Classroom Website Survey We would love to know what you think!

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2 Φεβ 2013 (πριν από 4 χρόνια και 2 μήνες)

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INCREASING THE CLASSROOM/HOME CONNECTION
USING
TECHNOLOGY
IN
A
MULTI
-
AGE SPECIAL EDUCATION RESOURCE
ROOM




by

Maryellen Beckett



A Paper Presented in Partial Fulfillment

Of the Requirements of

Masters of Education

May, 2011



Address:




1321 205
th

Ave E



City, State, Zip:
Lake Tapps, WA 9839
1



Phone: 253.
335
.
0186



E
-
mail:
marykaybe
ckett@comcast.net



Instructor: Scott Le Duc


Website:




http://swift.auburn.wednet.edu/alpac/mbeckett/index.php





Increasing the Classroom/Home Connection
2









Increasing the Classroom/Home

Connection With Technology













Approved:



____________________________________________________(Faculty Advisor)




____________________________________________________(Senior Faculty)


Increasing the Classroom/Home Connection
3


Table of Contents

Cover page
……………………………………………………………………
..
………...1

Signature page …………………………………………………………………
..
……….2

Table of Contents …………………………………………………………………
..
…....3

Abstract ……………………………………………………………………………
..
…...4

Context ……………………………………………………………………………
..
……4

Opportunity for Improvement ………
………………………………………………
..
….5

Rationale ……………………………………………………………………………
..
….5

Objectives ………………. …………………………………………………………
..
….6

Review of Literature ………………………………………………………………
..
…...8

Focus
Question
..
…………………………………………………………………
..
……15

Methodology ……………………………………………………………………

..
….16

Conclusion ………………………………………………………………………
..
……17

Future Implication …………………………………………………………………
..
…19

References ………………………………………
……………………………….…2
3
-
2
5

Appendix A
-
Website development checklist ………………………………………
.…2
6

Appendix
B
-
Student survey
…………………………………………………………
.
..
2
7

Appendix C
-
Parent survey……………………………………………………………
.
.
2
8

Appendix D
-

Website Introduction Snapshot
………………………………………….
29

Appendix
E
-
Website Document List

…………………………………
…….
……..
30
-
3
2

Appendix F
-
Website Links List

………………………………………
………….
..
3
3
-
40

Increasing the Classroom/Home Connection
4


Abstract

The purpose of this project was to enhance the connection between the home and the
classroom

specifically, between students and their parents and the classroom teacher.
Prior to
the implementation

of this project there was no technology system
linked to the classroom
available for
Resource Room
student
s

and

their
parent
s to

use.
The focus group for this project
w
as

the students in a
multiage special education Resource R
oom
.
A
classroom website was
c
onstructed
. S
tudents

were taught and
parents
were
informed
about
how
to access current skills
practice, fun practice sites, and
screen
casts

that offer re
-
teaching of basic math algorithms

and
directions for use
.
Once the site was up and running, data was c
ollected in the form of student
performance objectives and
student and

parent survey
s
. Results show that st
udents were
successful and consistent in their access and use of the
new
classroom website.
These findings
give strong support to the creation and ma
int
enance

of a classroom website
and
support the
validity of a website’s
function
to further
enhance the
classroom/home
connection
.

Context

The Auburn school district encompasses a 62 mile area. It bridges King and Pierce counties
serving approximately 70,500 residents in Auburn, Algona, Pacific, Lake Tapps, and
unincorporated areas of King County.
Alpac Elementary is located on the border of
Algona and
Pacific in
the Auburn School D
istrict serving a largely blue
-
collar
and minimum wage
community. Currently

62
%
of the student population receives
free and reduced lunch which
reflects the low
er socio/economic area.

The

English as a second languag
e population

is
sizable

at
19.1%
.

Alpac has

adequate technology
for this project
to

be

implement
ed
.
The Resource Room
currently has
four computers
for student use
and three computers

for staff use
. One of the staff
Increasing the Classroom/Home Connection
5


computers is often utilized as an additi
onal student computer. Also, one of the staf
f computers is
connected to an A
ver
-
vision projector so that videos and website demonstrations can be viewed
by a larger group of students. There is a computer lab in the library with 30 computers and a
wireless
laptop lab on a portable cart.


Lastly,

there

is
also added stress
for both teachers and students
this school year
to achieve
on the Measure of Student Progress (MSP) test in May.
Alpac Elementary

did not make Annual
Yearly Progress (AYP
) during 2009


2010 school year
.

Opportunity for Improvement

Students are already making use of the internet to

practice skills and

play games;

h
owever,
playing
entertaining

video games or practicing skills that are too high or too low does not
enhance their current lea
rning.
It is cruci
al that student

internet time

be spent focused on
the
standards
-
based

skills they are learning.
Given t
hat all staff mem
bers are focused on collecting
and interpreting formative data in order to differentiate and inform instruction, the t
ime is right
for a focus on how technology can be utilized to help meet educational needs.

Rationale

Having a fun, interactive way to practice skills
provides built
-
in motivation for student
learning. Given
the time constraints of the school day, it is dif
ficult to
provide the multi
ple
repetitions

of skills
that

all students, especially
special educ
ation and
low
-
inco
me
students,
require for mastery. I
t is imperative that
opportunities are provided

for outside
-
of
-
Resource
R
oom
practice

offering
students and
parents extra help on skills
.

The solution is the creation of
an easy
-
to
-
use
classroom web
site
.
Classroom websites offer the opportunity to eng
age students
in
literacy before
, during,
and
after the school day, on weekends
, and throughout holidays and
summer vacations.
This site will have fun and

free drill and practice links for reading and math
Increasing the Classroom/Home Connection
6


that provide

immediate, corrective feedback for students as well as pertinent

family living
information for parents.

Washington’
s Essential Academic Learning Requirements (EALRs) mandate that students
will read with fluency for comprehension (EALR 1) and know

and apply the core concepts an
d

principles of

mathematics (EALR 2). Specific student
performance expectations within each
EA
LR are identified for each grade level.
As

an educator in the Washington S
tate public
education system, it is my fundamental duty to assist students in reaching these performance

expectations.

Partnerships between schools and families are not a luxury, the
y are a necessity. Providing
a high
-
quality education where students master high academic standards is a commitment both
teachers and parents believe in and work towards.
According to the International Society for
Technology in Education (ISTE) the second
performance indicator for students using technology
is communication and collaboration. It states students will use digital media to communicate and
work collaboratively, including distance learning to support individual learning. An excellent
avenue for s
atisfying this standard could be a carefully created website
(ISTE, 2011).

Objectives

Student goals

The

goal
of this project is two
-
fold. F
irst
, is

to introduce students to the classroom
website

and

develop their skills in
using it
.
This objective will be
met when the stu
dents access
the site with ease, and are able to navigate

the organization of the site
.

With continued practice,
students will gain familiarity with
listed

links

including screencasts
,

skills practice sites, and
will
be proficient in locati
ng and selecting links that support their focus skill
.

The measure of success
Increasing the Classroom/Home Connection
7


for this objective, gained through teacher

observation, will be 90% of the

students correctly using
a site
selected

by the teacher.


Secondly, the student’s
parents

will become m
ore engaged
with
the
classroom in general.
Parents will have opportunities to
read classroom newsletters,
watch the teaching
screencasts

to
refresh thei
r memories of math algorithms
,

and

learn

the currently taught algorithms.
Parents will
be able to

see firsthand how their child is doing on flash cards, fun games, and tests

available for
practice
.

Finally,

parents
will find
links to

useful organizations for help with family living issues

located in the parent/family resources information section
. The

measure of success for this goal
is simply information gained from a parent survey.

Professional Goals/Standards

The
Washington Professional Educator Standards Board

was referenced
as a guide
to
establish

professional standards. There were three professio
nal standards selected.

The standards are:



Teachers a
re competent in the professional knowledge and practic
e for which they
are certified.




Teachers h
ave a foundation of skills, knowledge and attitudes necessary to help
students with diverse needs, abilities, cultural experiences, and learning styles meet
or exceed the state learning goals.



Teachers a
re committed to research
-
based practice and career
-
l
ong professional
development.


The first standard will be achieved by u
tilizing research
-
based resources
and
implementing best practices.
Incorporating skills learned to stay current and employing social
media to communicate with peers as resources will en
hance our daily teaching practices.

Increasing the Classroom/Home Connection
8


The second standard will be achieved by offering unlimited opportunity for practice and
relearning on the website. Special education students need repeated, correct practice to attain and
retain skills.

The third standar
d will be achieved by
committing to incorporating best
practices into

the
project. The website will continue to grow
long after it is
established
. As new research is
published and
new technology is developed, the

website will continually be improved and
expanded
and

used in

the future.

Review of Literature

It was interesting to find the current research and best practices literature to support
this

project.
The Washington
S
tate Office of Superintendent of Public Instruction website has a
section for Educa
tion technology. The question is posed
,

“What does research say about
technology integration?” Then the question is answered, “
Research continues to authenticate the
positive impact that effective instruction coupled with a technology
-
rich learning enviro
nment
can have on student performance. At the basic level, we know that
computers help students
improve their performance on basic skills tests, and are

a powerful tool for problem solving,
conceptual development and critical thinking. At the highest level, tech integration has
demonstrated that:



Students learn quickly and with greater retention when learning with the aid of
computers.



Students like learning with computers and their attitudes toward learning and school are
positively affected by computer use.



The use of computers appears most promising for low achieving and at
-
risk students.

Increasing the Classroom/Home Connection
9




Effective and adequate teacher training is a
n integral element of successful learning
programs b
ased or assisted by
technology


(OSPI, 2011).

To capitalize on
these student benefits from using technology
,

teachers need to be
mindful that lesson design
must come

first and technology integration next.

In the article
Building Better Instruction (2004)

Brabec, Fisher, and Pitler
,
emphasize this essential process
in
lesson construction. “Lesson planning should focus first on content and classroom strategies,
then on ways in which technologies can enhance
the lesson. Building lessons on a solid,
research
-
based found
ation of effective strategies, a
dding appropriate
technologies

and
consistently applying those strategies should help ensure high
-
quality instruction that has the
potential of maximizing student
achievement” (Brabec et. al., 2004, p.11).


As Schacter and Fagnano
(1999)
stated twelve years ago, “Applied effectively, technology
implementation not only increases student learning, understanding, and achievement but also
augments motivation to learn,
encourages collaborative learning, and supports the development
of critical thinking and problem
-
solving skills


(Schacter & Fagnano, 1999
, p.
330
).

In considering this

statement, what exactly does “applied effectively” mean? In the scope
of this project, i
t means that students will be spending their online time in ways that enhance
their current learning. For instance, Jonathan will be practicing this week’s spelling list on
spellingcity.com by playing “Hang Cat” and “Match the Sentence”. Mario will be movi
ng from
Math Magician multiplication facts mixed one minute timing
s

to the division facts timing
s

because he has already exceeded standard for multiplication facts at his grade level. It means
Eduardo will be wearing headphones so he can hear the letter so
unds of the cvc words being
sounded out for him on Starfall.com. It also means that students will not be playing the cool
math hockey game which involves no math learning even though it is fun.

Increasing the Classroom/Home Connection
10


Shacter and Fagnano
(1999)
also refer to “augmenting motivati
on to learn” which is
demonstrat
ed on a daily basis now in the Resource R
oom. S
tudents elect to engage in the website
links

not only because they are fun, but because these boys and girls are genuinely excited to be
learning and gaining new skills. They re
spond to the immediate feedback and strive for correct
responses. One student pumps her fist in the air with enthusiasm after correct responses. She has
historically presented as an unresponsive, withdrawn student.

In
Unlocking the Potential of K
-
12 Classr
oom Websites to Enhance Learning
, Holcom
b,
Castek
, and Johnson (2007) describe how in today’s world, literacy goes beyond being able to
read the printed word or write a paper following the writin
g process. In today’s classroom,
literacy also means the abil
ity to find information efficiently on the internet and the ability to
share information with others. To accommodate this shift
in
the definition of what being literate
requires, innovative teachers are learning to use a variety of Information and Communi
cation
Technologies (ICTs). For example, teachers are including instruction on search engine skills, and
on open sources such as blogs o
r Wikipedia. Holcomb et al. go

on to state that one way teachers
are preparing their students for the digital age is thr
ough the development and thoughtful design
of classroom websites (2007).

Holcomb et. al.
(2007) also
suggest

that teacher created websites make it possible for
teachers to showcase student work and invite parents and community into the learning process.
“O
ne might even argue that the design and presentation of classroom websites [to meet
instructional needs] constitutes its own genre of curriculum development writing and
instructional design” (Holcomb et. al, 2007, p.36).

Brabec et al., point out that homew
ork policies and daily assignments can be posted on a
teacher’s website for student and parent access.
Parents can also access their child’s teacher’s
Increasing the Classroom/Home Connection
11


website to get
specific information on homework, spelling words, vocabulary words, read
ing
skills, math
strategies, etcetera.

Accessing this information is invaluable to parents who

struggle
when their child is not

sure what homework was assigned or is not organized in their study skill
strategies leaving assignments behind at school (Brabec et. al., 2004).

“Furthermore, classroom websites have the potential to scaffold students’ learning by
extending curriculum materials that can be used for independent or socially constructed learning”
(Holcomb, et. al, 2007, p.37).

Special education students who are lower
functioning academically and slower processing
information require many repetitions of instruction in order to master and retain concepts.
Marzano, Pickering, and Pollock agree in their book
Classroom Instruction that Works
,
indicating that students need 2
4 practice repetitions to reach 80% accuracy (Marzano et. al.,
2001).


Instructional time during the school day is invaluable and time consuming repetition is at
the mercy of the realities in scheduling of the school day.

“Some of the differences in how le
arning occurs in technology
-
rich classrooms as
contrasted with traditional classrooms may account for consistent findings that technology
can be especially effective with at
-
risk and special needs students… for a number of
reasons: It is nonjudgmental and
motivational; facilitates frequent and immediate feedback;
allows teachers to individualize learning through designs to meet students’ needs; allows
for more student autonomy; and provides a multisensory learning environment
incorporating images, so
unds, a
nd symbols”
(Pitler, et. al. 2007, p.3).

This is an exciting idea, the ability to reach each special education student in another way.
Of course there is no substitute for a caring, committed, professional
human

educator in the
Increasing the Classroom/Home Connection
12


classroom; h
owever, having s
uch a powerful tool to differentiate for students while motivating
them is professionally sat
isfying. Evidence
-
based interventions

for struggling students
recommend extended time learning, practicing, and re
-
teaching critical concepts that were either
not
retained or were never acquired to help special education
students function in the general
education curriculum.

Special education students should also have access to high quality, student friendly,
familiar computer activities that are based on standards
and provide
d at their current skill level.

Mastering any skill takes practice. Homework and practice are considered together as best
practices because “both provide opportunities for students to deepen their understanding and
strengthen their skill
s” (Brab
ec, 2004, p.
7).


In addition to homework and practice benefits,
students in a lower income area
could
reap another benefit. Teaching them

how to access, utilize, and benefit from internet literacy
could have implications in the future. In her book,
A
Framework for Understanding Poverty
,
Ruby Payne describes the four reasons individuals escape generational poverty.

“An education is the key to getting out of, and staying out of, generational poverty.
Individuals leave poverty for one of four reason: a go
al or vision of something they want to
be or have; a situation that is so painful that anything would be better; someone who
“sponsors” them (i.e. an educator or spouse or mentor or role model who show them a
different way or convinces them that they could

live differently); or a specific talent or
ability that provides an opportunity for them” (Payne, 2005, p.61).

Perhaps as students become fluent and skillful with the internet and technology tools, this
could become their specific talent or ability that p
rovides an opportunity for them to escape
generational poverty.

Increasing the Classroom/Home Connection
13


Holcomb et. al

(2007) assert

that the internet has allowed for greater access to information
and resources stating “It is believed that by having access to information, an individual has
acces
s to opportunity, thereby making the internet an essential tool for teaching and learning.
Therefore, educators have a responsibility to teach students how to unlock the information
potential the internet makes available by extending a wide range of online

learning experiences”
(Holcomb et. al, 2007, p.37).

While t
echnology alone is not the answer to educational struggles
,

it can be a powerful tool
if used effectively. This powerful tool can be utilized by schools and teachers to

differentiate
instruction,
prescribe
intervention, and provide optimal resources for

learning in and out of
school. In light of these advantages, i
t
appears

evident
that having a teacher website for student
use in today’s technological world is a given, a must, something that
educat
ors

should

just do

.
Whether
a
teacher has or has not created
his or her

own website, many
educators

use teacher
websites as a resource for
their

own instruction.
As an educator in the Washington
S
tate
education system it is
this researcher’s

duty to assist students in reaching benchmarks on state
standards
using a variety of means
.
So why do
es every educator

not

have a created website?


One possible
barrier is
the lack of
systematic
professional

development. There are many
teachers who may n
ot know or understand where to begin to develop a classroom website.
Perhaps they too have found it convenient to borrow from site
s other teachers have developed
rather than create their own.

Another barrier to technology integration is locating sites that

are appropriate, useful, and
can be used almost independent of teacher assistance. “Finding internet sites useful in the K
-
3
classroom and library can be a challenge. Between needing activities that will allow the users to
be independent, searching for si
tes without a great deal of advertisements, and checking to be
Increasing the Classroom/Home Connection
14


sure that any information gathered is kept private and respects the user’s safety, you may find it
difficult to provide recommendations for your colleagues” (Troutner, 2004, p.29).

It is also
important to train students about internet use so they understand how to manage
pop
-
ups and know not to click because they
“may have already
won an IPad!


Despite these challenges,
a passion for technology and student achievement
have

combined,

lead
ing

to the creation of this
website
. It has

been troubling

that
there was not

the

time or ability to create a high quality teacher website that was as easy for students to access
as

it
w
as motivating for them to use for

learn
ing

and practicing

their skills.


Teachers who are committed
and determined to prepare

students for the technologically
literate world are likely

to overcome these challenges and

develop a website. Classroom websites
provide a way to organize educational resources and make them widely

ava
ilable as tools to
enhance literacy skills at school and help parents support and reinforce these skills at home.

In
Elementary Classroom Web Sites: Support for Literacy Within

and Beyond the
Classroom (
2007
),
Baker

discusses opportunities provided by the Internet that support literacy
inside and outside of the classroom. She specifically refers to three basic Web Site features
and
considers how they support common instructional approaches, parental involvement, and
notions
of the invisible classroom.

In review of the literature, the term “invisible classroom” was used
multiple times to describe the benefits and usage of teacher created websites by parents and
students.

According to Baker, “The internet can provide p
arents with access to information about
what occurs i
n their children’s classrooms…

(
Baker, 2007
,

p.7
).

Seasoned teachers have long understood the positive connection between involved parents
and successful students. “Research indicates there is a direct connection between parent
involvement and student success. Harold Hester (as cited in Freedman & Montgome
ry, 1994)
Increasing the Classroom/Home Connection
15


identified several important benefits for students whose parents take an active role in their
education. Some of these benefits student behavior, increased student motivation, higher student
attendance, increased community support, and improved s
tud
ent attitudes
” (Nelms, 2002, p.
1).

An important

consideration to explore would be ascertaining the parent’s access to a
computer and the internet. As Ruby Payne emphasizes “Resources of students and adults should
be analyzed before dispensing advice or
seeking solutions to the situation. What may seem to be
very workable suggestions from a middle
-
class point of view may be virtually impossible given
the resources available to tho
se in poverty” (Payne, 2005, p.
25).

Finally, the teacher her/himself benefit
s greatly as s/he develops these technological
teaching sites.
As stated in the Tech & Learning article
Using Instructional Websites to
Differentiate, “
For all teachers, time is at a premium. However, the benefit of investing the time
to build a content
-
ri
ch instructional site, for a subject with a recent adoption, is that curriculum
elements, once posted, will be useful for years. So in fact, it saves prep time over the long run”
(
Alper
-
Leroux,
2010).

Focus Question

The purpose of this project is to create

an elementary classroom website
that
students and
parents can access. The site will offer
instructional

screencasts
, skills practice sites, current
school information news, and general family
living
assistance
. W
ill the creation of a classroom
website be
professionally worthwhile as well as worthwhile for students and their families?

Methodology

The research conducted to support the website project focused on
three areas. First
,

quality

textbooks and scholarly articles were
collected.
Second
, websites

students were already using
were
noted

and searches were conducted on those teacher’s websites for ideas and high quality
Increasing the Classroom/Home Connection
16


links.
Third
,

slow and painstaking time was spent clicking, playing, searching, and either
accepting or rejecting websites that didn’
t meet
the

criteria of quality.
Selected websites need
ed
to meet the following

criteria in orde
r to be included
in the classroom website
. Visual
advertisements were minimal or nonexistent, site
s

w
ere

free and available for use, log
-
in sites
were avoided,
and educational

value was determined

to be relevant and appropriate.

S
ites also
needed to be fun
, clear,

and engaging
, offering

immediate corrective feedback.

Finding quality
links require
s

careful selection, planning, and forethought.

S
elected website
s

we
re introduced and taught to students
.
Most students, currently, have
very basic computer skills and familiarity with accessing programs located on the computer
desktops at school. After a series of direct instruction lessons and practice time with the
classroom laptops, students were able to e
asily access the new classroom website.
Students then
spent time playing on the sites as the teacher observed students


ease of access, engagement
levels, successful learning events, and
incidental and

informal reactions
. Based on this data, sites
were for
mally selected to be incorporated in the classroom website.

Throughout this process
,

a
website development checklist
(Appendix
A
)
was consulted to refine and inform organization of
the site
(Holcomb et. al., 2007, pp.43
-
43).

Many teacher blogs and websites

that were found were open to sharing. Some referred to
being licensed under a creative commons licensing by the creator. This means you can use any
resources created you find on their site as long as you give credit to the creator of the resource
and use
it in non
-
commercial ways. It also means that you can modify the work in any way as
long as you freely share the resource with other teachers (Wright, 2011).

In addition to student focused sites, a section was included to address general family living
info
rmation. Resources collected during the previous development of the Family Resource Tool
Increasing the Classroom/Home Connection
17


Kit
(
currently uploaded to classroom website
)
were used to construct this section. The counselors
at Alpac were also consulted
for
input specific to Alpac Elementary f
amilies.

To determine use and effectiveness of
the
website after implementation,

a student
survey
(
Appendix B)
was conducted. The obje
ctive of the survey was twofold; f
irst

to determine if
students had access to a computer with
internet outside of school
,
and

second
,

to determine

if
students were accessing links through the website for skills and content practice.


A parent survey (Appendix C) was also given to determine if parents had access to a
computer and internet either at home or through the King
County Library and to determine the
extent they would use the classroom website.

T
his project will contribute toward b
ridging the achievement gap of
special education
students through the use of technology in school and outside of school time.

Conclusion


This project was created to establish a technology connection between the classroom and
the home. This connection, offering a plethora of educational practice sites for students as well
as general family living information for parents, gave students neede
d literacy practice and
parents necessary resources. Students’ basic computer knowledge of school programs was
assessed and reviewed at the beginning of the year. Increasingly, as the teacher used additional
websites during classroom instruction and incorp
orated laptop practice time, students gained ease
and familiarity with each introduced program. The students were to achieve three main
objectives within the creation of this project. As a result of teacher gathered data, students were
successful in all th
ree: easily accessing the classroom website; understanding and using the
many tab choices; and, choosing and participating in a specific site for a specific purpose.
The
Increasing the Classroom/Home Connection
18


objective of 90% of the students are correctly using a teacher selected site was exce
eded as all
students were able to accomplish this task.

A second objective was pursued with the purpose of increasing parent engagement in two
areas: gaining firsthand knowledge of their child’s success in literacy activities; and, accessing
family living

information and available resources
. Although hard data (through the use of a
parent survey) was limited, including informal data gathered by the teacher in the form of student
responses supports the conclusion that 75% of the parents have accessed the c
lassroom website
at least on one occasion, and 45% of the parents have accessed the site more than once.


Three professional educator standards were met during the creation of this project.
First,
t
he teacher based the project and its purpose on
research
-
based resources and implemented best
teaching practices. Sec
ond
, students
now
have unlimited opportunity for practice and relearning
to attain and retain skills both in and out of school.
Third
, the current classroom website

is
viewed as a ‘work i
n progress’. As new research is published and new technology is developed,
this website will continually be improved and expanded

for ongoing use in the future.

Future Implications


In the relatively short time the classroom website has been “live”, there
has been an
immediate benefit. The ability to differentiate for students who have varying levels of ability has
never been
easier or more effective.
As this r
e
se
a
r
cher increases her repertoire of teaching
strategies
,

including the implementation

of technol
ogy tools, teaching is empowered. Linking
daily teaching to the website has made powerful connections with students. They see organized
tools that are
student and parent friendly.
As predicted, students have

more au
tonomy in their
education, take

ownershi
p

of their learning, and gain

automaticity of certain skills.
It is
reasonable to assume that future results

will include improved achievement data, higher rates of
Increasing the Classroom/Home Connection
19


homework completion, greater performance and mastery of skills, and an overall, higher level

of
buy
-
in for student learning by the student.


During the course of researching this project, it became apparent that there are endless
ways that technology can be integrated into
a

program
for special
-
needs

learners and the
possibilities
, though
valuable, are outside of the scope of this project
.

For example,

Pitler,
Hubbell, Kuhn, and Malenoski refer to Bloom’s taxonomy and how technology can be applied at
every level:

“Technology can certainly be used to provide immediate feedback for drill and practice,
but it can also be used as a tool for the analysis, synthesis and evaluation of information.
Today, students use complex multimedia products and advanced networking tec
hnologies
to learn interactively and work collaboratively on projects; to gather, organize, and analyze
information; to solve problems; and to communication information” (Pitler et. al., 2007,
p.4).

Currently, the classroom website is being used by student
s for drill and practice
. As
this
r
e
se
a
r
cher
’s

computer skills increase
with knowledge of methods and
programs, higher

level
thinking skills can be incorporated as well.
This idea of utilizing technology at every level of
Bloom’s taxonomy provides an excel
lent road map for future implications of this project.
Differentiation for

multiple instructional levels would be a natural outcome with the application
of a Bloom’s taxonomy structure.

Finally, the creation of the classroom website is just the foundation
for greater use to come.
Now that the site exists and it is a functional part of the classroom, research explains that it
should be more than an onscreen bulletin board.

“A good classroom web site can function as an extension of the life of the class itse
lf:

Increasing the Classroom/Home Connection
20


--
a showcase of student work

--
a classroom library, consisting of links to reference materials and related readings.

--
a place to find prescriptive (differentiated) lessons in response to student need.

--
a communications center between teacher/student
and teacher/parent

--
a communications center am
ong teachers” (Benjamin, 2005,
p.64).


Another

consideration

to implement in the future involving
integrating technology into
the
current practices
is application for picture schedules
.

Microsoft Power Point ®
has been utilized
multiple times
by this researcher
to create Social Stories for autistic students using written scripts
combined with photos
. Therefore,
when reading the article
Focus on Autism and Other
Developmental Disabilities

by
Stromer, et al (2006)

this idea stood apart
.
The authors describe
how
Microsoft Power Point
® was used to create an interactive activity schedule for autistic
students to follow on the com
puter,
leave the computer to complete tasks while the computer
ti
mes them, then come back to the computer, turn the digital page to find the next event on their
schedule. These schedules used words combined with pictures or videos of the

student

performing the tasks.
While
this
would not

likely

be a component of the cla
ssroom website, t
his
is a tool
that

can

be

incorporate
d

in the
Resource Room

fo
r in
-
school use. A
utisti
c students
would have access to

their own personal schedules from any classroom in the building.

Research proves what
this researcher’s personal
experience demonstrates

regarding
motivating autistic students and students on the spectrum of autism. For the most part, these
students prefer instruction presented by computer to that presented by a teacher.


Access to
c
omputer activities can be used con
tingently to increase social and communication skills


that
is, computer activities

can be reinforcing”

(Stromer, Kimball
, Kinney, & Taylor 2006, p.14).


Increasing the Classroom/Home Connection
21





Figure 1: N
otebook activity

schedule, with either pictures or textual cues for (a) listening

to a

book on tape, (b) playing with puppets, and

(c) playing ring around the rosy. The photos in
the right
-
hand

column show the student

engaged in the scheduled activities.






A
nother idea that could be implemented into the website in the

future

also came from
Pitler et. al.
This idea is a w
ritten e
-
mail communication to parents as the method for sending the
classroom newsletter. Using e
-
mail to send the newsletter makes it more likely the parents will
receive the newsletter and can be used to co
mmunicate

upcoming curricular topics and learning
Increasing the Classroom/Home Connection
22


objectives, keep parents informed and focused on the right learning goals at home. This method
can prevent the following frustrations:

“Before the first grade team started collaborat
ing and sending
newslett
ers by e
-
mail,



p
arents often complained that they were confused by the

multiple hard
-
copy newsletters

c
oming home at different times from the music teacher, principal, teachers, and various
committees. Furthermore, many students damaged or lost newslette
rs or simply forgot to
give the newsletters to their parents. One teacher commented that she used [to] be very
frustrated to discover at teacher/parent conferences how little her students’ parents knew
about the learning objectives in her class. How could
she ask parents to supervise
homework, projects, and studying if they didn’t even know what students were trying to
learn?...As a final bonus, the time and money once invested in buying paper and
arranging for bulk printing can be funneled into other activ
ities” (Pitler, et. al, 2007).

Finally, a practical program that would be a logical step toward increasing the classroom to
home connection and could be offered in the future would be a weekly or as needed tutoring club
for parents who are interested in le
arning internet skills. Parents and students would attend
together, before or after school and time
would be spent becoming proficient with the classroom
website and learning
how to best assist their child

to gain skills required by our state standards.

T
his project will never be final, finished, or complete. As new research is published and

new technology is developed, this website will continually be improved and expanded for
ongoing use in the future. As an integral tool used in classroom instruction, t
eachers and students
will benefit from the creation and use of this project for years to come.



Increasing the Classroom/Home Connection
23


References

Al per
-
Ler oux, Chr i s. (
Sept ember 17,
2010).
Us i ng i ns t r uct i onal websi t es


t o d
i f f er ent i at e.

Tech & Learni ng
, Ret r i eved f r om


ht t p://www.t echl ear ni ng.com/ar t i cl e/32974

Ret r i eved Febr uar y 4, 2011.

Baker, E.A. ( 2008). Cr eat i ng val uabl e cl ass web si t es.
Learni ng & l eadi ng


wi t h t echnol ogy
,
35
( 7), 18
-
21.

Ret r i eved f r om EBSCO
hos t
. Ret r i eved


1/23/2011

Baker, E.A. ( 2007). El ement ar y cl ass r oom web si t es: suppor t f or l i t er acy


wi t hi n and beyond t he cl as sr oom.
Jour nal of Li t eracy Res ear ch
,
39
(
1
),


1
-
36.

Ret
r i eved J anuar y 25, 2011 f r om

ht t p://t i nyur l.com/2bx6f l c


Benj ami n, A. ( 2003).

Di f f er ent i at ed i ns t r uct i on: a gui de f or el ement ar y




s chool t eachers
. Lar chmont, NY: Eye on Educat i on.

Br abec, K, Fi sher, K, & Pi t l er, H. ( 200
4). Bui l di ng bet t er i
nst r uct i on.



Learni ng & l eadi ng wi t h t echnol ogy
,
31
( 5), 6
-
11.

Hol comb, L
.
B, Cast ek, J
.
M, & J ohn
s on, P.R. ( 2007). Unl ocki ng t he


pot ent i al of k
-
12 cl as s r oom websi t es t o enhance l ear ni ng.
New


Engl and Readi ng Ass oci at i on Journal
,
43
( 1), 36.
Ret r i eved J anuar y


25, 2011 f r om Pr oQuest Educat i on J our nal s ( Document ID:


1490346891).



Increasing the Classroom/Home Connection
24


I nt e r nat i onal s oc i et y f or t e chnol ogy i n e duc at i on
:
I STE

( 2011).

R
et r i eve d f r om
ht t p://www.i s t e.or g/s t andar ds.a s px.

Re t r i eve d

De c embe r 14
, 2010
.


Mar zano, R.J., Pi cker i ng, D.J., & Pol l ock, J.E. ( 2001).

Cl as sr oom



i nst r uct i on t hat wor ks
.
Al exandr i a, VA: Ass oci at i on f or Super vi si on



and Cur r i cul um Devel opment.

Mi l l er, S.P., & Hudson, P.J. ( 2006). Hel
pi ng st udent s wi t h di s abi l i t i es


under st and what mat hemat i cs means.
Counci l f or Except i onal


Chi l dr en
,
39
( 1), 28
-
35.

Nel ms, E. ( 20
02). The ef f ect s of a t eacher cr eat ed web page on par ent


communi cat i on: an act i on r es ear ch s t udy.
Act i on Res ear ch Exchange
,


1
( 2).


Payne, R.K. ( 2005).
A f ramework f or underst andi ng povert y
. Hi ghl ands,


TX: aha! Process Inc.

Pr of essi onal
Educat or St andar ds Boar d of Was hi ngt on, ( PESB). ( 2011).


Of f i ce of Super i nt endent of Publ i c Ins t r uct i on. Ret r i eved f r om


ht t p://www.pesb.wa.gov

Ret r i eved November 15, 2010.

Pi t l er, H., Hubbel l, E.R., Kuhn, M., &

Mal enos ki, K. ( 2007).

Usi ng




t
echnol ogy wi t h cl assr oom i nst ruct i on t hat wor ks
. Al exandr i a, VA:




Ass oci at i on f or Super vi si on and Cur r i cul um Devel opment.

Schact er, J, & Fagnano, C. ( 1999). D
oes comput er t echnol ogy i mpr ove

Increasing the Classroom/Home Connection
25



s
t udent l e
a
r ni ng and
achi eve
ment?
How
, when, and under what


condi t i ons?

Jour nal of Educat i onal Comput i ng Res earch
,
20
( 4), 329
-


3
43.

St r omer, R, Ki mbal l, J
.
W, Ki nney, E
.
M,
& Tayl or, B A. ( 2006). Act i vi t y


s chedul es, comput er t echnol ogy, an
d t eachi ng chi l dr en wi t h
aut i sm


spect r um di sor der s.
Focus
on Aut i sm & Ot her Devel opment al


Di sabi l i t i es
,
21
( 1), 14
-
24. Ret r i eved f r om EBSCO
host
,
Ret r i eved


1/23/2011
.






Increasing the Classroom/Home Connection
26


Appendix A


Increasing the Classroom/Home Connection
27



Appendix B

Classroom

Website Survey

We would love to know what you think!


Please

answer the following questions:


Answer Yes or No







Yes



No



1. My family has a computer at home.




____



____

2. My family has access to the internet at home.



____

____




All the time Some of the ti
me Never

3. I know how to open the classroom website. ____ ____ ____

4. I use a math practice website.




____


____


____

5. I use a reading practice website.





____ ____ ____

6. I use a computer outside of my home.



____ ____ ____

7. I am allowed to use the computer for schoolwork.


____


____ ____

8. I use the computer

at the King County Library.



____


____ ____






Increasing the Classroom/Home Connection
28


Appendix C

Parent

Website Survey

We would love to know what you think!


Please answer the following questions:


Answer Yes or No







Yes



No



1. We have a computer
at home.





____




____

2. We have access to the internet at home.




____
____




All the time Some of the time Never

3. I know how to open the classroom website.

____ ____ ____

4. I check the website for homework due.




____ ____ ____

5. I use a computer outside of my home.



____ ____ ____

6. I use the computer at the King County Library.



____


____ ____









Increasing the Classroom/Home Connection
29


Appendix D









Increasing the Classroom/Home Connection
30


Appendix E

Documents

Categories:

Parent Resources

|
Resources
For Students

|
Special Education Resources

|
Standards: Power
Standards For Auburn School District

|
Standards: Washington State

|
Teacher Resources


Parent Resources

Last Updated

Alpac Family Local Resources Tool Kit

(
59 Kb
)

Apr. 30, 2011 at 3:12pm

Homework Tips for Parents: No Child Left Behind 10 page document

(
168.75 Kb
)

Apr. 13, 2011 at
12:40am

How to help your child learn to read at home

(
32.01 Kb
)

Apr. 13, 2011 at 6:17pm

If your child needs help with reading you can...

(
11.12 Kb
)

Apr. 13, 2011 at 6:16pm

Printable
-

Count by 3s practice

(
34.23 Kb
)

Apr. 13, 2011 at
12:37am

Printable:
r
-
controlled vowel flashcards, ar, ir, ur, or, er word practice

(
907.16 Kb
)

Apr. 13, 2011 at
12:37am

Why is reading to your child
important?

(
38.5 Kb
)

Apr. 13, 2011 at
12:38am


Resources For Students

Last Updated

Graphic organizer
-

fact & opinion

(
41.82 Kb
)

Mar. 6, 2011 at 7:46pm

Graphic organizer
-

thinking about thinking. What I learned & how I learned it

(
34.93 Kb
)

Apr. 13, 2011 at
12:28am


Special Education Resources

Last Updated

Aviso sobre garantías procesales en la educación especial para los alumnos y sus familias

(
227.71 Kb
)

Apr. 13, 2011 at 4:36pm

Special Education Booklet: Notice of Procedural Safeguards

(
517.97 Kb
)

Apr. 13, 2011 at 4:36pm


Standards: Power Standards For Auburn School District

Last Updated

0
-

Kindergarten Math Power Standards & Priorities

(
61.58 Kb
)

Apr. 28, 2011 at
11:37am

0
-

Kindergarten Power Standards Brochure

(
101.81 Kb
)

Apr. 13, 2011 at
12:42am

1st Grade Math Power Standards & Priorities

(
64.17 Kb
)

Apr. 28, 2011 at 2:35pm

Increasing the Classroom/Home Connection
31


1st Grade Power Standards Brochure

(
106.63 Kb
)

Apr. 28, 2011 at 2:35pm

2nd Grade Math Power Standards and Priorities

(
61.93 Kb
)

Apr.
30, 2011 at 2:34pm

2nd Grade Power Standards Brochure

(
115.5 Kb
)

Apr. 30, 2011 at 2:32pm

3rd Grade Math Power Standards and Priorities

(
82.52 Kb
)

Apr. 30, 2011 at 2:39pm

3rd Grade Power Standards Brochure

(
96.4 Kb
)

Apr. 30,
2011 at 2:35pm

4th Grade Math Power Standards and Priorities

(
85.5 Kb
)

Apr. 30, 2011 at 2:47pm

4th Grade Power Standards Brochure

(
95.65 Kb
)

Apr. 30, 2011 at 2:41pm

5th Grade Math Power Standards and Priori
ties

(
84.2 Kb
)

Apr. 30, 2011 at 2:49pm

5th Grade Power Standards Brochure

(
96.3 Kb
)

Apr. 30, 2011 at 2:48pm


Standards: Washington State

Last Updated

Math Grade Level Expectations: Essential Learning Academic Requirements (EALRs)

(
3.26
Mb
)

Apr. 12, 2011 at 6:18pm

Reading Grade Level Expectations: Essential Academic Learning Requirements (EALRs)

(
1.21 Mb
)

Apr. 12, 2011 at 5:39pm


Teacher Resources

Last Updated

Book resource list for Autism

(67 Kb)

Apr. 13, 2011 at
12:27am

Character qualities pdf
-

great for book reports & MSP practice

(40.61 Kb)

Apr. 13, 2011 at
12:27am

Congruent & Similar Shapes Powerpoint

(653 Kb)

Apr. 13, 2011 at 3:45am

Geometry Shapes Vocabulary Powerpoint

(702.5 Kb)

Apr. 13, 2011 at 3:39am

Graphic organizer
-

fish bone diagram

(58.5 Kb)

Apr. 13, 2011 at
12:28am

Graphic Organizers
-

scroll past 1st page

(251.95 Kb)

May. 9, 2011 at 1:05pm

Graphic Organizers: Feelings Chart, Alphaboxes, Theme Cubes, Fact Building
Interview, Story Pyramid

(177.51 Kb)

May. 9, 2011 at 1:27pm

Mathematics Instruction for Students with Learning Disabilities

(231.24 Kb)

Apr. 13, 2011 at
12:27am

MSP Administration Booklet

(10.73 Mb)

May. 3, 2011 at 2:06pm

Increasing the Classroom/Home Connection
32


Reading Strands
-

Lesson
Framework
-

Scope & Sequence

(239.59 Kb)

May. 9, 2011 at
12:46pm

RTI
-

Three tiered instruction
-

what it is, what it means

(12.03 Kb)

Apr. 13, 2011 at
12:37am



Teacher's Research
-

Based

Last Updated

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for
Elementary and Middle Schools

(1.97
Mb)

May. 9, 2011 at
11:09am

Helping Children Master the Basic Facts

(2.06 Mb)

May. 9, 2011 at
12:24pm

Helping Students with Disabilities Understand What Mathematics Means

(1.08 Mb)

May. 9, 2011 at
12:58pm

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning
Mathematics: A Guide for Teachers

(231.24 Kb)

May. 9, 20
11 at
11:06am

Reducing Behavior Problems in the Elementary Classroom: What Works Clearinghouse

(1.47 Mb)

May. 9, 2011 at
11:23am













Increasing the Classroom/Home Connection
33


Appendix F

Links

Categories:

A Place To Start If You Are New To The Internet!

|
Activities On The Web

|
Audio Books
-

See Mrs. Beckett For Password

|
General

|
Kindergarten

|
Language 1
-

3

|
Language 3
-

5

|
Learn
To Tell Time

|
Math 1st Grade

|
Math 2
-

5

|
Math 5th Grade

|
Math Fact Fluency Practice

|
Math K
-

5

|
Math Tutor

|
Math: Geometry

|
Money

|
Parent Resources

|
Parent/Community Resources

|
Reading 3
-

5

|
Reading K
-

3

|
Resources For Students

|
Science

|
Search Tools

|
Special Education
Resources

|
Spelling

|
Teacher Resources

|
Teacher Resources For Math

|
Teacher Resources For
Reading

|
Teacher Use

|
Teacher's Research
-

Based

|
Types: Per
sonality & Learning Style Quizzes

|
Uncategorized

|
Video Tutor!

|
XS

|
Z
-

Project Presentation

A Place To Start If You Are New To The Internet!



7 Things You Should Know About (insert
technology question here)

-

Quick technology
questions answered: what it is, how it works, where is it going, and why it matters to teaching and
learning. What is an IPad? What is an app? Facebook? Twitter? Ebooks?



Learning about technology online

-

Teach yourself the how to use the internet by using the
internet!



Parents learning the internet




Professor Garfield

-

Internet safety and how to use the internet.



Teach Parents Tech Video Tutor

-

Teaches parents and students basic intern
et use with mini
videos.



Welcome to the Web

-

By working your way through this web site and taking part in the exciting
challenges and activities, you will learn all about the Int
ernet. Good luck!

Activities On The Web



Create a Comic

-

Create your own comic strip with characters and dialogue, then print it!



E
-
Learning for Kids




Funbrain

-

Fun learning for students, parents, and teachers!



Gamequarium




Games for thinking and fun!

-

Memory games, battleship, tic tac toe, and more!



Kids Know It!




Kids Memory




Mancala




Picasso: Drawing Heads




Puzzles from Room 108

-

Lots of puzzles for kids. Puzzles are a great way to develop problem
solving in kids!



Wordle

-

Create and print your own word cl
ouds!

Audio Books
-

See Mrs. Beckett For Password



A Bug and a Pup
-

DRA 4
-

6



A Hat
-

DRA 2



A House and a Teepee

-

DRA 12



A Pet to the Vet
-

DRA 12



A Thousand Words

-

DRA 30



All About Pigs

-

DRA 4



Apples
-

DRA 4
-

6




Go Cat

-

DRA 4



Gold Rush Diary

-

DRA 24

Increasing the Classroom/Home Connection
34




Max

-

DRA 4



Pat the Cat

-

DRA 4



What Do They
Make?

-

DRA 4



Will Ants Come?

-

DRA 4

General



King County Library System




Library of Congress

-

Overview of site and how to use it.



Museum of Natural History
-

New York

-

Online museum, tips for

using this resource.



NW Trek




Office of Superintendent of Public Instruction




Virtual Museum of Canada


Kindergarten



ABCs with Fisher Price




Blooming Bubbles
Counting Game




Clifford's Word Match




Color with Junie B. Jones




Coloring Animals




Coloring online




Count Us In!




Wacona: Games for Kindergarten


Language 1
-

3



Acrostic poem generator


Language 3
-

5



Grammarly.com
-

best grammar checker on the net




Mad Libs Junior




Story Starters: Wheel of Mayhem!
-

Spin the wheel for a creative story starter that you can publish!



Writing Fun! Using text organizers to assist students with the writing process.
-

Write and
publish for free! Includes writing organizers for narrative, persuasive, expository, procedure,

poetry,
and more. Includes examples and printables!

Learn To Tell Time



Telling Time


Math 1st Grade



Counting Practice Sites


Math 2
-

5



2nd Grade Math Websites


Increasing the Classroom/Home Connection
35




Addition facts Quizlet




Arcademic Skill Building: Arcade + Academic = Fun Learning!

-

Arcademic Skill Builders are free
research
-
based

and standards
-
aligned educational games! Engage and motivate students with our
multiplayer and single
-
player games.



Billy Bug

-

Coordinates



Flowering Fractions




Fun Flashplayer Fact Games
-

Tons of games that aren't timed but very fun for pra
cticing your facts!



Math Fact Cafe Flashcards




Math is Fun!

-

Tons of math games, math tutoring, math vocabulary. Excellent

for MSP practice!



Math Magician
-

Fact families




Math Playground




Multiplication Facts Quizlet




Practice telling time on thatquiz.com

-

Telling time practice on analog clock face.



Subtraction facts Quizlet




Virtual Angle Measurement


Math 5th Grad
e



Decimal Squares Games




Math games




Rules of
divisibility


Math Fact Fluency Practice



A Plus Math




BrainOrmous




Fact Monster
-

Online flashcards




Math Fact Cafe




Math Fac
t Dash +
-

x /




Math Magician




Multiplication baseball




Multiplication practice




Speed Grid Addition

-

Practice speed with addition



Sum Sense
-

Multiplication fact game



That Quiz

-

Math fact practice and math quizes

Math K
-

5



AAA Math




Building with Pattern Blocks




Cool Math 4 Kids




Counting and Math games




IXL Math




MAP Test Math Pract
ice

-

Use your RIT score to choose your practice.



Math Arcade




Number Nut




Virtual Manipultives

-

Excellent tool for visualizing math concepts

Math Tutor



Ask Dr. Math




Kahn Acade
my: Step by Step Math Tutor Addition through Algebra and Beyond!

-

Free math
tutor: learn math at your own pace.

Increasing the Classroom/Home Connection
36




Ten Marks: The perfect supplemental math program for your student. Grades 3 through high
school.
-

Intuitive, interactive, and fun way for students to practice, learn, and master math. Builds
confidence. Drives success.



Wolfram Math Tutor Site


Math: Geometry



Geometry games




Geometry Shape Matching Game




Interactive Math Games & Activities

-

Shapes games.

Money



ABCya! Learn to count money.




Making Change


Parent Resources



Between the Lions from pbs kids

-

Online stori
es and activities to play with your child.



Games Kids Can Play Never Hear "I'm Bored" Again!

-

Outdoor and indoor old fashioned games
without a computer!



Helping Your Child Learn Math

-

Dozens of fun activities parents can use to help children in
Kindergarten through fifth grade.



How to do (almost) anything in Math
-

Video tutor

-

How to help your student with math when you
don't quite remember how to do it yourself!



Math Fact Cafe

-

Make Fact Sheets
-

Make your own fluency practice sheets!



Read, Write, Think: Activities to do with your student
afterschool




Reading Rockets

-

Online resource for parents to help their children learn to read.



Sheppard's Free Learning Games and Acti
vities: We make learning fun!

-

Scroll down to see
which games are recommended for each grade level.



Standards and Best Practices for
all grades
-

Auburn School District




Standards Based Reform & No Child Left Behind: What does it all mean?




Virtual Manipulatives


Parent/Community Resources



Auburn Food Bank




Auburn Youth Resources




Catholic Community Services

-

Shelters and housing.



Domestic Abuse Women's Network (DAWN)

-

Counseling and shelters.



YWCA of King County and Seattle

-

Domestic violence assistance, shelters, employment
assistance.

Reading 3
-

5



Magic Tree House




MAP Test Reading Practice

-

Use your RIT score to choose your practice.



Word Wizard

-

Word games and vocabulary practice


Increasing the Classroom/Home Connection
37


Reading K
-

3



Clifford books and games




DOLCH Sight Word Flashcar
ds

-

DOLCH sight word lists, sentences, & activities for preprimer
through third



Kids' Corner

-

Children's books with audio and text.



Monterey Bay Aquarium

-

Read online books and play games in this aquarium
-
themed site!



PBS Kids

-

Learning games and fun activities!



Phonics quizzes with sound!




Picture Match!

-

Beginning letters
-

short vowel sounds
-

long vowel sounds



RIF Reading Planet




Seussville

-

Reading games and activities with Dr. Seuss!



Starfall

-

Easy and fun reading activities and audio books.



Storyline Online

-

Listen to famous actors read favorite picture books aloud!



Word Family Sort


Resources For Students



10 Video Websites that are like youtube for kids




Brain Pop

-

Many free videos on many school subjects. See Mrs. Beckett for password.



Bubbl

-

Bubbl is a brainstorming tool like a thinking map on the computer!



Dance Mat Typing




Harcourt School Site: Reading activities for all grades




National Geographic for Kids

-

Kid friendly, animals, videos, science, and more!

Science



Roller Coaster Simulator

-

Build your own roller coaste
r and learn about energy!



Science Fair Fun! Great ideas for Science Fair Projects




Scien
ce Man

-

Activities

Search Tools



Ask for kids




Fact Hound




Fact Monster




Kids Konnect

-

A safe internet gateway for kids!



KidsClick!

-

KidsClick! is a web search site designed for kids by librarians


with kid
-
friendly results
!

Special Education Resources



An Autism Website to Support an Inclusive Classroom



English
-
Zone

-

Special education and ELL sight for English.



SEN Teacher

-

Free teaching resources for special education.



Watson Institute for Special Needs Children

-

Excellent resource for social and behavior stories

Spelling



Spelling City

-

Practice this week's spelling words!

Increasing the Classroom/Home Connection
38



Teacher Resou
rces



ABC Teach

-

A variety of teaching tools



Busy Teacher's Cafe




Ed Helper

-

Some free and a lot more for small fee.



Edutopia

-

George Lucas Educational Foundation



Free Clip Art
-

Top 10 Sites




Free Photo Database




Free Technology for Teachers

-

Free Resources and Lesson Plans for Teaching with Technology



Internet4Classrooms: Helping Teachers Use the Internet Effectively

-

High
-
quality, free Internet
resources to use in classroom instruction



Learning Videos: A Wide Variety of Topics




MSP: Directions for Administration Booklet




National Geographic for Education

-

Early preview of their new teacher
-
oriented site.



NCTM Illuminations: Interactive Math Tools for Math Lessons




New Tools Workshop Wikispaces

-

Wiki that is broken down into catergories and then has link to
the different resources.



Partnership for 21st Century Skills




QTOPIA
-

the next big thing

-

Qtopia, where learning is FREE, EASY, and FUN! Free online access
to thousands of ready
-
to
-
use activities, motivating games plus 24/7 online homework access and in
-
classroom review modes.



Room 108
-

This is a super site and it is super free!

-

Primary Education Site for Kids and
Teachers. Over 900 pages of educational Games & teacher resources, interactive writing, animated
stories, songs & puzzles!



Room 108 List and Descriptions of ALL Activities




Scholastic.net

-

Lots of resources including interactive Scholastic News!



Shmoop

-

Learning guides & teacher resources.



Soft Schools




Super Teacher!

-

Free printable worksheets for ma
th, reading, and language.



Teacher Tube




Teachers.net

-

Classroom projects and lesson plans created by teachers for teachers.



Technology and Young Children
-

Hub of Resources

-

Tons of resources for teachers using
technology with young students.



The B
est Social Studies Websites




The Consititution

-

Free resources on The Consititution of the United States of America



Thinkfinity

-

Thous
ands of free lesson plans and educational resources for teachers.



Videos for students to learn from. Organized.




Writing Instruc
tional Guides by Megan Sloane




Writing.com


Teacher Resources For Math



A Tool Chest for Teaching Math




All Math; Free math interactive fact practice and more.




Calculators online




Do the Math

-

Great hub of websites for pre
-

K and up.



Free Federal Resources for Teaching Math




Math Resources




Math, Technology, & Differentiation: A Hub of Leveled Math Links

-

Math, Technology, &
Differentiation This site has it all!



MSP practice math problems grades 3
-

5




National Council for Teachers of Mathematics (NCTM) Hub of Math Links


Increasing the Classroom/Home Connection
39




NCTM
-

online and interactive examples of math standards




Oswego: Interactive games you can create plus ready made
ones to use.




XtraMath
-

Help Kids Master Basic Math Facts, Free classroom data

-

Alpac blocks this at this
time but worth checking out for your students to use at home.

Teacher Resources For Reading



Author's purpose lesson & activities




Free Reading

-

A high
-
quality, ope
n
-
source free reading intervention program for grades preK
-

6.



Got Brainy: Videos for Vocabulary




Harcourt eproduct
s

-

Audio books, online assessments, etc.



Harcourt Reading Lesson Plans and Vocabulary Powerpoints




PBS for teachers

-

Ideas for teachers across grade levels & subjects



Reader's Theatre Resources




Reading Focus Skill Picture Books

-

Recommended library books to help teach focus skills
including alliterations, cause & effect, sequencing, similes, metaphors, main idea, summarizing, and
many more!



Reading Links for Teachers




Stem Star: MSP stem question writing tool




Teacher planet: book for teaching vocabulary


Teacher Use



Create a graph




Google for Educators: Tools and activities




Graphic organizers




Learning Style Quiz

-

Want to know your learning style? Take the quiz. There are 24 questio
ns, and
it will take less than five minutes to complete.



Math Drills
-

Math Worksheet generator




NCTM Virtual Shape Drawing Tool




Printable Booklets
-

sight words & word families




Printable templates: huge variety from book reports to thinking maps




Tools, Templates and tons of Graphic organizers!


Teacher's Research
-

Based



10 Ideas for Phone
-
casting




Best Evidence Encyclopedia

-

Empowering Educators with Evidence on Proven Programs



Best practices in phonics instruction




Center for Implementing Technology in Education

-

CITEd p
rovides practical and convenient
resources for using technology in everyday tasks.



Daniel Rezac: Mathademics, Edublogs, & Anatomy of a Math Tutorial




Developing Your Personal Learning Network




Families in Schools: Building Part
nerships for Student Success




Florida Center for Reading Research

-

Basic research on reading growth, assessment, and
instruction that is research
-
based



ISTE: International Society for Technology in Education




Online rti
-

istation

-

Not free online rti with data



Open Educational Technology




OSPI Technology Integration Research




Phonemic Awareness

-

What it means and how best to teach it.

Increasing the Classroom/Home Connection
40


Types: Personality & Learning Style Quizzes



Multiple Intelligence Quiz




Personality Test
-

Jung & Myers
-

Briggs

-

Multiple Intelligences Student
Grouping Cards

Video Tutor!



Math Tutor
-

Daniel Rezac & Mathademics




Subtraction with Regrouping Visual Tutor

-

Great

subtraction with borrowing visual demonstration
after brief commercial.



Telling time


XS



Algebra and Story Word Problems




Algebra Help




Amby's Education Site and Math Resources




Purplemath.com