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Teacher Created Materials (TCM) Focused Mathematics Intervention and Focused Reading Intervention are supplemental products that support intervention in mathematics and reading in grades K-8. Content is available in print format and includes some digital resources. Instruction supports Response to Intervention programs at each tier. Learning List recently reviewed resources for both math and reading for grades 5 and 8. < Read=">Read" more... ="more..."> Focused Mathematics Intervention and Focused Reading Intervention are organized in kits for each grade level. Kits contain full-color “Student Guided Practice Books,” a “Teacher’s Guide,” an “Assessment Guide,” and sets of reading and math games. In both programs, core instruction at each grade is presented in 30 lessons that are structured using the Gradual Release of Responsibility (GRR) instructional model. Lessons include teacher modeling (i.e., “I Do”), guided practice (i.e., “We Do”), and independent practice (i.e., “You Do”) activities. Lessons follow a consistent structure and include opportunities for discussion and games. Teacher’s Guides provide background in mathematics/reading instruction, intervention and differentiation strategies, an overview the GRR and best practices (e.g., the use of manipulatives and graphic organizers). Guides contain pacing information, scope and sequence and correlation resources, and 30 scripted lesson plans. About Teacher Created Materials* Rachelle Cracchiolo started Teacher Created Materials with a friend and fellow teacher in 1977. Both were eager to share their ideas and passion for education with other classroom leaders. What began as a hobby, selling lesson plans to local stores, became a part-time job after a full day of teaching, and eventually blossomed into a nonstop opportunity to develop and grow Teacher Created Materials as a full-service company, and a welcome and familiar name in every classroom. The story continued in 2004 with the launch of Shell Education and the introduction of professional resources and classroom application books designed to support Teacher Created Materials curriculum resources. Today, Teacher Created Materials is one of the most recognized names in educational publishing around the world. *Information in this section is provided by or adapted from Teacher Created Materials . Subscribe to Learning List for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

Over the summer, many educators engage in instructional planning, including verifying the alignment of the materials they intend to use during the upcoming school year. Reviewing the alignment of materials is great professional development for educators.  Having reviewed well over 2000 materials for alignment to various state and Advanced Placement standards, we share these five pointers to assist in your alignment reviews: < Read=">Read" More="More" ... ="..."> (1) Agree on the definition of “alignment” Make sure that all educators are using the same yardstick – the same definition of alignment. Most educators agree that to be aligned, a material must teach the content knowledge the standards require, at the rigor the standard demands and in the correct context . At Learning List, we review materials to the content, cognitive demand, and context of each standard. (2) Agree on the number of citations to review for alignment to each standard Publisher’s correlations differ significantly in number, specificity and scope of the citations listed. Some publishers list a few citations as aligned to each standard; others list more than 30 citations for each standard. Are you going to review every citation listed or just sample?  At Learning List, we review multiple citations for alignment to each standard with the hope/goal of finding several aligned citations that educators can use to teach or reteach each standard. (3) Assign  multiple reviewers to mitigate inherent subjectivity Reviewing the alignment of a material is an inherently subjective endeavor. If your goal is an objective alignment review, have multiple, experienced teachers who are certified in the grade and subject review the material at each grade level. The reviewers can review separately but simultaneously; collaboratively; or sequentially. At Learning List, multiple reviewers review each material sequentially with quality assurance checks after each review. We have found that it is helpful to have a process by which each reviewer provides comments to explain his/her rationale if a citation is found not to be aligned. That way, if another reviewer or subscribing teacher questions an alignment decision, the reviewers' rationale is provided. (4) Review supplemental as well as comprehensive materials  Often, teachers spend their time reviewing the alignment of their core materials. However, many teachers prefer to use a combination of supplemental materials instead of their core material; other teachers use supplemental materials to shore up students’ learning gaps. Therefore, it is just as important to review the alignment of supplemental materials. We have found that supplemental materials vary significantly in their alignment to standards, even within the same product line. Most don't even intend to align to every standard. If you want to improve student learning with supplemental materials, we highly recommend that you verify that your materials are aligned to the standards you're using them to teach. (5) Make sure there is textual evidence of alignment Some publishers’ correlations simply contain a list of standards to which the material claims to be aligned; they do not list specific citations (i.e., pages/lessons/videos within the material) where each standard is taught. It is our experience that if a material does not contain the textual evidence (i.e., specific citations) to support a claim of alignment, educators should not use that material to teach the standards. Use it to engage students, use it to reward students, but if you cannot verify that the material is aligned to the standards the publisher claims, do not use that material to teach those standards.

Learning List has reviewed The Math Learning Center’s Bridges Intervention. This supplemental product supports Tier 2 Response to Intervention (RtI) programs in mathematics for grades K-5. Content is available in print format. Instruction is designed to complement core math instruction and focuses on providing targeted small group and one-to-one instruction in fundamental numeracy and computation concepts and skills. < Read=">Read" more... ="more..."> Bridges Intervention presents content in two sets. Each set is made up of separate “Volumes” that address specific mathematics domains within the Common Core State Standards (e.g., operations and algebraic thinking). Content in each volume addresses standards for multiple grade levels, and instruction is organized by topic (e.g., basic addition and subtraction), not grade level. Each volume begins with a placement test and contains between 8 to 12 modules that focus on specific learning goals (e.g., “Solve subtraction problems by finding an unknown addend.”). Within each volume, modules begin with the most basic concepts and skills and build to address more complex content. Each module is made up of five 30-minute “sessions” or lessons. The first four sessions provide instruction in the form of warm-ups, games and activities, and guided practice. The fifth session focuses on formative assessment. About the Math Learning Center* The Math Learning Center’s (MLC) mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability.  From its inception, MLC has been committed to addressing the needs of classroom teachers and their students. The MLC grew out of a project funded by the National Science Foundation (NSF) to improve the teaching of mathematics. The founders spent several years traveling to schools to observe classrooms and visit with teachers and students. Over time they developed a philosophy that emphasizes building a deeper understanding before engaging more abstract concepts. Motivated to continue creating new methods of math instruction, they established MLC as a nonprofit corporation in 1976. *Information in this section is provided by or adapted from the The Math Learning Center . Subscribe to Learning List for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

Learning List has updated the original  reviews of Imagine Math . Learning List’s review process enables publishers to submit content updates and updates to their product data or technology infrastructure for re-review when substantive changes have been made. Imagine Learning submitted updates to content in Fall of 2018 and Learning List’s alignment reports have been updated to reflect new citations and updated alignment percentages. Imagine Math provides supplemental, online mathematics programs for grades 2 through high school. Resources support self-paced instruction in remediation and intervention programs. Across grade levels, Imagine Math’s adaptive software adjusts content to meet individual learning needs, provides immediate corrective feedback, and motivates students through a system of extrinsic rewards. Learning List recently reviewed Imagine Math’s resources for high school Geometry and Integrated Math I & II, which are described in Appendix A of the Common Core State Standards (CCSS). < Read=">Read" more... ="more..."> Imagine Math provides structured and coherent remedial instruction. The Geometry product focuses on building understanding of geometric concepts and skills. Integrated Math I covers basic concepts and skills in algebra (e.g., linear relationships) and geometry (e.g., congruence), and Integrated Math II addresses the basic concepts and skills related to quadratic expressions, equations, and functions. In each course, Imagine Math’s adaptive software tailors instruction to create unique instructional “pathways” (i.e., series of lessons) based on individual students’ knowledge and skills. At the start of each year, each student takes an adaptive placement test to assess learning gaps. Based on assessment results, students are prescribed an individualized pathway. Teachers have access to monitoring tools that allow them to track individual student’s pathway progress and to view class progress as a whole. Reports allow users to monitor program usage, pre- and post-quiz scores, and lessons passed and failed. About Imagine Learning* Imagine Learning was founded in 2004 by a small group of educational and software professionals who saw a growing need for language and literacy solutions. In 2006, Imagine Learning acquired Think Through Math (Imagine Math). Through this acquisition, Imagine Learning is poised to fill a critical need for innovative and adaptive language, literacy, and math solutions in the K–12 space. As supplemental curricula, Imagine Learning and Think Through Math are data-driven, research-based programs that engage, challenge, and monitor students for lasting academic gains. Both programs also feature standards-based content for students at multiple grade levels. *Information in the section is provided by or adapted from Imagine Learning . Subscribe to Learning List for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

Learning List’s alignment reports help teachers select materials that are aligned to the standards they need to teach.  Then, like a GPS through the product, our alignment reports show teachers specific citations in the material that they can use to address each standard fully. Learning List’s Alignment Reports Our alignment reports show (a) the percentage of standards to which the material is aligned, (b) the standards to which the material is aligned and is not aligned, and (c) specific citations (e.g., pages, lessons videos) that have been independently verified to be aligned to each standard.   < Read=">Read" More="More" ... ="..."> When reviewing the alignment of a material, our subject matter experts review multiple citations (e.g., pages, lessons, videos) listed in the publisher’s correlation for alignment to each standard. For some products, this means that Learning List will have reviewed all of the citations listed in the publisher’s correlation; for others, it means that Learning List has reviewed several but not all of the publisher’s citations. I was recently asked: “How are your alignment reports useful if you do not review all of the citations in the publisher’s correlation?” We constructed our review methodology to balance subscribers’ need for a thorough review against their need for a timely review. Some publishers list more than 20 citations as aligned to each standard. If we were to review all of the listed citations, it would take months instead of weeks to complete a review, and educators told us that the resulting alignment reports would be too cumbersome to use. How You Can Use Our Alignment Reports to Get the Most Value from Your Materials Even if we have not reviewed every citation listed in the publisher’s correlation, our alignment reports can help educators get the most instructional value from their materials in the following ways: To Identify Resources Aligned to Certain Standards: Our alignment reports help educators quickly identify which materials are aligned to the standards they intend to teach. An instructional coach called our office one day in a state of euphoria. She explained that her district has a room filled with boxes of materials, most unopened, that she was told to use for small group instruction. She had no idea whi ch box to open, never mind which pages to assign in each material. She learned that her district subscribed to Learning List and had just logged into our site for the first time. She told us that our alignment comparison tool and detailed alignment reports provided exactly the information she needed to design targeted instruction for each group of students. She said we’d saved her months of work and had given her confidence that she’d never felt in her job, as she knew she would now be providing the right resources to support her students. To Reteach Standards : Teachers who want to use their core material “cover to cover” can use the “aligned citations” in our alignment reports to strategically reteach standards students are struggling with. To Identify Multiple Resources to Use In Lessons/To Use Multiple Resources for Differentiation : Teachers who want to incorporate multiple resources in a lesson can use our alignment reports to identify an “aligned citation” from each resource to teach the standard(s) the lesson covers. As a Predictor of Alignment : If a teacher wants to use a citation from the publisher’s correlation that we have not reviewed, our alignment report can serve as a guide to/predictor of the probability that the additional citation is aligned to that standard. For example: If our alignment report shows that only two of the five citations we reviewed were aligned to the standard, then there is a strong possibility that the additional citation may not be aligned to that standard. Thus, the teacher would probably want to review the alignment of that citation carefully before using it. If, on the other hand, our alignment report shows that all of the citations we reviewed were aligned to that standard, the teacher can be more confident that the additional citation he/she wants to use will be aligned to that standard. As a Self-Check on the Teacher’s Own Alignment Decisions : Teachers who want to review the alignment of their materials themselves can use our alignment reports as an independent self-check, since alignment determinations often are not black-and-white. Furthermore, teachers generally have time to review only one or two citations for alignment to each standard. They may lose faith in the material if neither citation is aligned. We review multiple citations for alignment to each standard. While we review each citation’s alignment individually, we sometimes find that although a single citation is not completely aligned, if several of the reviewed citations are used together , the material is fully aligned to the standard. Our alignment reports explain when and which citations must be “bundled” in order to address the entire standard.   Finally, our alignment reports are often more detailed than the publisher’s correlation sold with the material. For example, College Board requires publishers to submit Advanced Placement (AP®) materials (for several courses) to us for review in order to for the materials to be eligible to be selected for an AP Example Textbook List.  Often, the correlation AP publishers develop for our review is significantly more specific than the correlation that accompanies their material. The same is true when publishers submit adaptive materials for our review. Thus, our alignment reports often provide teachers with more textual evidence of the alignment of a material than the publisher’s correlation provides. Learning List’s alignment reports help teachers identify specific materials and specific citations within those materials that are aligned to the standards they need to teach. In addition to facilitating a selection process and giving educators peace of mind that they are selecting the best materials for their students, our alignment reports help educators use their materials most effectively for instruction in the five different ways explained above. Our alignment reports list each reviewed citation as either an “aligned citation” or a “non-aligned citation.” A citation is listed as “aligned” only if it addresses the content , context and the cognitive demand required by the standard.  In other words, citations listed as “aligned citations” have been verified to teach all of the content knowledge and skills the standard requires students to learn in the appropriate context. Each non-aligned citation is accompanied by a Reviewer’s Comment explaining precisely which part of the standard the citation failed to address. For materials aligned to the Texas Essential Knowledge and Skills (TEKS), “Standard” refers to each Breakout of each Student Expectation. For materials aligned to the Advanced Placement (AP) course frameworks, “Standard” refers to Learning Objectives (LOs), Essential Knowledge Statements (EKs), Historical Thinking Skills or Mathematical Practices, as dictated by the course framework. For Next Generation Science Standards, “Standard” refers to Evidence Statements, Evidence Statement Components, or Evidence Statement Elements.

Forde-Ferrier’s Ultimate STAAR Math Workbooks are supplemental products that supports students in grades 1-8 in preparing for the STAAR mathematics exams. Content is available in print format—consumable student workbooks. Instruction addresses the Texas Essential Knowledge and Skills (TEKS) Readiness and Supporting Standards at each grade level. Learning List has reviewed resources for grades 3-5. < Read=">Read" more... ="more..."> At grades 3-5, STAAR Math Workbooks are organized in terms of the grade-level TEKS. Problem sets containing 32 items formatted to reflect the STAAR test are provided for each Readiness Standard within each TEKS Category (e.g., Numerical Representations and Relationships). The Supporting Standards for each Category are bundled and addressed in a single 32-item problem set. Content is presented simply in black and white with an uncluttered format. Workbook problem sets for groups of Supporting Standards do not identify the Supporting Standard addressed by each item; however, answer keys contain this information. In addition to answer keys, teachers have access to a document that identifies where the Mathematical Process Standards are addressed in the Workbook for each grade level. About Forde-Ferrier* Jason Forde and Dagan Ferrier are former teachers in San Antonio. They created Forde-Ferrier, L.L.C in 1998 to provide teachers, students, and parents the most comprehensive educational materials and teaching techniques designed to help all students master the Texas Essential Knowledge and Skills (TEKS). In addition to materials, Forde-Ferrier also continually improves its instructional methods, providing excellent professional development and training in mathematics, reading, writing, and science. These award winning workshops are designed to help teachers understand and effectively teach the essential skills students need to learn to be successful. Teachers leave the workshops confident that they can make sure all students master those skills. Forde and Ferrier have shared their methods with teachers throughout Texas, and their products and services have helped thousands of students achieve the highest levels of success on standardized tests. *information in this section is provided by or adapted from Forde-Ferrier . Subscribe to Learning List for access to the spec sheet, full editorial review and alignment reports for these materials and thousands of other widely used PreK-12 resources.

As a means to understand how district and campus-level staff “acquire and use instructional materials for English language learners (ELLs),”the Council of the Great City Schools conducted a survey of educators in urban school districts nationwide during the 2012-13 school year. Of the 248 survey respondents, 59% were ELL teachers, specialists, and/or coordinators. Below are some key findings from the survey: 82% of respondents said their current ELL materials did not reflect the rigor required by standards. 48% used general education materials with ELLs; 42% used supplemental ELL materials in conjunction with core curriculum materials. 34% of respondents said that they know good materials for ELLs exist, but finding them is difficult and time consuming. Learning List’s reviews can help educators identify products that support ELLs. Our alignment reports provide detailed information about each product’s alignment to standards. These reports analyze whether and specifically where the material addresses the content, context and the rigor required by the applicable standards, including the Texas Essential Knowledge and Skills, California, Florida, and Common Core State Standards. < Read=">Read" more... ="more..."> In addition to the alignment reports, our editorial reviews assess the instructional content and design of each material, including the supports provided for each special student population. Not surprisingly, many of the indicators of quality in a general education product are necessary supports for ELLs. For example, active reading strategies, audio readers, and visual elements help all students, including ELLs, read and understand a text. Research also indicates that thematic units; essential questions; vocabulary development activities; frequent, short writing assignments; and opportunities to discuss content and work with peers help ELLs in learning discipline-specific content and language skills. In addition, ELLs benefit from grade-level appropriate materials that are scaffolded, rigorous, and include connections to students’ lives. Learning List’s editorial reviews address all of these features. Further, Learning List allows subscribers to filter their searches for products with ELL-specific resources and supports in teacher and student materials. Across grades, our reviewers look for teacher materials that provide guidance in modifying instruction to meet the needs of ELLs at different levels of language acquisition (i.e., emerging, expanding, bridging). However, to be characterized as an ELL resource, student materials also must include specific supports for ELLs. Such supports may include translations, multi-lingual glossaries, glossaries with audio capabilities, and annotated text. We feel it’s important that supports be evident in student materials, particularly at the elementary level, because they facilitate independent work and help ELL parents support their children. Finally, our comparison tools make it easy for educators to strategically pair supplemental materials with specific tools for ELLs together with core curriculum resources to provide stronger support for language development in a subject-specific context. Learning List’s reviews and tools can help educators meet the vexing challenges of finding and using materials more effectively with ELL students in the general education classroom.  We share educators’ concerns and frustrations, however, about identifying materials designed specifically for use in English Language Development (ELD) classes. When submitted by publishers or requested subscribing districts, Learning List will review those materials for alignment to the applicable standards as well as for the unique attributes necessary to facilitate language acquisition.

Very few products we reviewed are specific to Texas or include direct references to the TEKS in teacher and/or student materials. However, some products contain supplemental resources, such as lesson plans and correlation documents, to help Texas teachers plan TEKS-aligned instruction. Surprisingly, some products that include Texas in their titles (e.g., Pearson’s “Texas Manufacturing Welding”) do not include references to the TEKS. This is likely due to the fact that many CTE products, while suitable for high school instruction, are designed to meet the needs of community college students and students in career and technical schools. < Read=">Read" more... ="more..."> Similarly, CTE products designed for post-secondary learning environments tend to have fewer supports for struggling readers, such as active reading strategies, checks for understanding, and margin notes with study tips and learning strategies, which may create challenges to their use in high school classrooms.   Nearly all of the products we reviewed addressed employment skills to some degree. Products include  profiles of careers related to content, portfolio building activities, and lessons addressing job searches and skills for success in the workplace (e.g., collaboration, communication). Some products are state-adopted for multiple courses. For example, Cengage Learning’s “Personal Financial Literacy” and Goodheart-Willcox’s “Foundations of Financial Literacy” are state-adopted for both Money Matters (Subchapter F: Finance) and Dollars and Sense (Subchapter J: Human Services). In such cases, districts can get products for two courses for the price of one course.   Generally speaking, we saw few supports for English language learners across CTE products. And, when we did see supports, they were minimal such as a Spanish language glossary. There is considerable overlap in content for some publishers’ submissions. For example, CEV Multimedia’s products are state-adopted for a wide range of CTE courses. CEV provides module-based online instruction, and in many cases, the same modules appear in multiple courses. For example, each of the modules that make up CEV’s “Medical Terminology” also appear in CEV’s “Principles of Health Science” (Subchapter H: Health Science). In such cases, districts will want to be careful not to pay twice for the very same content.   Subscribe to Learning List for access to the spec sheet, full editorial review and detailed alignment report for these materials and thousands of other widely used Pk-12 resources.

During Teacher Appreciation week, I often hear of the amazing teachers that turn lives around. I read stories that inspire and motivate.  But, there are many more untold stories of the impact that a good teacher has over the span of their career in education.  And as I reflect on my experience as a student, I would like to thank all of the teachers from Rockwall ISD. < Read=">Read" more... ="more..."> I was the quiet kid that was always “A joy to teach!” according to my report card.  I followed directions and at worst occasionally did not turn in my homework. I might not have the “turned my life around” story, but I do have many memories of always being spoken to respectfully and treated as capable and intelligent.  When my fourth grade teacher, Mrs. Adams, was patient with a quiet girl that was not comfortable speaking up, I felt accepted and respected.  When my eighth grade science teacher, Ms. Brown, pulled me aside and asked me to be available to help with questions from the kids with special needs, because she knew I could, I felt capable.  Even though it has been well over twenty years, my teachers contributed to who I am today and I am grateful for that. These are just a few samples of the many positive memories from having good teachers in my life.  So, I thank them for the quiet assurance that I was worthy of respect and capable of success.

One t eacher I would like to thank is Ms. Anita Johnson, who taught English at Dallas ISD’s J.L. Long Middle School in the 1980s. Ms. Johnson was my supervising teacher when I completed a semester of student teaching in 1986.  Ms. Johnson taught me how to structure a lesson, plan for contingencies, and use an overhead projector. More than that, she taught me the gentle balance that is classroom management—the importance of being kind, fair, and firm. < Read=">Read" more... ="more...">   At that time, there was no stipend for supervising student teachers, and Ms. Johnson confided her frustration that she received no compensation or release time for her supervisory work.  She was an excellent teacher and because of her excellence, she was assigned to supervise a new student-teacher nearly every year. I hope that my gratitude for her help and the knowledge that through her ongoing support of new teachers, she has touched the lives of students she has never met—the many students taught by the young teachers whose lives and careers she helped to shape—is some compensation for her effort.

I started high school in a class of over 800 students, a shocking transition from attending a small junior/senior high school on a military base. I did well in school, but stayed under the radar. I had a few teachers who took the time to push and challenge me, but none as much as my art teacher, Mrs. Stephens. She taught me to appreciate perspectives, styles, and to be an individual. More importantly, my opinions, strengths, tastes, and limitations were valued. < Read=">Read" More="More" ... ="..."> Mrs. Stephens challenged me with work that I did not believe I could accomplish, and supported me in reaching those goals. Her feedback was always constructive and specific so that I could learn and improve. I did not become an artist, but the challenges, new experiences, successes, and failures helped me grow as an individual. I know Mrs. Stephens would be proud, I became a teacher.

I attended Westwood Elementary School in Friendswood, Texas during the late 1970’s. The school had a traffic signal light in the cafeteria.  When the light was green, students could talk; yellow meant students  could whisper; but when it was on red, no one dared to speak.  Unfortunately for me, I was known as a motor mouth and would always talk to my friends no matter what color the light.  I finally had my day of reckoning when I was in fourth grade.  I will NEVER forget this infamous day!  The light was red  and as usual, I was jabbering away to my friends.  Little did I know there was a teacher, wearing a cream and green crocheted wide-striped sweater, watching me the entire time.  After she had seen enough, she approached me, grabbed my arm and said, “Follow me young lady!”. All the way, she scolded me for not following the rules in the cafeteria.  She then told me my punishment was that I had to sit on the stage in front of the student body for the remainder of the week.  I was mortified! < Read=">Read" More... ="More..."> Summer finally came and it was absolutely  joyous until I received a letter from the school informing me of my 5 th grade schedule.  As soon as I saw the teacher’s name I yelled, “NOOOO”!!  I could not be in Mrs. Pare’s class!   I begged my mother to go to the school and get a schedule change but my mom refused to do it.  Needless to say, the rest of my summer days were miserable. By the time school started, I was a nervous wreck. On the first day of my fifth grade year, I could barely compose myself.  I remember my stomach being tied up in knots.  But once I got to school, everything began to get better.  I was sure Mrs. Pare had forgotten I was the student she had placed on the stage the year before.  Surprisingly, she was super nice and so much fun! Every day we would skip down the hallways to PE class singing “We are off the see the Wizard…,” and she even played with us on the playground during recess.  That year became one of my favorite memories of school. The following year I would make sure to stop by her classroom at least twice a week to see her on my way home from school.  I would help her clean her room, but most times we would talk about school, family and life in general.  I moved away that same year and although we never saw each other, we kept in touch over the years. The next time I saw her was at my wedding.  Mrs. Pare sat in my mom’s spot at my wedding.  I could not have been more proud to have her there. Ten years later, she drove 500 miles round trip to attend my baby shower.  Although it has been 30 years since I was in her classroom, we still keep in touch. Things always happen for a reason.  If I had not had Mrs. Pare as my teacher in 5 th grade, I do not think I could have made it to where I am today.  She has always been there for me -- to provide a shoulder to cry on or be the voice of reason.  She is like a mom to me, and I will forever be grateful to her.  So, in honor of Teacher’s Appreciation Week, I want to say “Thank you Mrs. Pare for everything you have given me over the years.  I love you!!”