Transcript Talent Development Middle School Program

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:
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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
 Provide extra help and enrichment to students during
regular school hours
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I. Provide all students with sustained, high quality,
standards-based learning opportunities
Math
UCSMP Series
5th & 6th
Everyday Math
7th Transition
8th 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
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
Math in Context
Math Thematics
MathScape
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:
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A multivolume format – teachers can start at
different points in history;
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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
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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;
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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)
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Instructional Interventions
What target population does CATARA and
CATAMA serve?
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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.
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Students are selected based on teacher recommendations and
their performance on standardized tests.
CATAMA
Computer and Team Assisted Math Acceleration
 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
 Helps develop a deeper understanding and broader
view of the subject area
 Models upcoming lessons, activities and strategies
 Strengthens teachers’ knowledge of teaching and
learning
 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
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Group Interventions
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Anger management
Social Skills
Loss & Separation
Peer Mediation
Individual Interventions
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Behavior Improvement Plan
Reflection Room
Behavior Intervention Team
Late Area
Behavior Improvement Plan
Functional Behavior Assessments
Talent Development Climate
Behaviors Targeted for Reduction/Extinction:
 Fighting
 Abusive Language
 Lateness to School
 Loitering in the halls
 Bullying and extortion
 Weapons/beepers/cell phones
 Graffiti
 Sexual Harassment
 Cutting Classes
III. Supportive Learning
Environment
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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
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Extra-Help and Enrichment
Detracking of Instruction
School, Family, and Community Partnerships
Culturally Relevant Teaching
Career Exploration
How Do We Know It Works?
 Attendance
Data
 Achievement Data
 Implementation Checks
 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 8th Grade PSSA Scale Scores
Since Start of Implementing Talent Development
Years of TD
School
PSSA
Baseline =
Ave. of Two
Years Prior
Average PSSA
for most
recent two
years
Change
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
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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.”
 Schools that are successful implement the program
as designed, even though it can be customized to
local needs. Deviations impact the likelihood of
success.
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