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Talent Development Middle Grades Program Comprehensive and customized solutions for middle grades reform
Talent Development Middle Grades Program Core Belief All students have gifts and talents and can learn at high levels given adequate resources and support.
All students will experience: A common, rigorous core academic curriculum A motivating learning environment Caring and supportive human environment Opportunities for academic success Relevant schoolwork
Talent Development assists schools to: p p Successfully implement schoolwide a standards-based instructional program in each major subject area Institutionalize multiple tiers of teacher support Improve school climate Create communally-organized structures for caring that give teachers the opportunity to work with a smaller group of students over a longer period of time
Talent Development assists schools to: Adopt a “no-excuses” credo, a belief that all students can succeed with a standards-based curriculum, and that it is the collective responsibility of the adults and students in the school to overcome obstacles to this success p Provide extra help and enrichment to students during regular school hours p
I. Provide all students with sustained, high quality, standards-based learning opportunities Math UCSMP Series 5 th & 6 th Everyday Math 7 th Transition 8 th Algebra Science FOSS and other science modules approved by USI & NSF Coming Attraction: The Science Story Reading, English, Language Arts Student Team Literature and Talent Development Writing Social Studies A History of Us By Joy Hakim 10 -volume series
Student Team Literature is an innovative, thoroughly researched, novel-based approach to teaching and learning in Reading, English, Language Arts. Teachers move cooperative learning teams through pieces of literature in a cycle of activities
Mathematics University of Chicago School Mathematics Project Fifth/ Sixth Grade: Everyday Mathematics Seventh Grade: Transition Mathematics Eighth Grade: Algebra
Standards-Based Math Programs Supported by Talent Development UCSMP Everyday Math Connected Math in Context Math Thematics Math. Scape UCSMP Transition and Algebra
MATHEMATICS In addition to the in-classroom implementation support of a standardsbased math curriculum, and the training customized to meet the needs identified by the teachers, sessions on a number of topics have been developed:
MATHEMATICS 1. Writing to learn mathematics 2. Preparing the students to answer the open-ended questions on state and district tests 3. Using Cooperative Learning in the mathematics class 4. Practice and re-enforcing skills through games and projects 5. Data collection 6. Algebra Thinking 7. Using the calculator to help learn mathematics * A semester-long Praxis prep course is currently being offered to Philadelphia teachers.
Talent Development Science TDMS supports the use of several types of science modules. FOSS (Full-Option Science System) is an effective, hands-on K-8 science curriculum developed at the University of California at Berkeley. It is based on modular units, allowing schools to choose the order in which they are to be taught. Each module contains almost all materials necessary and clear lesson plans and support for teachers.
Talent Development Science The research-based instructional approach is applied in each module to one of the following areas: Life Science, Earth Science, Physical Science, or Scientific Reasoning and Technology.
Talent Development Science Using strategies from the TDMS English Language Arts program, the TDMS science program has developed a set of reading activities to be used with the modules’ readings. In this way, students will gain experience with the same reading techniques in both their English and science classes and will be able to apply them to both fiction and non-fiction.
Social Studies Curriculum A History of US The Talent Development Middle Schools United States history curriculum brings together the award-winning, ten-volume series A History of US by Joy Hakim, and teaching resource materials developed at Johns Hopkins University.
Social Studies Curriculum A History of US offers: p A multivolume format – teachers can start at different points in history; p A “real” book layout – students are reading history not just to answer questions, but to know the material and attain lasting knowledge;
Social Studies Curriculum A History of US p Extensive use of primary sources – Photographs, letters, and other documents are integral to the story. A full array of people and their stories are presented in ways that help students understand the rich ethnic richness that makes us the nation that we are; p Written by one author – not created merely as a list of events that align with standards, but as a meaningful way of learning about our past.
Instructional Interventions Double Dose/Extra Help Reading and Math programs: Computer and Team Assisted Reading Acceleration (CATARA) Computer and Team Assisted Math Acceleration (CATAMA) p
Instructional Interventions What target population does CATARA and CATAMA serve? p Students who are significantly behind local and national achievement norms in reading benefit from intensive, focused attention on strategic reading and math instruction with developmentally appropriate materials and activities. p Students are selected based on teacher recommendations and their performance on standardized tests.
CATAMA Computer and Team Assisted Math Acceleration p CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course.
II. Provide all teachers with the training, support, and materials they need Multi-tiered, ongoing professional development and teacher support 1. Subject and grade specific staff development n Helps develop a deeper understanding and broader view of the subject area n Models upcoming lessons, activities and strategies n Strengthens teachers’ knowledge of teaching and learning n Aligns assessments with inquiry-based instructional strategies.
Provide all teachers with the training, support, and materials they need 2. Non-evaluated, in-class assistance by a JHU instructional facilitator. 3. On-site curriculum coaches ensure continued teacher support and high implementation. 4. Lead teachers receive training to provide an additional layer of support. Quarterly meetings held with school and JHU implementation teams to monitor roadblocks and successes.
What Teachers Said About Coaching… Virtually all said the TD coaching model is very different from other professional development they have received. Most teachers had not had an on-site coaching relationship prior to TD.
Traditional PD “I can tell you right now that most professional development activities are a complete waste of time. When I was in the classroom, if Friday was professional development day, that’s the day that I took off and did my personal business. Professional development was just a waste of my time, I can tell you, until I got in this program, I almost never saw any professional development that was worthwhile. ”
TD Focus On Curriculum “At least now we’re focused on the lesson. Whenever I did professional development in the past, it was just feel-good stuff and administrative mumbo-jumbo, it was a whole lot of jargon, somebody explaining what the new innovation was, you know, but it had very little to do with what actually went on in the classroom. Now, when we do professional development, it’s always about our curriculum, what we’re doing, it’s more meaningful now. ”
Enhanced Credibility “So they’re not telling them to do something that somebody says no way could they go to my school and do those kinds of things, because they don’t know the population. This program allows people to get connected to populations, connected to kids, connected to people, and then go in and actually work with the teachers, modeling appropriate ways to implement the curriculum. And I see no substitute for that. “
Sustained Presence “In addition to the trainings, (my coach) is here. What do you need? What are you missing? What do I need to convey and communicate from the classroom to administration (and JHU)? What worked? What’s not working? What’s not really necessary, what can we do more of? So it’s a constant…so it really has been invaluable… “
Talent Development Climate The Climate program helps create a safe, positive atmosphere by providing positive responses to appropriate behavior, consistent consequences for inappropriate behaviors, and support for all students.
Talent Development Climate p Group Interventions n n p Anger management Social Skills Loss & Separation Peer Mediation Individual Interventions n n n Behavior Improvement Plan Reflection Room Behavior Intervention Team Late Area Behavior Improvement Plan Functional Behavior Assessments
Talent Development Climate Behaviors Targeted for Reduction/Extinction: p Fighting p Abusive Language p Lateness to School p Loitering in the halls p Bullying and extortion p Weapons/beepers/cell phones p Graffiti p Sexual Harassment p Cutting Classes
III. Supportive Learning Environment 1. Communal Organization Smaller Learning Communities address: Logistics of managing discipline Personalization of student-teacher relationships Teachers’ sense of responsibility for students
III. Supportive Learning Environment 2. Extra-Help and Enrichment 3. Detracking of Instruction 4. School, Family, and Community Partnerships 5. Culturally Relevant Teaching 6. Career Exploration
How Do We Know It Works? v Attendance Data v Achievement Data v Implementation Checks v Student and Teacher Surveys
How Do We Know It Works? Achievement — 50%+ of students gain a year and a half in math and reading skills per year Attendance — Increase 10% or more. Climate — Suspensions decrease significantly
Established TDMG Sites: Change in Combined 8 th Grade PSSA Scale Scores Since Start of Implementing Talent Development Years of TD School PSSA Baseline Average PSSA Change = Ave. of Two for most Years Prior recent two years TDMG 1 8 2040 2365 +325 TDMG 2 7 2090 2345 +255 TDMG 3 7 2150 2340 +190 TDMG 4 5 2045 2170 +125 TDMG 5 5 2005 2165 +160 TDMG 6 4 2140 2240 +100 TDMG 7 3 2175 2280 +105 TDMG 8 3 2110 2215 +105 TDMG 9 3 2130 2230 +100 TDMG Average 5 2098 2261 +163 2237 2325 + 88 District
Lessons Learned v v v Schools that are successful have a significant percentage of teacher buy-in for the partnership Professional development that is immediately relevant to current content is the most effective for changing teaching Schools that are successful have administrators who promote attendance at PD sessions; and communicate frequently with JHU coaches.
Lessons Learned Schools that are successful understand the partner’s role as “nagger and nurturer. ” v Schools that are successful implement the program as designed, even though it can be customized to local needs. Deviations impact the likelihood of success. v
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