In looking at the grant for implementation, here are my findings based on the transformation model.
Transformation through Project-Based Learning (High Schools That Work) and Team Collaboration
• Increase student engagement through Reading, Mathematics, and Student Pathways—Five-Year Plan/Post-Secondary (Graduation Rate);
• Incorporate project-based learning opportunities;
• Improve the school culture and the learning experience through continuous improvement;
• Integrative Technology approach to learning;
• Increase Diversity;
• Student Preparation and Responsibility through Teachers as Advisors Program;
--Increase Student Success Rate (Extended Learning Time/Greenwave Academic Performance (GAP);
o Instruction provided for all levels of learners—remediation through acceleration;
o Remediation will commence through computer-assessed instruction—Read 180, Compass Learning, Gizmos, and Fast ForWord;
o Acceleration is done through teacher-led enrichment, Advanced Placement (AP) tutorials, SAT/ACT Prep;
--Teachers As Advisors (TAA) Program once a week;
o Summer BRIDGE Program—3-week intensive training for students;
o Credit Recovery through GaDOE;
o Georgia High School Graduation Test (GHSGT) Prep through GAP;
o Mathematics I, II, and III intense instruction;
o Keytrain/CTAE Program through High Schools That Work (HSTW);
o ExpreSS through GaDOE; and
--Collaborative Teacher Teams/In-Depth, Sustained, Professional Learning
BUILDING CAPACITY:
o Differentiated Instruction
o Project-Based Learning (PBL) Experiences
o Teachers As Advisors—goal-setting, career pathways, and increase opportunities for learning
o Understanding Poverty—ongoing
o Standards-Based Classroom—ongoing
o Active Literacy—ongoing
o Data Analysis
o All Teachers are Reading Teachers
o CLASS Keys—informal this year, formal implementation in years 2 and 3
Looking Towards the Lighthouse,
Kim
14 comments:
I try to use different projects and the “task” in my classroom, but actually receive more negative feedback when that is used from students that straight forward lecture. The tasks require more thinking on their part and many of the students would rather be hand-fed everything. I do try to use technology in my classroom through the use of the TI-Navigator system purchased for my classroom and the use of the TI-Inspire calculators. I, however, feel that more instruction and planning time for differentiation and varied activities would be very beneficial as well as additional training on these concepts. I do not quite understand why the state has not differentiated the tasks already and when each school/teacher reinvents the wheel if they differentiate it on their own. Shouldn’t there be a generalized location for this (there is for Math I as some Atlanta teachers posted their differentiated tasks)? As far as all teachers being reading teachers, I use word problems frequently and expect students to be able to dissect the problem to figure out what they need and what they don’t; however I really wish at a National level we also expected all teachers to be math teachers as well. English and Math are equally as important, yet we have a lot of Federal programs on reading and not as many on math.
I am still confused about G block. I have a GAP class of 10th graders and the work that is given to them takes students about 10 minutes to complete. I do not believe they are getting much out of it - just maybe a little review. The rest of the time I have been teaching Test Taking Tips. They are keeping a notebook and taking notes in it every day. It will probably take me a few weeks to complete.
I am still confused about G block. I have a GAP class of 10th graders and the work that is given to them takes students about 10 minutes to complete. I do not believe they are getting much out of it - just maybe some (a little) review. The rest of the time I have been teaching Test Taking Tips. They are keeping a notebook and taking notes in it every day. It will probably take me a few weeks to complete.
I think the idea of G-block is great. It is the perfect opportuntiy for students to get what they are missing during the school day. Although we are all working hard to make this work, I think we have to remember the focus of G-block and make it worth it for the students! With that being said, I hope that we are adjusting to the "schedule change" and are working in our best efforts to serve our students. They are our tomorrow...
I feel that the idea of GBlock is very new, but once it is organized I feel it will be of great benefit to the students.A number of students are unable to stay after school for extra help. I feel that students will be able to gain skills and get extra help in those areas of difficulty.
I am beginning to see the real potential for this extra half block of academic time. I realize that there is still a lot of work to be done toward making this work more fully for all students, but in a short time, I’ve had the opportunity to work one on one with students who are really struggling toward graduation. How many times have all of us wished for time to just help those students who need that little bit of extra time and assistance? This can really be a gift if we keep working on moving students where they most need to be. This can replace the missed after-school opportunities for extra help…with no concerns about missing the bus or not having a ride home.
I think "G" Block is a great initiative toward improving our customers’ academic achievement. There was an article published in Ed.Wk about a study conducted by the RAND Corporation and published by the Department of Education in 2007, this study found on average students who participate in supplemental educational services had a statistically significant, positive effect on students' achievement in reading and math. This student also noted that students participating for multiple years experienced larger gains.
It is my belief, that after school tutorials are not fully taken advantage of by our customer base. All too often we have customers who need to attend after school tutorials, however because they have prior obligations such as, jobs, the care of younger siblings, transportation...; they are unable to attend. Having a tutorial during the school day will help eliminate these barriers and lead to greater academic gains for our customers, which translates to AYP for Spencer.
G-Block is a great idea. I am still having a little resistance from the kids. I still find it difficult to get them to study on their own. I think one of our focuses at Spencer should be on developing motivation for education in our students. I think we really need to look at that in a big way. I do hope we see some results on the GHSGT from G-Block. I think we will in students that are motivated already. CES
G-Block is an excellent concept. I have a designated area for G-Block, but I pull students from my case loads. I work with them on the subjects they tend to be struggling in. The additional 45 minutes has helped studetns increase their test scores by one letter grade.
I like the idea of G-Block. Is it a benefit to everyone at this time? No, it isn't. The students in my G-Block (Seniors) feel that they are wasting their time. Obviously, we are telling them that ALL instruction is beneficial on some level. I just wish their was a way to give a grade for this through integrade that would hold them accountable.
G-Block is a wonderful idea, with great potential, but there are still many things that need to be worked out before it is truly successful. Incorporating something school-wide takes months of planning, and I feel that we haven't been given enough time to properly plan for this. Everyone needs to come together and work as a team to see this through and show our students that these extra 45 minutes are important.
Teachers as advisers is a great way to get important information to our students--character education and life skills have been largely ignored, and it's time that we introduce this back into the curriculum. The only problem I am having is insufficient materials and activities. While the activities and information being covered are important and focus on great topics, they last only 10-15 minutes, and teachers are left with trying to come up with supplementary materials and plans. If we knew what was being covered in HR on Wednesdays in advance, we could plan some really great lessons for our HR students.
Both the G-Block and the Wednesday HR meetings have such great potential, and know that in time we'll get there, and our students will, too!
With my students, the "G" block gives them time to make up work they haven't completed. Sometimes homework is a challenge to them when they can't read and no one at home can read it to them. The "G" block gives them the time to complete this work or have another student read it for them to answer outloud. This enables me to use peer helpers without them being singled out.
CVitelli
I want to recant my September 20 statement. After working with my 10th graders I can see that the little bit of work they get daily has a big impact on their learning. The work is not overwhelming and therefor they can focus on it better and do the best they can. The worksheets for science have followed what we have been doing in biology and therefor have been a good review for the students.
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