These items are up for grabs. Please email Courtney if interested.
Metal Book Ends (various sizes and colors. Cannot guarantee what color you will receive.)
There are a limited number of the items below. Names will be put in for a drawing. Please make sure you have room and a purpose for this item before submitting your name :).
A small selection of book carts are available. Let Courtney know if you are interested and she will share pictures soon.
Soft Seating There are 2 of these small child sized chairs
The Curriculum, Instruction, and Assessment Department at TAC is now called the Curriculum and Instruction Support Department. All Elementary and Secondary schools, admins, and teaching staff are under this department--including Library Services.
With the name change, the website links to all of the departments under CIS also changed. Our friends in IMS were able to reroute our shortcut - district.ops.org/library - to our "new" webpage. However, you may still have trouble accessing the page. If you do, you may need to clear your cache on your computer as an old version of the shortcut is still running.
Clear Cache on a PC
With the browser open, click CTRL+F5 on the keyboard to clear your cache.
Clear Cache on a MAC
To learn more about clearing your cache in Safari, visit Apple Support.
To learn more about clearing your cache in Chrome, visit Google Support.
To learn more about clearing your cache in Firefox, visit Firefox Support.
Special thanks to Becky Nicholson at Columbian Elementary for sharing!
Just in case others may find this to be useful, I have written a step-by-step process to create labels with student login information, using the Student Account Excel spreadsheet provided by Field Support Techs.
The Cat in the Hat has thrown his iconic red and white hat into the ring for president. Now he wants children to help him decide which cause to support—education, ocean conservation, environment, hunger, kindness. Children across the nation are encouraged to vote for The Cat to work with fellow Dr. Seuss characters and the organization and cause that they represent. The characters, organization, and cause with the most votes will receive $10,000 from Dr. Seuss Enterprises and Random House Children’s Books. At The Cat in the Hat’s “campaign headquarters,” students can check out The Cat’s campaign video, learn more about the causes, and then vote for their favorite.
Deadline: All votes must be cast by 11:59 p.m. on November 8, 2016. The winning organization and cause will be announced on or around December 1, 2016.
Plus: In the simple rhyming book One Vote, Two Votes, I Vote, You Vote, The Cat in the Hat introduces early readers to the basic principles of democracy, including how political parties are formed and why Election Day is held in early November.
We haven't had a chance to test drive this just yet, so if you use it, let us know what you think!
Back to School: Getting Students Engaged Students love video. But just passively watching isn’t much of a learning experience. Make any video - including our Digital Citizenship videos - interactive with editing tool EDpuzzle, which builds in questions and pauses for classroom discussion. Learn more
From the CSM Graphite Review
EDpuzzle is a web-based interactive video and formative assessment tool that gives teachers a set of tools to crop an existing online video to the moments needed for a specific teaching purpose. Teachers can also customize the cropped video with voice-overs, audio comments, and embedded assessment questions. Teachers can prohibit students from fast-forwarding through videos and assign each video a due date. Data from the embedded quizzes is saved in EDpuzzle’s dashboard; however, it can easily be exported as a CSV file and incorporated into other grade- and course-management systems.
Additionally, EDpuzzle offers a space for a community of teachers to share their creations for inspiration or for easy classroom use. Finally, teachers can turn this robust set of tools over to students, enabling them to find high-quality video instruction and customize it in a way that demonstrates their learning.
The fastest way to get your questions answered is to contact the right person!
How can we chunk what we learned about inquiry at curriculum day and use it to create buy-in with staff?
I send out a library newsletter to my staff. I plan to place information about inquiry there. I also have teachers come to check out with their kids. So during my mini-lesson for the kids, I have a quick resource or idea for the teachers to preview. I plan to put the picture books out with sample inquiry questions for teacher's to look at during that time. I plan to use inquiry in my upcoming mini lessons with kids during check out and in the projects I co teach with staff. Elizabeth Messina (Catlin Elementary)
I would talk to my staff about inquiry this way: Inquiry takes the research that we've been doing to a higher level. Students can delve into subjects that they really feel passionate about -- asking questions, making discoveries and, in turn, asking deeper questions. It's not more -- it's better all around. Beth Eilers & Colleen Nieland (Central High)
Staff will buy into inquiry based learning when you explain that you can't just ask the kiddos to come up with topics, but rather you must trigger their inquiry learning. By helping teachers trigger students curiosity and develop questions they really want to know and want answers to. Additionally, it is important for students to have teacher presence in order to ensure proper research is being conducted. Jayme Hultman (Crestridge Elementary)
I think we are going to need to show them the ways they can take their projects and make them more aligned with the Big 6 and inquiry. (give examples) Lisa Raszler (Bryan Middle)
We need to stress that it is for the student's benefit. Also, having information tailored to each school level, whether elementary, middle or high school, that provides a lot of examples for them to use or spring off of would be helpful. The more they understand the easier it will be to implement. Jill Zeigle (Fontenelle Elementary)
Grabbing the attention of coworkers is the first step in engaging them in discussions about inquiry. I made a display titled, "Life is Research Project." It's surrounded by common questions that people research. I placed it so that it showed outside of the library. A couple of teachers have stopped in to talk about how they liked it. One teacher asked for some assistance with an outside of school question. It's not much, but it is a start. Angela Ralph (Benson High)
I liked the repackage idea. If we show Paige's examples of essential questions" of inquiry to show teachers they are still getting the information they want to from students, but now they can't Google the info. We could take the pacing guides at multiple levels and develop questions as actual examples. Ashley Amante (Walnut Hill Elementary)
Create a flyer (use piktochart or something that is colorful and engaging) and send it out to staff/hang them around the building. Could present it at a staff meeting, but keep it short with the highlights of what we learned. Victoria Campbell (Buffett Middle)
Since we are an AVID school, we focus on Costa's levels of learning. I have been taught that when creating EQ's it can be helpful to use a level 2 or level 3 guiding word from Costa to create a great EQ. It works to promote higher level thinking. Not sure if all staff are familiar with Costa's though. Cari Poston (Morton Middle)
I think for the teachers to "jump on the bandwagon" with the Big 6, we need to make learning about it fun. The activity we did around the room with real life scenarios was engaging and really got me thinking of how I would use this in my classroom and at the faculty meetings. As an AVID school, we do a lot of leveled questions already, so I need to have a way of tying in the Big 6 so that it does not feel like they are learning something new all over again, but just learning new lingo. Rebecca Cox (Western Hills Elementary)
I have a poster that states: I wonder...I imagine...I question. INQUIRYI examine, I understand, I know!
I will be using my poster to write I can and I will statements for mini lessons of wonder. Hold up and "I Wonder" book...most of us have them, open to any page, read. Remember what it was like to be a wide-eyed curious child bursting with questions?
My goal is to use the curriculum to steer students into the directions of discovering a Science/Social Studies/Math topic already in the standards...there are so many to choose from. EX: I was wondering about the rock cycle my teacher was talking about...where do all those rocks come from? Why are rocks different? Do they come from a bunch of different places? Kim Beebee (Jackson Elementary)
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).