50,000 Words. 30 Days. 0 Excuses. (Well maybe...)

As a writer, I hadn't cut my teeth on anything serious. I didn't have a genre I was writing for, I didn't have regular discipline.

And then 8 years ago, I was introduced to the idea of NaNoWriMo. National Novel Writer's Month. It was a little idea back then: start writing. aimed for 50,000 words and get it done in November. The idea being, instead of just talking about all the writing you want to do was to make it a priority and just write. And get it out. Make all the ideas real.

For the next 7 Novembers, I wrote like I had never written before. I was given introduction into the world of self-publishing, and then I published 3 books through the same venue.

I went from just talking about the book and being satisfied that the information was out of my head in a digital file. And then, I got to hold it in my hands. That feeling of knowing what it looks like and how it feels to hold the thing I have spent the most time on has never felt any better.

So year 8 is upon me. This is more than 2600 words a day roughly. This is about knowing what works, being committed to the outcome above all else.

I have a few more obstacles this year than any other year. I'm always constantly distracted by a lot of issues at hand. I will finish.

50,000 words. 30 days. 19 days left until I can sign up. I cannot wait to get at this. Even though I don't have a plot yet.

They Aren't Always Good Ideas

My primary training is as a designer. My training had me learn ways people figure things out and how to get the results I wanted. Basically, in the world that I now work in, I'm not only leading the horse to water, salting their food, but there is only one (maybe two) ways to get that horse to the water.

So as I work through new projects to engage my students at work, I'm still a designer.

• Are there too many words on the page?
• Did I call attention to the important details?
• Does the font lend itself to easy reading?
• Is the spacing right?
• How many different ideas am I presenting?
• What are the new words that my student needs to learn?
• (and perhaps the most important question of all) How do I get my student to even care?

This is all secondary to things in a standard classroom. But this is the background of evaluation for each step I'm trying to accomplish.  Meanwhile, I'm also looking at things like, what software do I have available (usually just Word, Excel, and PowerPoint).

And there are good days and bad days. The nice thing is, kids are brutally honest. I will know quickly if they aren't going to be successful at what I have tried to provide.

Bottom line: Project Alpha Volume 3 is being piloted. So far, working well. Need more pictures, need vocabulary highlighted, and now to start ways of assessing if the students totally engaged in the lessons.

Where Heart Belongs

Writing without passion means the task is a chore. I cannot begin to detail the images around my characters or continue the research I need to get things done around the tasks I want to complete without passion.

But then, even in my world: passion has its limits.

Passion is the heady rise of romance that is mutual. In basic words: I need to love what I'm doing to do it.

I love writing. I most always will. There are days when I struggle with the desire to string words together, but I'm always writing something.

As I move forward and constantly spinning some ideas out of control, I'm given pause sometimes to the fact that I can be so blinded by my progress (or sometimes lack of progress) that I have neglected other parts of my life.

As it is, my private life demands order and balance, something that many of my characters seek but know the futility of maintaining such a life.

Sometimes writing is an exercises of working through my own thoughts. Sometimes it is just about being artistic.

Writing is a journey but it's not held in the writer's hands entirely. Sometimes, it's just the way the wind blows.

The Project Alpha Update

So here's a drum roll please:

The text for Volume 2 Level 1 is done! Which means the book is at 40% complete. Illustrations are in progress.

I've started what I thought was Volume 3, Level 1 (US History). After careful consideration: I'm looking at Volume 3 Level 2. Which is rather surprising on my part but I'll figure it out.  Volume 1 is still in outline and the introductions for each chapter are being prepared.

Volumes 4 (science) and any subsequent volumes are on hold until the first 3 volumes are ready to go to print.

Megan is now caught up and is working on her to-do list. I'm on track now that work has settled into a chaotic pattern.

We have furthered the company image and hopefully ParaEducate will rock the next few weeks.

Stay tuned! We are on the Inclusive Class Podcast October 12.

Why Should I Care About Project Alpha?

It is hard to remember that not everyone understands what is going on inside my head. To be utterly frank: neither do I. But that is part of the writing process: giving the reader a window to my mind so things that I want to see and do are similar to that picture I have in my head.

So why have I spent just about every waking, free, moment in my life writing recently about and for Project Alpha for ParaEducate?

Project Alpha, believe it or not, started over seven years ago. Except it wasn't even a project back then. It was called "treading water" , "getting through the day", or "cutting back work loads for students". It was recognized that not all the students with moderate to severe disabilities were able to do the classwork as outlined by the teacher. So we started stepping back and looking at what really was important for each lesson/unit/life. And that's where this started. We have binders of work.

And then most recently, with Megan and Jenny, we realized, that people all over the country are doing this. Some with more success than others. And so then we started asking ourselves 'how'.
How about doing this so no one has to struggle finding these resources?
How about doing this so a student who has a severe disability isn't just sitting in the corner coloring when they could be helping in a lab experiment?
How about doing this so a student can learn the vocabulary, and be held accountable to learn the same information their peers are?
How about doing this so a student can prove the are as successful as their peers?
How about doing this so a student with a moderate disability can figure out what the topic is really about so they don't feel so anxious about the test?

It has taken quite a bit of research to at least get enough information to provide the framework for a student to read. And then more research to get each page done correctly, providing accurate illustrations. On top of that, we are doing some special things with layout so a student can not be confused by additional information. And then: we have to go through and check to make sure we're aligned with Common Core Standards.

I will be posting an early draft of some Geology we have done back 4 years ago. The reason I'm posting it now, is we've reopened using some of the materials and we've engaged students in a reading class (not a science class). But the fundamentals are the same. The fundamentals are important. The students are showing us that they need this. I'm really glad they are getting to use it.

The Groove

Other than the interruptions that come with living with my family, mostly my writing does take me to amazing places.

And then, you keep your head down, and chip away piece by piece the questions you really have.

You're so consumed by the desire to chip away, that you forget that there is a masterpiece in you hands.

And then, you realize, you're nearing a stage of polish.

That's where I am right now. I just put in the last written section for volume 2. I have endless illustrations to provide, comprehension questions, test questions, notes, and glossaries. But the bulk of the writing is done.

I have also started the final layout for Volumes 1 and 3.

Goal by 2014, to have Volumes 1 and 2 available on Amazon. We (at ParaEducate) are in discussion for providing individual units for sale through other venues.

Illustrations are going to take center stage. But only after next week. From Monday to Friday, my first week back at work. And then, editing and finalization for publication.  Maybe we'll have a fire under this by the time I get back from TASH.

And Now, Some Exciting News

For weeks, we've been silent about things that have been going on in private deals. And now, finally, one of the conversations has come about. Our Book Review!

To follow this up, we are also running a contest (in addition to what's on Tim's site).

If you comment on our Facebook page, you will get one entry per comment into ParaEducate's contest to win a free copy of our book. This includes all comments starting August 1, 2012 until August 31, 2012, midnight PST. On September 1, 2012, Megan or myself will let the winner know by FB message.

Questions:
Q: But wait, don't you have a Google + page too?
A: Yes, but we only have 3 people who 1+ our Google Page right now. So it's more of a contest on FB. Sorry.

Q: What are the rules?
A: Glad you asked. We're keeping them simple.
So the nitty gritty: 
1) Comments only count here on our FB Page (not the FB group about the books). 
2) August 1st through August 31st at midnight PST. (yes, you can back comment on older posts from this month!) 
3) Megan or Renay will contact the winner via FB message. Thank you all for helping to support us. Good luck! (and in case you were wondering: Megan Gross and Renay H. Marquez don't get a chance to win...)

If you have more questions, go ahead and ask. Can't wait to hear from you all.