Click here to see the Fall 2012 Supply list.



Click here for the summer reading list for McKee HS for ALL students. Return to school with your brain well fed and ready to perform starting September 6, 2012.


Click here for the Make Up Lab Schedule and the Earth Science Practical Schedule for Spring 2012. All students must complete the labs before they are eligible to take a science regents examination.

man_newspaper_read_lg_wht.gifGet a Jump on the Common Core Standards with The New York Times. Read the great article below by Katherine Schul that suggests how teachers and students can truly dig into non-fiction.

The Times and the Common Core Standards: Reading Strategies for ‘Informational Text’


Andrea Mohin/The New York Times

Eleni Giannousis had students at Hillcrest High School in Queens watch a film version of “Death of a Salesman” before asking them to read it. Go to related article on the Common Core Standards »

Forty-four states and United States territories have adopted the Common Core Standards and, according to this recent Times article, one major change teachers can expect to see is more emphasis on reading “informational,” or nonfiction, texts across subject areas:

While English classes will still include healthy amounts of fiction, the standards say that students should be reading more nonfiction texts as they get older, to prepare them for the kinds of material they will read in college and careers. In the fourth grade, students should be reading about the same amount from “literary” and “informational” texts, according to the standards; in the eighth grade, 45 percent should be literary and 55 percent informational, and by 12th grade, the split should be 30/70.

Well, The New York Times and The Learning Network are here to help.

Since the Common Core definition of “informational text” includes pretty much everything The Times publishes, from articles, essays and opinion piece to “diverse media and multimedia” such as photographs, infographics and video, reading the paper can prepare your students for their futures in myriad ways.

Here are suggestions for making The Times a low-stress part of your classroom routine, followed by literacy strategies to help address the Standards before, during, and afterreading Times content with your students.

As always, please let us know if you have more ideas!

Easy Ways to Weave in The Times

1. Have students scan just the front page or homepage daily or weekly in order to:

  • Take our daily News Quiz, which is based on that day’s print front page.

  • Choose an article to read in depth, perhaps using our reading log.

  • Learn vocabulary, keeping track of it here. Reading just the front page of The New York Times every day introduces scores of SAT-level words in context. On June 14, for instance, you could find vibrant, fissure, unscathed, sectarian, volatile, inert, pretext and many more.

  • Practice making quick connections — to another text, to their own personal life, to something they’re studying in school, or to another trend, controversy or topic they’ve heard or read about. This graphic organizer can help.

  • Play Front Page Bingo with any day’s Times to find articles that fit criteria like “A story that might benefit from a chart or graph, and why” or “If an alien landed here and read only this page of this paper, what is one conclusion it might draw about human beings?”

2. Augment a unit with a great photograph, infographic or video. Search Times multimedia to find content related to your curriculum. Our Teaching With Infographicscollection might also help.

3. Use Times Search to put in keywords (“Macbeth,” “World War II,”) and find articles that connect to your curriculum. You can choose to search just recent editions of the paper, or go back to any date since 1851.

4. Have students respond online to our daily Student Opinion question, each of which links to a recent, high-interest Times article. Since we keep all our questions open, they can also scroll through and choose the ones they like best.

5. Have students start academic research with Times Topics pages. Use our post about10 ways to use The Times for research to learn more.

6. Quickly find Times resources for often-taught subjects with our Teaching Topics page, a living index to collections we’ve made on topics from immigration to “To Kill a Mockingbird” to global warming to bullying.

7. Have students play World History Standards Bingo to see how the same trends, patterns and concepts studied in global history are echoed in today’s news.

8. Read how real teachers have woven in The Times in our series of Great Ideas from Educators. Or submit your own!

9. Get our e-mail, or follow us on Twitter or Facebook, to quickly scan what’s new on The Learning Network daily. When big news breaks, we nearly always post teaching suggestions and useful links within 24 hours.

10. Have your students participate in our contests. This July we’re running a Summer Reading contest, last winter we had a quotation contest, and we’ve just wrapped up our second Found Poetry challenge.



Reading Strategies

The Commom Core Standards demand that students in classes across the curriculum “determine a central idea of a text and analyze its development over the course of the text” as well as “summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.”

Once you’ve chosen some Times content to use, here are classroom-tested, hands-on strategies for helping students process, analyze, evaluate and summarize an “informational text” and its ideas — before, during and after reading.

Each technique, many of which use writing to help students grapple with what they are reading, is linked to an article, activity sheet or lesson on The Learning Network so you can see the technique “in action.”

Before Reading

Preview Text Types and Text Features:

Make sure students know what kind of text they’re about to read, what to expect from it, and how to use additional information, such as hyperlinked sources or appended graphics, to learn more.

For instance, how is an Op-Ed or editorial different from a hard news article? What is a feature story? Where do reviews appear? What information can the various graphics and photographs included “inline,” or in the left-hand column, of an article (like this one on the “The Facts (and Fiction) of Tornadoes,”) give a reader? To introduce students to how The Times “works” overall, our Scavenger Hunt might come in handy.

Four Corners and Anticipation Guides:

Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning,or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.

Quick-Writes and Journaling:

Ask students to “think in writing” about a topic you’ll be studying by jotting their thoughts quickly. (This can obviously be done at any point in a lesson, though starting with writing is a technique we’ve used regularly — for instance in our recent lesson,“What Would Cleopatra Do? Drawing Lessons From History or Literature.”) Students might then read their writing aloud in pairs or small groups after they’ve finished.

Gallery Walks:

A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see. We’ve suggested this strategy many times, on topics from the earthquake in Haiti to a lesson suggested for the day after the historic election of Barack Obama. Other examples include Gallery Walks on the history of Israel, the history of space exploration and to memorialize an anniversary of Sept. 11.

The One-Question Interview:

A teacher or the students themselves can invent the questions used in this technique, which makes for a lively warm-up and helps learners practice listening and note-taking as well as introducing them to a topic before reading about it. Teacher directions arehere, while the sheet students will need is here. One example of how we’ve used the technique can be found in a lesson on the “unschooling” movement.


This technique encourages close reading of a series of short texts via a method of group annotation, and is another way to introduce a topic — or to work with key materials during a unit. We used it most recently in a lesson on the role of the Mississippi River in United States history, and included a variation on it in “Viewer, She Marries Him: Comparing ‘Jane Eyre’ in Literature and Film.”

K/W/L Charts and Concept Mapping:

Most teachers are familiar with these related techniques, in which students brainstorm what they know, or think they know, about a topic before studying it. We have a re-usable K/W/L chart, and have suggested using it on topics including AIDS and the midterm elections.


One of our favorite pre-reading exercises, this activity, which might seem to be simply about vocabulary-building, is actually a powerful way to help students prepare to read a difficult text by sorting and categorizing some of the information they will find there before they begin. Here are directions, but reading how the technique works with articles on everything from the debt crisis in Greece to Edgar Allan Poe and the Large Hadron Collider can help show how flexible it is.

While Reading:

Graphic Organizers:

In our popular series, “Great Ways to Teach Any Day’s Times,” we have several kinds of graphic organizer that students can fill out alone, in pairs or in small groups as they read. They can also. of course, complete them after they have finished. These include:

Text Annotation:

A common reading strategy, we detail many ways to annotate in this lesson, “Briefly Noted: Practicing Useful Annotation Strategies.”

A related strategy, used in this lesson, is an annotation system known as the “Traffic Light,” in which students color code text red, yellow and green to evaluate what they’re reading in some way.

Text Cues and Text Types:

Make students aware of common “signal words” and their text structures. “Nonfiction Matters,”, a well-known text by Stephanie Harvey, lists many of these in an appendix,including words that signal writing about cause and effect, comparison and contrast, sequence, and problem/solution.

Certain Times series illustrate these text structures well. For instance, the Fixes blogexplores solutions to major social problems such as the problem of lack of playgrounds in poor neighborhoods.

Meanwhile, articles about cause and effect can be found in every section of the paper every day since much of journalism involves tracking the ripple effects of big news events or societal trends. The tsunami and nuclear crisis in Japan, for instance, has affected everything in that nation from smartphone production to the fishing industry to the electricity available to light up famous landmarks.

Once students are aware of common journalistic text structures like these, challenge them to find as many examples in one day’s paper as they can.

Reading Aloud:

One technique that is well-suited to Times content is reading aloud — and we’re firmly of the belief that no one is ever too old to listen. Every year we add to our list of Great Read-Alouds from The Times, on subjects from science to crime and punishment to race, gender and identity.

You might try reading aloud a Times article that fits your curriculum and stopping occasionally to have students “turn and talk” or do some quick writing about what they’re hearing and thinking.

After Reading

The sky’s the limit! There is no way we can round up 13 years of lesson plans to cull all our suggestions for how students might respond to Times content once they’ve read it, but here are some of our favorite techniques:

The One-Pager:

Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned. Here are directions for the strategy, and here are ways we’ve used it to learn about the role of dopamine, to consider America’s role in the world and think about Kurt Vonnegut’s body of work.

“Popcorn Reads”:

Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily. See how we used it in the lesson, Opinion Through the Ages: Exploring 40 Years of New York Times Op-Eds, for example.

Graphic Organizers:

More from our Great Ideas for Any Day’s Times collection, here are some fun ways students can summarize, analyze and react to what they’ve just read:

Found Poems:

If you’re a regular reader of this blog, you’ve probably noticed that we love this technique, and run a student contest every April devoted to it. We’ve also suggested using it in multiple lesson plans over the years, including this one in which students create found poetry from the Times obituary of the Rev. Dr. Martin Luther King Jr. It is a wonderful way to have students “construct meaning” from a rich text.


Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn. For instance, in this lesson plan students illustrate their choice of science concept, through a cartoon, graphic or even a comic strip.

Fishbowl Discussions:

So many Times articles lend themselves to classroom discussion. One technique we like that structures discussion so that everyone has a chance to speak is the “fishbowl,” which can be done in several different ways. In this lesson students use it to discuss the Holocaust and how it is taught, while in this lesson students fishbowl to argue the notion of an “age of responsibility.”

Reader’s Theater:

This technique, a way of dramatizing a story by turning the information of a particular text into a script, and then performing it in an impromptu setting, can easily be used with Times content. For example, in this lesson on Berlin’s Tempelhof Airport, the site of the historic, American-led “Berlin Airlift” of 1948, students use primary documents, from The Times and elsewhere, to dramatize the story. This lesson uses the life of Thurgood Marshall as an example for students to adapt. In a simpler version of the technique, at the beginning of this lesson we invite students to read aloud, monologue-style, the stories of Times journalists who have confronted risk in doing their jobs.

Frozen Tableaux:

Though it’s possible we’ve only used this strategy once, in a lesson on Shakespeare, it is a method students enjoy that can “get The New York Times on its feet.”

Academic Skills, English Language Learning, Language Arts, Lesson Plans, Literacy Skills, Media Studies, Nonfiction, Social Studies, Teaching with The New York Times,The Print Media, Visual Literacy, Witnessing History, Common Core Standards,reading, reading skills, reading strategies, The New York Times

marvin_speaking_to_science_students_lg_wht.gifWe offered our students an opportunity to meet higher promotional standards and satisfy more rigorous graduation requirements at McKee High by offering Saturday Academy. It lasted 13 weeks. The last session was on June 18th, 2011. Students registered through his or her guidance counselor.


Click here to see McKee High School's S.M.A.R.T. Goals for 2009-2010. Our S.M.A.R.T. goals are based upon examining and selecting a goal from a huge document known as the Comprehensive Educational Plan (CEP). Each department developed goals aligned to the specific, powerful goal from the CEP.


What is the vision of the school:

Learning is key at McKee. We believe in the 4 R's: Relationships, Relevance, Rigor and Results

So what does this mean:
Relationships are built upon constantly growing as a learning communimty in which we collaborate with one another on an informal and formal basis using protocols to have rich, purposeful dialogues about how our efforts support the culture of the school and combines curriculum, instruction, student work, ongoing , evaluation and high expectations.
Relevance means we explore avenues to ensure students have opportunities for college interviews, career internships, job-shadowing and field research.
Rigor comes from curriculum embeddded, standards based measures that are valid and reliable. We monitor for student proficiency and push for mastery of the content.
Results are generated when instructors use ARIS tools, ITT tools, ATS so that students are assessed on multiple levels. In addition the school develops many ways to support students such as feedback on written work, expository and , student-teacher meetings, parent-teacher conferences, , and credit-recovery.


What is the mission of the school:

We, the members of the McKee Community believe that through our actions, heart, drive, spirit, and tenacity, we can develop meaningful connections between theory and the application of learning. We believe in using data informed decisions to enhance . We believe that our thirst for knowledge will show all those who enter our doors that learning is key at McKee!

So what does that mean: We want to be a 90-90-90-90-90 school. We want 90% attendance, 90% college acceptances, 90% courses passing rate for each and every marking period, 90% of the students passing state s, and 90% of the students graduating high school.

order_lg_wht.gifFor Classroom Management Tips

and for a breakdown as to the straight talk needed to deal with turning around misbehavior in a class click on: Class Management You want to start out the beginning of the year just as you wish to finish the year:
  • Firm
  • In control
  • Fair and consistent
======The goal of every classroom is to develop students who are responsible, motivated and highly engaged in meaningful tasks. How can this be done. Post the guideline, skill, attitude or traits that all students are to learn to exhibit. At every point in the lesson, use the word expectation.
There are three levels, just like the Quality Review. The student is exhibiting a skill, attitude, behavior or trait that is:
1. exceeding the expectation
2. meeting the expectation
3. below the expectation See the pattern.

Students need consistency. Students need to know what you want them to do at each step of the lesson. Put the word expectation into every major transition of a lesson. Stick with it. It makes the conversation objective and about the facts. It is specific, observable, constructive statements. Its not about letting emotions cloud one's vision. I learned about C.H.A.M.P.S. from a wonderful educational leader, Arisleyda Urena, principal of the Academy for Language and Technology. She was kind enough to share what she learned at a professional development workshop. ======
C.H.A.M.P.S. is a positive method to instill routines and rituals in the classroom.
C = Conversation
H = Help
A = Activity
M =Movement
P = Participation
S is for showing respect for oneself, peers and adults
It is a tool to help both teachers and students remain poised. Remaining poised is essential to maintaining control, especially in a classroom situation.



5 Levers to Improve Student Learning

There are key words that all teachers will have to know as part of the goals for 2008-2009. You will hear the words: "levers," "granular," " , , and learning targets" and " ." Let's start first with "levers." Put simply, the word means the triggers and buttons that will improve student academic performance. Just click right here to get to the full, detailed version regarding the 5 Levers to Improve Student Learning.

Is Your Class Over When the Bell Rings?jamal_raising_hand_me_me_md_wht.gif Class time is your time - Teach actively from bell to bell: 5 Minutes Before Class Ends: WRAP IT UP IDEAS TO WRAP IT UP

• Have 1 pre-chosen student state the lesson’s objective/aim/swbat

• Have 1 randomly selected student state how you reached the objective

• Have 1 randomly selected student share new information.

• Have 1 pre-chosen student write new vocabulary on the word wall

• Have students predict what they will learn next • Have students write relevant questions, they didn’t ask in class on a post-it and place it in the “Parking Lot” or designated bulletin board

• Using a template with three blank balloons, have students write 1 thing they learned during today’s class in each balloon. Allow students to pair and discuss the three things they learned.

• Design a guided . Leave parts open-ended, such as the best solution to a problem. Process their s in small groups.

• Allow one student to interview another about what was learned in the lesson.

• Ask one student to interview another student about what was learned in the lesson.

• Ask all students to write down one idea from the lesson they want to remember. Allow a minute for reflection, then solicit ideas from various members of the class.

• Use a crossword puzzle ( that incorporates key concepts, names or vocabulary included in the day’s lesson.

• Connect the lesson with previous lessons through reflective questioning or a [[|]] activity.

• If you have been teaching a controversial topic, have pairs of students do a of the topic. They draw a line down the middle of the page, on one side they list all the arguments “for” and on the other side, list all of the arguments “against” the proposition. Choose students to summarize their grids as one large grid on the board.

• Allow students to write a letter to themselves completing the following three self-observations.

(1) “One thing I am doing well and will continue to do is. . .

(2) “One thing I will start doing next month is. . . .

(3) "One thing I will stop doing the next month is. . .”

• Have each student write one quiz question about the topic being studied. Collect them and then ask teams of students to respond to the questions in quiz-bowl style.

• Have students complete one or more of the following sentence stems: • I learned…I was surprised that…I discovered…I realized. I am puzzled about…I noticed…I recognize…I now appreciate…

• Have students make a with a group or as a class, by writing a point about the topic and drawing a line to the topic (written within a large circle on a large post-itor a large sheet of newsprint).

• End with a teaser or promo for the next day’s lesson. The “Coming Attractions” can be introduced like a t.v. or movie advertisement.

teacher_peaking_out_of_desk_md_wht.gifTop Ten Signs that Tutoring is Needed:

10 – You get the second marking period report card and are not pleased with the results
9 – You hear the words, “I give up” from your child or you think very strongly that “I you want to give up.
8 – You get phone calls from the teacher that your child missed the test or failed a test.
7 - You get phone calls from the teacher saying that your child is not doing homework.
6 – You get phone calls from the teacher saying that your child is missing or refuses to do the project for the marking period
5 – You get phone calls that your child is late or absent.
4 - When you talk to your child about what is happening at school they say, “Nothing.” You notice that your child never opens his notebook at home or is willing to go on the Internet to research answers.
3 - Your child’s textbook makes a sound when you open it. The binding is brand, spanking new.
2 - Your child’s grades start to fall even when you receive a progress report from the teacher.
1 - You never get any mail from school. Your child’s friends have progress reports, know when the next parent association meeting is, are aware of their child’s grades, know the address for their teacher’s blogs, know the address for the school’s blog, and are aware of the phone numbers of all the key people to help their children move successfully from one grade to the next.


Credit Recovery

At Ralph McKee High School we are embracing the power of two concepts: distance education and self-paced, directed learning in order to help students gain credits toward achieving their high school diploma.

What does Independent Study look like at Ralph McKee High School?
Courses are offered both in paper and pencil version and online. The teachers and students respond through paper and pencil and online. The students read the materials, submit the lessons either face to face or through logging on at Plato Online.

How does it work?
  1. Students can only register for the course through their guidance counselor.
  2. Students are given the materials.
  3. The course is ready to begin based on the dates assigned to the cycle. The student must submit all, I repeat, ALL of the course materials according to the deadlines.
  4. Students must take a pre-test, content with formative assessments, summative test, and mastery test.
  5. After the equivalent of 18 weeks of lessons and assessments have been completed for a one semester course, a completion notice will be issued and a final grade.

Why Are We Doing Credit Recovery In This Manner?
  1. Under No Child Left Behind Legislation (NCLB) the emphasis is on all students being proficient. The McKee Community wants to target options that provide opportunities for students of diverse talents and abilities to achieve, particularly when they are missing credits.


The Abridged Guide to the Most Recent Chancellor’s Regulations

Both the staff handbook and chancellor's regulations are on the DVD that was distributed at the first faculty conference.
For the complete regulations go to
Below are key features to be aware of in regards to the Chancellor’s regulations.

A-412 Security in the Schools
A. Schools should be safe and secure places
B. Everyone in the school community is responsible for contributing to a safe and orderly environment
C. Principal and safety agents work together regarding school safety.
D. All must comply with the regulation
E. Actions to be taken if a DOE employee or SSA knows of an allegation of a crime committed by Students
F. Actions to be taken if a DOE employee or SSA knows of an allegation of a crime committed by DOE employee
1. In most situations tell the principal/designee and the principal/designee contacts the police, reports are filed. Superintendent informed by the principal/designeeG. Actions to be taken if there is sexual misconduct committed by DOE employee
1. In most situations tell the principal/designee and the principal/designee contacts the police, reports are filed. Superintendent informed by the principal/designee
H. Actions to be taken if there is a medical emergency
1. In most situations tell the principal/designee and the principal/designee will have a designee accompany child to the hospital. Parent is to be notified.
I. Actions to be taken if there is child abuse
J. Actions to be taken if there are medical exemptions regarding cell phones.
1. Form for student to get medical permission to bring a cell phone.

A-420 Corporal Punishment
A. Don’t do it
B. Don’t ever use any act of physical force against students
C. Use academic intervention and counseling strategies
1. Work with the parents
D. Definitions that detail corporal punishment
E. Form for the report of alleged corporal punishment and/or verbal abuse

A-421 Verbal Abuse
A. Don’t do it
B. Don’t ever use any act of physical force against students
C. Definitions that detail verbal abuse.
D. Form for the report of alleged corporal punishment and/or verbal abuse

lawyer_on_phone_md_wht.gifA-750 Child Abuse
A. School personnel must report all cases of suspected child abuse and neglect immediately to the Principal or Designee (Londa Marsigliano or AP Guidance). The following is outlined in this regulation:
1. Procedures for reporting the New York State Central Register for Child Abuse and Maltreatment
a. Principal or Designee calls State Central Register
1(800) 635-1522
b. Written report OCFS-221 A within 48 hrs.
c. Copy of report submitted to District Liaison
d. ACS investigation
e. State Central Register submits report to the Local ACS application
f. Unit supervisor reviews report
g. Caseworker assigned and makes an assessment
h. Report to Special Commissioner of Investigation 1(212)510-1400

2. Procedures for working with the local Child Protective Service (CPS) Investigations for Child Abuse
3. Legal issues for those designed as mandated reporters
4. Child abuse prevention and intervention teams
5. Training program, parent and student information

A-830 Discrimination & Harassment
A. Do not every discriminateequal_justice_under_law_md_wht.gif
B. Equal opportunity for all regardless of race, color, creed, ethnicity, national origin, alienage, citizenship status, age marital partnership status, disability, sexual orientation, gender, military status, record of arrest
C. Forbidden to retaliate against people for using internal complaint procedures, or filing complaints with governmental human rights agencies.
D. All DOE employees should be exemplary role models in order to create a positive, supportive, learning and working environment that is free from discrimination, harassment, retaliation, and intimidation
E. Complaint of alleged discrimination form

C-105 Background Investigation of Pedagogical and Administrative Applications and Procedures in cases of the Arrest of Employees
A. No one can be hired within the NYC Public School system unless there has been a background check and clearance

C-601 Attendance and Service of School Staff time_clock_punch_in_lg_wht.gif
A. Continuity of instruction requires regular attendance and service
B. Unauthorized absence is grounds for disciplinary action
C. Absences which limit the effectiveness of service leads to disciplinary action
D. Details provided for hours of service for
1. Teachers – 6 hrs. 50 min.
2. School secretaries – 7 hrs.
3. Guidance counselors – 7 hrs. 15 min.
4. Lab specialists/Lab technicians – 6 hrs. 30 min.
5. Teachers of agriculture – 6 hrs. 40 min.
6. School psychologists and social workers – 6 hrs. 40 min.
7. Education evaluators – 6 hrs. 40 min.

C-603 Absent Employees
A. All employees are responsible for notifying the principal / office head of the nature and probable duration of any actual absence or lease ASAP
1. Submit the required application before the period of actual absence.

C-604 Timekeeping
A. All must follow the procedures for recording the time of arrival and departure each day as well as absence indicating the length and the reason for any absence.
B. Time clock / Time book and Visitor’s book required
C. Details provided regarding accuracy and reporting for time records

C-605 Salary, Attendance and Leave of Pedagogical Employees
A. Do not work any other job when one is designated to be on school time

teenage_boy_against_smoking_md_wht.gifC-810 Tobacco Product and Smoke-Free Air (No Smoking) Policy
A. No tobacco products: chewing tobacco in any school building, office, grounds or facilities.
B. No smoking in any automobile owned, operated or leased by the DOE
C. No smoking in any building for educational use
D. No smoking in employee cafeterias, lunchrooms and lounges
E. No smoking on all school grounds, DOE outdoor facilities: playing fields, school yards, entrances and exits to buildings, parking lots
F. Teachers are role models and should avoid smoking on the sidewalks in front of the school building

lawyer_visiting_client_lg_wht.gifD-130 Political Activities in School Buildings
A. School buildings are not public opportunities for community or political expression. There are specific rules during school hours, and after school hours, and issues of compliance,

As a New York City Department of Education employee you are responsible for reading the contents of the above regulations and ALL of the regulations from the chancellor. Professional conduct is defined and expected in adhering to the Regulations.


Directions For Using Wikispaces

Using is so cool.

It is quick. It is free. It is easy. Yes, that’s right, it is free and able to meet your needs. It is a great tool for individual endeavors; collaborative, cooperative group work, and disseminating information and resources to the school.

When you get to the page make sure that you look to the right at the green box. You will be able to join – for FREE.
1. Type in a username
2. Type in a password
3. Enter your school password
4. Type in your space name for example I did
5. Click JOIN

Look to your left. Click on your USER NAME under MYSPACES. You will see a welcome page.
Look to your right. Click on EDIT THIS PAGE.
Now you will see a page that looks very much like Microsoft Word.
Type away.
You are now on your way to creating your first wikispace entry.

I decided to make sure my visibility was only for space members so that only McKee Family can edit the work.


Wikispace Teacher Resources

Want to see some cool wiki pages? Here it goes.

This page is a great music program connected to an arts academy:

A teacher used wikispaces to introduce Web2.0 vocabulary to the technology and keyboarding classes. It started with this:

It has grown to student wikispaces: (

There is even a student created homework help with the links to the pages needed to pass examinations:

A great site that is useful for getting ideas about how to deal with curriculum and professional development:

If you have a MAC – here is a great treasure chest of lesson plans called the Apple Learning Interchange:

Hey PC users – here is page that provides access to over 3,000 lesson plans:

By the way, want to word searches, crossword puzzles, math squares, cryptograms, number blocks, hidden messages, cris-cross puzzles, and hidden messages. As much fun as it was for me to create the puzzles, the learning curve grew when students were responsible for assigining vocabulary lists to their peers to study and then giving them puzzles. At first I started simply with word searches. D onot be surprised if you have to first model crossword puzzles. Students became very good at how to do c and have students create all types of neat puzzles that they administer to their peers. Go to:

A fabulous site that is chockfull of resources for educators. They are all user friendly and feature a wide range of websites:
The site is also available in Spanish:
At this very comprehensive site they have a neat link called QuizStar –It is pretty nifty
site for creating rubrics, doing webquests and other neat stuff and all for FREE.

A great resource site is although it does cost money.