Bridges to Academic Success

January 30, 2012

Professional Development Meeting

The CUNY Graduate Center

Welcome and Please Do Now!

1. Sit next to someone from a different school.

2. Walk around the room and respond to each of the 3 questions you see on posters. (Use post-its and a marker from your table.)

3. Fill out a Teacher Questionnaire before you leave today.

(8:30 – 9:00)

Today’s Agenda9:00-9:50 am: Welcome

What’s this research all about and why do we need it anyway?

9:50-11:15 am: Instruction, part I

Sharing within disciplines & teams

11:15-11:30: Break

11:30-12:50 pm: Instruction, part 2

Modeling and practice across disciplines for development of English literacy

12:50-1 pm: Wrap up and evaluations

FREEZE!

1. STOP when the music stops.

2. LISTEN to the sentence.

3. Make a STATUE using your body and face to show your EMOTION.

(9:00-9:10)

Share answers from opening activity: 3 words that represent your

experience with Bridges 3 words for your students’

experiences 3 words for your team

meetings

What’s this research all about and why do we need it

anyway?

(What do YOU think?)

(9:10-9:50)

Objectives of the Research

Objective 1:

Document the Bridges Program and

its Curriculum Why?

To find out If the program is doable/feasible, sustainable

(a pilot -- not been done before); How teachers feel about the program and its

Curriculum (is it worthwhile?); If teachers are actually implementing the

Curriculum; Which parts of the program and Curriculum

are working best; what can be improved.

How can we document Bridges and its

curriculum? Fall 2011:

Teacher e-logs (Why oh why?) Team leader meetings/e-logs Mid-year teacher reflections Lesson plans (2)

Spring 2012: (REV) Teacher e-logs (2x mth) Team leader e-logs (2x mth) Feedback for Unit 3 End of year teacher reflections Lesson Plans (2) Feedback from others (students,

consultants, principals...)

Objective 2:

Assess academic growth of students

Why?

To find out: Bridges program student learning? Curriculum/activities student learning? Which parts of Curriculum/activities work best? In which subject areas student learning? Use of native language student learning? What changes need to be made?

How can we assess the academic growth

of Bridges students? Fall 2011 -- starting point:

Consent/Assent forms Writing samples upon entry Student records data English ALLD Classwork samples Teacher assessments, portfolios, grades

June 2012 -- end point for pilot study:

Classwork samples (Unit 3 project)

English ALLD, NYSESLAT

End-of-year writing sample (same prompts as

beginning)

Bridges end of year test?

Teacher assessments, grades, other

Attendance, drop-out rate

Other ways?

Your ideas and suggestions?

Objective 3:

Document Professional

Development under BridgesWhy?

To find out:

What PD support (how much and what types) are we providing for Bridges teachers?

What further support do Bridges teachers need?

Some examples of what we have

learned so far…

Bridges Students’ Native LanguagesTable 1

Bridges Students: Native Languages

Language Number of

students

Percent of total

Arabic 4 6

Bambara 1 2

Bambara-French 2 3

Bengali 4 6

Fula-French 3 5

Joula 1 2

Mandingo 1 2

Mandingo-French 1 2

Soninke 1 2

Spanish 42 68

Wolof 2 3

Total 62 100

Some findings from your E-logs

Teaching Literacy Skills

ELA (28) History (16) Math (18) Science (15)0

10

20

30

40

50

60

70

80

90

100

0

186 00

31

12

0

36

13

41

33

64

38 41

67

"I incorporated the teaching of lit-eracy skills into my lessons..."

All daysMost daysSome daysNone

Percent

Using the Native Language (NL) for Content

Instruction

Use of English: 74%

Use of NL: 26%

Using NL for content instruction

ELA (28) History (16) Math (18) Science (15)0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

“MOST of the instruction towards my [content] goals was in … [English or

NL]”

EnglishNative Language

Use of Other Key Instructional Elements

“I incorporated _____ into my lessons [a lot or somewhat]”: Critical thinking skills (94%) Community building (91%); Good academic habits (97%) Experiential learning (75%); The arts (63%); Psychosocial, cultural student needs

(66%). Technology (50%),

Common Themes in Team Leader E-Logs

1. Help Needed with Classroom Management and Structure

Physical classroom setup Across all subject classes, establishing

shared: norms and routines expectations (non-negotiables)

Conducting student conferences within class

2. Hands-on Instruction

The best activities incorporated: Visuals Manipulatives Videos Art activities Other experiential forms of learning

3. Interdisciplinary Planning

More support needed to implement interdisciplinary learning

Great need to focus on key vocabulary words and basic/literacy skills across all subjects

4. Role of Native Language, Culture:

Best activities involve students’ culture, lives, personal experiences

Delicate balance between native language (NL) and English instruction

Importance of easy access to NL resources for all – dictionaries, translators, etc.

Mid-Year Teacher Reflections

(See samples in your PD folder.)

[9:50]

Instructional Activities (9:50-12:50)

9:50-11:15 am: Instruction ISharing Lesson PlansClarifying Bridges GoalsCircle share

11:15-11:30: Break

11:30-12:50 pm: Instruction IIModeling and practice for English language and literacy through content

Instructional Activity Goals

Instructional Activities I: Goal: To share lesson plans and to

collaborate on the Bridges vision for student outcomes.

Instructional Activities II: Goal: To practice instructional

activities that align to the Bridges student outcomes.

I. Teachers-Supporting-Teachers:Subject Groups across Schools

Break into groups: Science Social Studies ELA NLA Math (with Halle)

Choose a recorder for your group.

Teachers-Supporting-Teachers:Sharing Lesson Plans

Each person distribute your lesson plans. (9:50-10:00)

Happy reading!

Teachers Working Together :Clarifying Bridges Outcomes in Subject Groups

(10:00-10:30)

In Bridges Student Outcomes look at your Subject Page (e.g. SS) and discuss the following:

1. Which outcomes are you already working on?

2. Come to consensus on the top 5 outcomes for semester (record notes)

3. Which outcomes are missing that ARE important for Bridges? (record notes)

(email notes to: pthakur@gc.cuny.edu)

Teachers Working Together :Clarifying Bridges Outcomes in Interdisciplinary Teams

(10:30-11:00)

In Bridges Student Outcomes, look at Interdisciplinary Outcomes.

1. Which outcomes are you already working on across your team? (Record notes)

2. What are the top 5 outcomes across your team for semester 2? (Record notes)

3. Which interdisciplinary outcomes are missing that ARE

important for Bridges? (Record notes)

(email notes to: pthakur@gc.cuny.edu)

Circle Share (11:00-11:15)

What were 2 essential interdisciplinary Bridges outcomes that you identified in your team to work on this coming

term?

Reporter from each school group share.

Break

[11:15-11:30]

Instructional Activities, part II

(11:30-12:30)

Goal: To practice instructional activities that align to the Bridges student outcomes.

Activities: Practice activities for English language and literacy through Science content.

Your Role

1. Be a student in a classroom.

2. Take notes as a teacher on what you see and experience.

3. Ask questions.

Q and A

(12:30-12:50)

Thank you for coming!

Before you leave, please hand in to Barbara:

Lesson plans

Teacher questionnaire

Session evaluation