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Team spokesperson:What team did you work in this semester?If you chose "Other Team" above, what is your team pairing?What was your final objective?Please give a summary of the work you accomplished. Please share the results of your efforts!
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Lester LeungSPED // Chem // ParasCommunication and supportfast passes and study guides
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Lester, LeungSPED // Chem // ParasDevelop a SPED science curriculum influenced by NGSS ideas. Unfortunately, it was decided that the SPED chemistry (and SPED science courses in general) would need more flexibility than what a standard curriculum could provide. In other words, the utility of creating a curriculum for SPED science is dampened due to the enormous variety of needs a SPED class contains, the varying goals that may or may not "pop up" throughout the year, and the uncertainty of a SPED science course being offered every year.

Our group dissolved after the last meeting. Some members joined the SPED and Biology team, while the others joined the Guidance, PE, and Wellness team.
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Andrea BadgerBusiness // EconTo determine what and how content is covered in business and economics to ensure that while there may be content overlap, we should have unique learning experiences in all of the classes. We have discussed the content areas we cover in each class and shared how we cover them.
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Mike Pakaluk/Michael EsquivelOther Team OptionInstrumental Music and Espanol Students will understand the concept of Duende and identify elements of flamenco music. We have reached out to San jose Flamenco society, trying to set up a date for them to do a presentation for the music and spanish departments.
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krukArt // World Languagecultural investigations into the art of Mexico; calaverasart appreciation in the form of Spanish students evaluating the art of Ceramics students.I created a judging score card where students in Spanish classes were invited to assess their favorite Ceramic student works. I set up the installation in the teacher's lounge and collected the materials and gave out prizes to the winners of the competition.
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Thomas HammondWorld_Lit // World HistoryN/AWe will identify differences between writing in World Literature & World History.We were able to create a chart detailing the differences and similarities between how the World Lit team and the World History teams teach writing. Our goal was to be able to talk about how we can unify our language and expectations to better support our students in their writing and possibly eliminate confusion caused by different writing structures. https://drive.google.com/open?id=1xnOikQdd3UaP0XdMKHVV2xRtlGEk1yrmYvQVvBkZqkc
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Pau WillsonArt // World LanguageCreate a brief/shared unit that unites Art, Japanese and French disciplines. In the late 1800's, The Impressionists of France were inspired by the Woodcuts (ukiyo-e) of Japan (Hiroshige, Kunisada, Hokusai). These French artists included, but are not limited to, Manet, Monet van Gogh, Degas, Renoir, Pissarro, Gauguin, Toulouse-Lautrec, and Bonnard.
I presented the group with historical handouts, Information describing the 7 Elements/Principles of Design and an Art Activity involving the Arts of these divergent cultures: Shrinkey-Dinks! Students are presented with postcard-sized examples of the Arts of either/both Japan and France. following the techniques of shrinkey-dinks, students prepare the plastic surface and copy the selected art piece. (References are made to how BOTH Arts relied heavily on Line, Shape and Color. Elements of Design). The plastic is placed in an oven (Megan Miller volunteered to use her Culinary Arts appliances) and the artwork Shrinks to 1/4 its original size, Magically! The student has an actual Art Product to keep.
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Nate MartellAP_Lit & Euro_Lit // Gov’t/EconTo modify ideas and rubrics from English to shape the research/debate activity for seniors in Social Studies classes.English teachers shared a rubric they use for presentations, as well as shared ideas about involving listeners in the oral presentation/debate activity.https://drive.google.com/open?id=1duqqQL39-NEuiznSzIEihYS90EcXZCbk
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Jim SchusslerACT // DistrictOur objective became looking at better ways to serve the current student population in Lynbrook ACT classes as it is so different from previous years. We are re-grouping classes for 2nd semester and getting additional staff support. We are re-grouping classes for 2nd semester and getting additional staff support.
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Kim RevillaArt // World LanguageTo explore calaveras de azucar as part of Dia de los muertos.Kruk's 3-D Art students designed their own calavera de azucar based on personally selected themes. Spanish 2 and 3 students viewed the finished products and gave feedback to students.
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Mike WilliamsAm_Lit // US HistoryCreate and share unit/curriculum calendars to sync U.S. History instruction with that of American Literature.Over the course of our conversations we agreed that our teams would share unit calendars so our delivery of curriculum complements each other over the course of the year. For example, when the American Literature team is analyzing 1930s literary work, the U.S. History team in concurrently teaching that era as well so students see tie-in between subjects and their learning. https://drive.google.com/open?id=16SxSy4ca5PH7cRorLQlVVTCSyN_xW_5R
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Jack Neudorf/Brittany StevensMental Health // PE // Leadership/PhysioRevamp health/mental health curriculum, update it, and expand it.The team worked together on implementing a new physical and mental health instructional unit to be delivered in the P.E. classes. Instruction will emphasize the impact of stress on students' lives and present strategies students can use reduce stress for better physical/mental health (e.g., mindfulness practices).
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