindergarten Conference."

SALLY RIDE

The following is also from Ann Wilson, State Science Coordinator.

Dr. Sally Ride, America's first woman in space, invites 5th- through 8th-grade girls to join in upcoming day-long science festivals scheduled throughout the country. Sally Ride Science Festivals bring together hundreds of students for an exciting day of science and socializing.

Each festival features a Street Fair, Discovery workshops, a raffle and a keynote address by a noteworthy female scientist. Teachers and parents are welcome and separate workshops are available.

Sally Ride Science Festivals will be held in the following cities:

Silicon Valley, Calif.: NASA Ames Research Center, Sept. 27, 2008

Los Angeles, Calif.: California State University, Oct. 4,2008

Houston, Texas: Rice University, Oct. 18,2008

Baton Rouge, La.: Louisiana State University, date to be set

For more infom1ation and to sign up online, visit http://www.sallyridescience.com/festiva]s . If you have questions, visit http://www.sallyridescience.com/contactlFesti vals.

Fourteen of our schools will be administering

the NAEP this year. Points to remember about NAEP include:

• NAEP is mandatory. Federal funds are

• tied to participation.

The test is only 60 minutes. Students will be out of class a total of 90 minutes.

• All students MUST participate unless they take LAA 1.

• Students with IEPs and 504 plans must be accommodated.

• The State Department does NOT select the schools.

• NAEP releases only state-level results. No district, school, or student-level is released.

SCIENCE NEWS AND INFORMATION

Please see the attached "Science News and Information" from Ann Wilson.

CURRICULUM MAPS/BENCHMARK TESTING

Please see the following from Danny Williams:

Curriculum Maps The Tangipahoa Parish School System has created curriculum maps in Pre-K, K, and 1 - 8 ELA and Math. These maps were created by Subject Area Teams and are designed to guide the implementation of the

3 TANGIPAHOA PARISH SCHOOL SYSTEM OCTOBER 2008

Louisiana Comprehensive Curriculum. Questions to: Teachers should use these guides to plan Paulette Cefalu-Walkwitz lessons that develop mastery of the Grade Level Expectations. Benchmark tests will be developed and administered based on the pacing included in the maps. As a result, the units should be taught in order, however, teachers may substitute equivalent activities. Where curriculum maps have not been developed, teachers should follow the units of the comprehensive curriculum with the ability to substitute equivalent activities. The maps are found at http://www.tangischools.org/ciweb/acade micplan/maps.htm

Maps in Social Studies and Science will be developed before the 2009-1010 school year.

Benchmark Testing

Benchmark tests will be given in grades 2 ­8 in Mathematics and English Language Arts in every school in the district. These tests will be given using Scantron's Achievement Series. The results from these tests will allow teachers to see how students are progressing toward meeting the Grade Level Expectations and make adjustments as needed.

The testing schedule is below and the GLE's covered on each test is found on the test specifications page: http://www.tangischools.org/ciweb/acade micplan/testspecs.htm

BENCHMARK TESTING SCHEDULE Attached you will find the BENCHMARK TESTING SCHEDULE.

Benchmark Testing Schedule - Grades 2 - 8 The dates listed below represent the testing window for each test. Teachers should work with the principal and/or computer lab manager ~o schedule a time during the testing window to have the students complete the test in the computer lab.

MATHEMATICS Grades 2 - 8

Test Weeks of October 6

1 - 24,2008 (extra(Units time added due to 1 & hurricane)

2) ..

Test 2 Weeks of

(Units December 8 - 19, 3& 2008 4)

ITest II I 3

(Units Weeks of February 5& 25 - March 6, 2009 6)

Test 4 Weeks of May 4 ­

(Units 15,20097& 8)

I ELA !Grades 2 - 8

Test 1 Weeks of October 6 - 24 , 2008 11

Test 2 Weeks of Decerrlber 8 - 19, 2008 ij Test 3 Weeks of February 25 - March 6, 2009 II Test 4 Weeks of May 4 - 15, 2009 II

Louisiana Comprehensive Curriculum Frequently Asked Questions

1. What is the purpose of the Comprehensive Curriculum? The purpose of the Comprehensive Curriculum is to align content, instruction, and assessment. Research has shown that when these are aligned, students' academic achievement increases. Additionally, the use of the Comprehensive Curriculum provides uniformity in content taught across the State in English language arts, mathematics, science, and social studies.

2. What does it mean to say that the Comprehensive Curriculum aligns content, instruction, and assessment?

The Grade-Level Expectations (GLEs) identify the essential content for each grade, while the activities within the Comprehensive Curriculum indicate various instructional strategies based on best practices for teaching. The units in the curriculum have been arranged so that the content to be assessed will be taught before the iLEAP testing dates. Samples of performance-based classroom assessments are provided to assist teachers in determining if students are making progress towards mastery of the GLEs.

3. Who wrote the course documents in the Comprehensive Curriculum? The course documents were written by Louisiana educators. The names of writers are listed in the Acknowledgements section of the Introduction for each content area. The one exception is that the Reading Essentials courses for grades PreK-4 were written by national Reading First consultants.

4. What are the State's policies concerning implementation of the Comprehensive Curriculum?

The State has indicated that all content of the curriculum must be taught and has provided guidelines to districts for using the curriculum. Local districts are responsible for implementation and monitoring of the Comprehensive Curriculum. Districts have been delegated the responsibility of deciding ifunits are to be taught in the order presented and whether substitutions of equivalent activities are to be allowed. Additionally, districts may determine if fewer activities than those presented may be used as long as each GLE is adequately addressed by the activities that are used. The district is responsible for determining if permitted changes are to be made at the district, school, or teacher level.

5. If a district wants to change the order of the units or the order of activities within a unit, how will this affect the alignment of the curriculum with the State assessments?

The order of the Comprehensive Curriculum units ensures that all the Grade-Level Expectations (GLEs) to be tested are addressed prior to administration of the State iLEAP assessments. Districts may change the order of the units, but should do so cautiously to preserve the alignment of the GLEs with State assessments.

The order in which activities within a unit are taught is not as critical as the order of the units for a course; however, it is important to recognize that many of the activities which address the same GLEs are often purposely spread throughout a unit. This

allows students to revisit concepts and skills over an extended time period. Reordering of unit activities based on groupings of activities that address the same GLEs would defeat this "spiraling" approach.

6. What are equivalent activities? Equivalent activities address the same Grade-Level Expectations (GLEs), require students to use the same skills and content knowledge, and are of the same rigor as the sample activities. Equivalent activities should be more rigorous than the sample activities for students performing at higher levels. The modes of delivery and materials used may be different. A guide for determining equivalent activities can be found under the 2008 Workshop Materials link on http://www.louisianaschools.net/lde/saa/1914.html.

7. What are the procedures for using the activities in the Comprehensive Curriculum in the classroom?

The activities are not designed to be taught in isolation. Incorporation of activities into lesson plans is critical to the successful implementation of the Comprehensive Curriculum.

Lesson plans should be designed to introduce students to one or more of the activities, provide background information and follow-up, and prepare students for success in mastering the Grade-Level Expectations (GLEs) associated with the activities. Depending on the time needed for an activity, some lessons may incorporate more than one activity; other activities are longer and may be used in a lesson plan that spans several days.

Lesson plans should address individual needs of students and include processes for re-teaching of a concept or skill for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

8. Are the timeframes in the units exact? The timeframes are the writers' best estimates based on their experiences in the classroom and the number of activities in a unit. It was suggested to districts that a curriculum map be developed for each course. In a curriculum map, the timeframes are matched to the school year calendar and serve as a way for teachers to pace themselves as they teach the units. Timeframes may also need to be adjusted based on daily class configurations (e.g., block, number of class periods, length of a class period).

9. There was a revision of the Comprehensive Curriculum released in May 2008. Does this mean that there are new GLEs? If not, why was there a need to revise the curriculum?

No. The GLEs are the same as those published in 2004. When the 2005 version of the Comprehensive Curriculum was distributed, there was insufficient time for field testing and adjustments prior to the implementation of mandated NCLB testing. The Department gathered feedback from teachers and used a group of reviewers from outside the State in 2006 to determine where adjustments should be made to improve the documents. The 2008 version of the Comprehensive Curriculum is a result of input from these two groups and the writers.

10. What are the new features ofthe documents of the 2008 revision of the Comprehensive Curriculum?

New features in all documents include content area literacy strategies integrated in approximately one-third of the activities, blackline masters, focus GLEs (identification of the GLE(s) emphasized in an activity), and a materials list for each activity. The Prekindergarten curriculum is now a single document that integrates the GLEs for the four core content areas. Additionally, there is a link in each unit to the Access Guide lor the Comprehensive Curriculum, an online database of suggested strategies, accommodations, assistive technology, and assessments that may provide greater access to the curriculum activities.

11. Nothing happens when the hyperlinks are clicked in the curriculum documents. What needs to be done to get the links to work?

The curriculum documents were created in WorJE!. To activate the link on a PC, the user must hold down the CTRL key while clicking the left mouse button at the same time.

12. How can major changes (reordering of units, addition or deletion of units, GLEs for each unit) made in the 2008 revision be determined?

The Department has provided two documents for each course to assist users in determining major changes. One is GLEs by Unit and the other is a Major Changes Form. These documents for a course can be found in the appropriate course folder posted at http://www.louisianaschools.netllde/saa/2108.html.

13. Where can the blackline masters referenced in a course activity document be found?

The blackline masters (BLMs) are provided in a separate document for each course. The BLM document for a course is posted in the same course folder as the activity document at http://www.louisianaschools.netllde/saa/2108.html.

14. Is there a way to tell if a blackline master (BLM) has been provided for an activity? Yes. If a blackline master is available for use with an activity, the materials list will provide the name of the blackline master followed by BLM. For example, if a materials list shows Management Skills BLM and Venn Diagram BLM, then there are two blackline masters for the activity. To find the blackline masters, read the headers in the blackline master document. The header on each blackline master will indicate the Unit number, Activity number, and the title of the blackline master.

15. Where can more information about the 18 content area literacy strategies used in the activities be found?

Content area literacy strategy names are italicized each time they are referenced. A link (view literacy strategv descriptions) is provided after the first occurrence of a literacy strategy name in an activity. This link opens a document containing detailed descriptions and examples of the literacy strategies. The document can be accessed directly at http://www.louisianaschools.netllde/uploads/ll056.doc.

16. With 18 content area literacy strategies being used in most courses, can we decide to focus on just a few for the first year?

The activities that have literacy strategies embedded in them indicate how to use a strategy as part of the information that teachers present to students. Focusing on

specific strategies may cause teachers to skip activities that have strategies not identified as a focus and could result in instruction that does not address all GLEs. With the understanding that the first use of a strategy may not be perfect and that teachers will become more proficient with additional use, the Department recommends using all the strategies rather than just a few.

17. Some GLE numbers are underlined in the list of GLEs provided for an activity. What does the underlining indicate?

The underlining indicates a Focus GLE, a GLE which the activity stresses or targets. Other GLEs listed for the activity are also addressed, but aren't emphasized as much as a Focus GLE. The Prekindergarten and Reading Essentials course documents do not use Focus GLEs.

18. If a GLE is identified as a Focus GLE, does it mean that the GLE is more important in terms of the state assessment?

No. The Teachers Guide to Statewide Assessment for each assessment provides information relative to the tested GLEs.

19. Can a district follow the sequence of its basal reading program rather than following the sequence of the units in the Reading and Language Arts Essentials document?

For each of the Grades K-4, there are two ELA documents: Reading and Language Arts Essentials and English Language Arts. The Reading and Language Arts Essentials (Reading Essentials) are designed to cover the Five Essential Components of Reading both in terms of content and pedagogy (explicit instruction). While some GLEs may overlap in the two documents, it is necessary to use both documents to address all ELA GLEs for a given grade. Neither of the individual documents alone addresses all ELA GLEs for a given grade.

If a district wants to follow the sequence of a recently adopted basal reader in grades K-4 rather than following the sequence of the Reading Essentials, it should correlate the basal reader and accompanying ancillary materials to the content outlined in the Reading Essentials document. The list of recently adopted reading textbooks (http://www.louisianaschools.netllde/uploads/I 1660.xls) identifies weaknesses of individual reading materials based on criteria from the Consumer's Guide or the Florida Reading Research Center. The basal reading materials must be supplemented to address both the identified weaknesses and any gaps found during the correlation process.

Once a district has supplemented the basal reading materials as described above, the sequence of the basal reading materials may be followed and used in combination with the English Language Arts Comprehensive Curriculum document to address all the GLEs. If activities in the ELA Comprehensive Curriculum document are the same as those in the reading basal materials, they need not be repeated.

20. Can districts continue to use supplemental and intervention programs, such as Project Read or Language?

Supplemental or intervention programs such as Project Read may be used to supplement the Reading program after all other reading time requirements are met or

to provide intervention during additional time. They cannot be used in lieu of a comprehensive reading program based on scientific research.

21. The English language arts courses at the middle school level are written as single courses. We teach one course of EngJish and another of Reading. Can we divide the activities in ELA and assign them to each course?

It is the Department's position that Reading in the middle school grades should be integrated with the other components of the ELA curriculum rather than having separate classes for English and Reading. Additional activities were added to the middle school ELA courses in the 2008 revision of the Comprehensive Curriculum to assist districts in providing instruction that would meet the minimal time requirements noted in Bulletin 741.

22. Must all teachers be teaching the same lesson on the same day in a given course or grade?

The State does not advocate the use of a day-by-day pacing guide. We have indicated that districts should map the curriculum to their school calendars for the purpose of informing teachers of approximately where they should be at a given time of the year. This mapping may require adjustment as the year progresses with the understanding that all the content for a particular course must be taught prior to the end of the school year. It seems reasonable to expect that teachers should be teaching the same units within a given time period. Some classes may be ahead and others might be slightly behind the established timeframe for a given unit. We have indicated to districts that they should investigate reasons for situations in which a teacher gets far behind the suggested timeline and provide ideas for improvement.

23. The units and activities ofthe Comprehensive Curriculum don't match the chapters and lessons of my textbook. Can I just follow my textbook and use the Comprehensive Curriculum activities that fit?

Strictly following the textbook would be contradictory to the intended use of the curriculum. Textbooks are designed for varied audiences in different states and often contain much more material than can be taught in a single year. The Comprehensive Curriculum and GLEs, respectively, should determine the order and the content to be taught. The textbook is to be used as a resource of information in the same way that other supplemental resources might be used. For example, the textbook may provide background information, definitions, introductory information, and practice exercises which can be used with an activity in designing a lesson plan. There may be textbook activities that meet the guidelines for equivalent activities (see FAQ #6).

24. Are there any materials that can be used to assist teachers in understanding how to use their textbooks with activities from the curriculum?

Department staff developed a guide for using textbooks and other resources in coordination with activities from the curriculum. Also developed is a short guide that can be used to determine if two activities are equivalent. These guides are available at http://www.louisianaschools.net/lde/saa/19l4.html via the 2008 Workshop Materials link.

25. When will the Access Guide for the Comprehensive Curriculum be available? The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. For additional information, contact Kristina.Braud@la.gov.

26. How are students with disabilities supposed to progress through the Comprehensive Curriculum?

Students with disabilities must receive instruction on the Grade-Level Expectations (GLEs) for the grade in which they are enrolled. State assessment items are derived from the Standards, Benchmarks and GLEs, and students must have the opportunity to learn the content. Ofcourse, if a student needs remediation or the re-teaching of requisite skills as part of the student's IEP, then this instruction should occur. The Access Guide to the Comprehensive Curriculum will provide ideas for providing appropriate access to the curriculum for students with disabilities.

27. What about students who function several grade levels below grade placement? It is critical that instructional activities remain aligned to the Grade-Level Expectations (GLEs) for the grade in which the child is enrolled, with the expectation that the child learn grade-level material. This means that during instruction, the intent of the GLE remains intact, the content instruction is on the GLE, the materials are adapted for instruction on grade level, and the expectation remains that the child will learn. During instruction, the teacher may at times reduce the complexity level of the GLE as prerequisite or foundational skills are being taught. At all times, the intent of the Grade-Level Expectations remains intact and the use of the same materials or an adapted version of the materials, and appropriate assistive technology are used to gain access. An example of an accommodation may be providing the same information on a lower reading level or utilizing assistive technology such as providing the text/lesson on tape. For additional information on addressing GLEs with students with disabilities, contact Kristina.Braud@la.gov.

28. Is a district exempt from using the Comprehensive Curriculum in gifted and honors classes?

All students should be encouraged to work to their potential. Teachers may teach more than the content of the Comprehensive Curriculum when their students are capable of doing more. However, students are required to take on-level tests, so it is important to make sure the GLEs for that grade and content area take first priority.

Gifted: Generally, gifted students take courses designed for higher grades. Therefore, the teacher must document that the student has mastery of the GLEs for the grade in which the student is enrolled and supplement the course being taken so that students have the opportunity to master all GLEs prior to the end of the year.

Honors: Teachers of honors courses should add content to the "regular" Comprehensive Curriculum course to make it more rigorous or to allow for a more in­depth study of some of the course content (e.g., Algebra I Honors should use the Comprehensive Curriculum Algebra I course as the basis since this is content that alI students completing an Algebra I course must master, but the teacher may add other units or activities to make the course more rigorous).

29. The units in Kindergarten curricula are not time bound. How does this affect the implementation of the Comprehensive Curriculum for these grades?

The time frames for Kindergarten units in the Comprehensive Curriculum for English language arts, mathematics, science, and social studies are based on recommendations from teachers who reviewed the course document as one part of the Comprehensive Curriculum development process. The intent is to allow districts flexibility in implementing the activities at these grades to meet the developmental needs of students. Teachers indicate that Kindergarten students need to revisit concepts a minimum of three times before they can internalize them. Thus, there is a need to use most of the activities mUltiple times.

Districts may choose to implement short time-bound units to introduce specific content and then revisit activities throughout the year to reinforce concepts/skills. Another alternative is to use the activities as parts of thematic or contextual situations as they occur in the classroom throughout the course. As with all other courses in other grades, all the activities (or equivalents) should be used to ensure that students have the opportunity to master the GLEs. The district is responsible for determining how the activities will be implemented and who may substitute equivalent activities. Information on use of the Reading Essentials course in Kindergarten is provided in the questions pertaining to Reading.

30. How should we use the Science and Social Studies curricula in grades 1,2, and 3? We teach these as an integrated Social Sciences class. Do we have to teach these courses every day?

Science and Social Studies courses for grades 1, 2, and 3 in the Comprehensive Curriculum were developed with the understanding that they would be taught every other day for approximately 45 minutes. Those districts using the integrated Social Sciences format on a daily basis will want to determine how to use the two courses within the format established by the school ensuring that all the content is covered.

31. Is there a way to propose changes or alternatives to activities to the State? At the present time, we do not have a specific process to evaluate changes or alternatives to activities in the current version of the curriculum.

32. I have found an error in one of the activities. How can I report this? Send an email to Carolyn.Sessions@la.gov noting the content area, grade/course, unit, activity number, and information about the error. Corrected files and the list of corrections are posted on the Department's website at http://www.louisianaschools.net/lde/saa/2108.htmI.Click on the word "HERE" which is printed in red text in the second paragraph.

33. When I open some of the math documents, there are errors with the math symbols. Sometimes spaces are printed instead of the symbols or some symbols don't print correctly. How do I correct this?

Most of the math symbols were made with Math Type® software. Specific fonts must be installed on your computer in order for the symbols to be read. You should use the pdf format of a document if you just want to print the document. If you need to copy and paste from the Word document, install the fonts on each computer on which the document is to be used. This can be done by downloading the Math Type®for Windows Font from http://www.dessci.com/en/dllfonts/default.asp .

Louisiana Department of Education Preschool & Kindergarten Conference

January 27·28, 2009 Baton Rouge River Center

The Louisiana Department of Education is seeking proposals for the Preschool and Kindergarten 2009 Conference. The conference will include sessions for all personnel providing services to Preschool and Kindergarten children, including those with identified disabilities. All presentations should adhere to the philosophies of developmentally appropriate practices for early childhood programs. Administrators interested in sharing their experiences/expertise with others in similar positions are invited to submit proposals. PLEASE NOTE: In addition to the Call for Proposal Form, all presenters MUST attach a resume, which includes their educational background and work experience as it relates to early childhood education.

Please provide the following information no later than October 31, 2008. Please return by fax at (225) 342-4474 or by mail to:

Nicholy Johnson or Jeanette Hidalgo Louisiana Department of Education Division of Curriculum Standards

Post Office Box 94064 Baton Rouge, Louisiana 70804-9064

Title of Presentation: ----, _

Lead Presenter: Co-Presenter #1 : _

Co-Presenter #2: Co-Presenter #3: _

Presenter Information: All presenters must register online for the conference. If your proposal is accepted, the lead presenter will have his/her registration fee waived. Only Qlli! additional presenter will be allowed to register at a discounted fee ($75.00). Any other presenter will be required to pay the full registration fee ($85.00).

Please include the following information for each presenter, as applicable. Use additional paper as needed.

Name of Lead Presenter Professional Title _

Home Address _

Work Address Street # City

.,---­State

----,,---­Zip Code

_ Street # City State Zip Code

Home Phone Work Phone _

E-mail Fax _

Name of Second Presenter _ Professional Title _

Home Address_.,----_----, --=-:- ----,~_::_----------

Street # City State Zip Code Work Address _

Street # City State Zip Code Home Phone Work Phone _

E-mail ,Fax _

Provide a detailed description of your presentation (which will appear in the program), including how you will address the Louisiana Birth-to-Three Standards or Prekindergarten/Kindergarten Standards and/or supporting Grade-Level Expectations. (Please type or print neatly in narrative form; use additional paper as needed)

In order to assist us in scheduling your presentation, the following items must be completed.

1. Targeted audiences: Birth to Three __ PK __K__ PK & K __ Administrators only__ General Audience__

2. Are you a certified Pathways Trainer? Yes No If so, what is your Pathways Trainer number? _

3. Room Arrangement: __Theater (chairs only) __Classroom (tables with chairs) (Classroom style rooms will be very limited, so please only request this style if you really need it.)

4. Length of Session: ___1 hour ___2 hours

5. Equipment Needed: TVNCRlDVD ____Overhead Projector (Presenters must provide all other AV equipment)

6. Willing to repeat this session? ____yes ___ No Louisiana Department of

EDUCATION Paul G. Pastorek, State Superintendent of Education

The Weather Channel is hosting Forecast Earth Summit in Washington, DC, December 5-7, 2008. Experts and high school students will be brought together to share ideas on environmental issues. They are selecting 20 outstanding high school students who are passionate about their environment to win a trip to the summit as Eco-Ambassadors. Interested high school students can apply at https://www.forecastearthsummit.org.

Beyond Penguins and Polar Bears is an online polar science and literacy magazine for K-5 teachers. New features include two new header links: Browse Columns and Archive. Browse Columns allows you to view a particular column (for example, the Virtual Bookshelf) across all magazine issues. Archive allows you to view all past magazine issues. The August issue was entitled Water, Ice and Snow. This issue would be valuable in addressing the water cycle and reading skills. Each article contains many links for additional resources.

Check out these links to interactive astronomy web sites. NASA's Jet Propulsion Labs (JPL) has a Solar System Simulator [http://space.jpl.nasa.gov] that is fascinating. Choose a planet, pick your field of view, such as another planet or an orbiting spacecraft, a date-past or present, and run the simulation.

For the younger audience out there, here's a link to an interactive solar system at http://www.kidsastronomy.com/solarsystem.htm.This site has tons of information about the planets suitable for kids through middle school.

The Centers for Disease Control and Prevention (CDC) has just made public The Pandemic Influenza Storybook. This compelling and historical resource is available at http://www.bt.cdc.gov/cerc. Its release coincides with the 90th anniversary of the 1918 influenza pandemic. This book could be used in teaching disease causes, transmission, symptoms, and prevention, plus viral structures and cycles in Biology or in Grade 7. Research indicates that story-telling is an extremely effective teaching strategy. The book is a compilation of 50 true stories from 26 states, told by family members of those who experienced the devastation of what has become known as the Spanish Flu.

Toyota Motor Sales, U.S.A., Inc., and NSTA are pleased to announce the 19th annual Toyota TAPESTRY Grants for Science Teachers program. A total of 50 large grants of up to $10,000 each, along with 20-30 mini-grants of up to $2,500 each, will be awarded. Categories include environmental science, integrating literacy and science, and physical science. For further information and to begin the application process online, visit the Toyota TAPSTRY website at http://www.nsta.org/pd/tapestry. The online applications are now available. Remember that all 50 large grant winners receive an all-expenses paid trip to the NSTA National Conference on Science Education in New Orleans! The deadline for submission of online entries is Jan. 21, 2009.

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Scope-On-A-Rope (SOAR) is a compact hand-held device that looks something like a small hair dryer. It plugs into a TV or video projector with a regular video cable, and when it is touched to an object, it produces an instant, well-lighted, well-focused, high resolution magnified image of that object on a TV or projection screen. This technology makes the microscopic world easily accessible to almost anyone because demonstrations are easy, tricky conventional microscope adjustments are avoided, and the entire class can see the object at the same time. The SOAR is compact, durable and portable and it offers hands-on and inquiry opportunities. It can be used across the curriculum and it is valuable for special education needs. The Scope-On-A-Rope Program at LSU lends out these fabulous instruments to teachers all over Louisiana, so contact LSU if you are interested in borrowing one this school year. To obtain information or borrow a Scope on a Rope, go to http://www.scopeonarope.lsu.edu or contact Adrian Lopez at alopez@lsu.edu.

The National Science Foundation's (NSF) Multimedia Gallery features nearly 100 videos and webcasts on a wide range of science topics, including a fossil that might represent the first vertebrate to emerge from the sea, turning forest-industry waste into fuel and textiles, "superglue" produced by aquatic bacteria, a house built on a "shake table" (earthquake research), teaching robots to swim, 14 engineering challenges for the 21st century, solving a crime scene mystery, a 60-second history of the universe, earth's deep-time archives, dinosaurs, and more. To access the gallery, go to http://nsfgov/news/mmg/index.cfm?s=2.

The American Geological Institute (AGI) is sponsoring a contest in conjunction with both Earth Science Week (October 12-18,2008) and The International Year of Planet Earth (lYPE).

In addition to the photo, essay, and visual art contests offered each year as part of Earth Science Week, a new global photography contest, "Exploring Earth Science Around the World" has been developed. This competition is open to anyone worldwide with images eligible from anywhere around the world-all in celebration of IYPE. Entrants are encouraged to submit images that highlight the beauty and power of the earth processes. Pictures of landforms, bodies of water, weather, and more that depict the geosciences exploration and research that is occurring across the planet as part of IYPE are ideal.

To learn more about this contest, including rules for submissions, deadlines, and prizes, visit http://www.earthsciweek.org/contests/iypephotocontest/.

Earth Science Week is an annual event held the second week of October to promote an understanding and appreciation of the earth sciences. It is coordinated by the American Geological Institute with generous support from the U.S. Geological Survey, the AAPG Foundation, and the National Park Service. To learn more about this event, please visit http://www.earthsciweek.org/.

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The Siemens Foundation, Discovery Education, and the National Science Teachers Association (NSTA), have joined together to inspire student achievement in sustainability (environmental education) through a comprehensive education initiative, the Siemens We Can Change the World Challenge. Kicking off the 2008 school year in September, this is the first and only national K-12 sustainability education initiative aligned to state education standards and vertically aligned throughout their school years.

"The Siemens We Can Change the World Challenge will engage science teachers and allow students the opportunity to think like scientists, learn more about key environmental issues, and develop critical thinking skills that will help them to make informed decisions regarding stewardship of the planet. Designed to equip students in every grade level with the tools and inspiration to develop innovative green solutions for schools, homes and communities, this challenge will transform participants into active citizens for a greener tomorrow. The program begins by helping young students understand the basic concepts of sustainability and why it's important to protect the environment. The Challenge launches with a national middle school competition where teams of students will identify an environmental problem in their communities and will research and recommend a reproducible environmental improvement program. Teams will then provide an explanation about how other communities across the country can launch similar environmental improvement programs. More details are at www.wecanchangetheworldchallenge.com.

Just in time for the new school year, the Sloan Career Cornerstone Center (SCCC) has updated the look of the broad career planning website and has also expanded to include several new fields in healthcare, including podiatry, psychology, and many additional areas in allied health, medical technology, and science technology. The site, available at www.careercornerstone.org, is a resource for anyone interested in exploring career opportunities in science, technology, engineering, mathematics, computing, and healthcare.

Careers profiled span a wide range of degrees, including associate, bachelor's, and master's degrees. It is broadly used by career counselors, teachers, and others who provide guidance to middle and high school students about career paths in STEM and healthcare.

The Sloan Career Cornerstone Center now offers resources on over 150 degree fields. Within each area, site visitors can review profile of the field, connect to links that provide video, print profiles of professionals working in many areas, download lists of employers, locate degree-granting universities, view salary data, access links to professional associations, and review descriptions of different types of academic degrees. Find out more at www.careercornerstone.org.

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A series of curriculum supplements from the National Institutes of Health aimed at promoting science education achievement is now aligned to individual state education standards in science, math, health, and English Language Arts for grades K-12. This cross­curricular alignment, unique to each state, shows educators how the NIH curriculum supplements will help them meet specific learning goals for students and spells out the usefulness of the series nationwide. This series is free to educators upon request.

The ongoing series promotes inquiry-based, interdisciplinary learning. The series currently includes 16 supplements on such topics as genetics, infectious diseases and cell biology. The supplements---eonsistent with the National Science Education Standards---eombine cutting­edge science research discoveries and real scientific data from NIH with state of the art instructional materials for grades K-12. The National Institutes of Health is a component of the U.S. Department of Health and Human Services.

To request free supplements or learn about how they are aligned with individual state standards, visit the NIH Office of Science Education Web site at http://science.education.nih.gov/supplements.

The new Learning Village can be accessed at http://www.hmlt.hmco.com/LV.php.This teaching and learning portal is a single sign-on solution where educators, students, and parents can access and organize their schools' instructional content and learning resources quickly and efficiently. Learning Village delivers curricula, content and resources in a unified, personalized, and education-relevant environment for teachers, administrators, parents, and students, providing a central point for communication, collaboration, teaching, and professional development. It enhances district level decision-making and promotes student achievement.

This powerful curriculum management solution enhances the teaching and learning experience by connecting educators to the best practices, instructional strategies, lesson plans, and resources that enable measurable student achievement. From one central portal, educators tap into a wealth of web-based curricula and collaborate in the broader district­wide learning community.

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