Using curriculum mapping to assist at risk students final


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Using curriculum mapping to assist at risk students final

  1. 1. USING CURRICULUM MAPPING TO ASSIST “AT RISK”STUDENTS<br />Michelle T. Clanton<br />Presenter<br />
  2. 2. 'No problem can be solved by the same consciousness that created it. We need to see the world anew.' <br />Albert Einstein <br />'It is our belief that schools in the main are entering the twenty-first century with structures and more importantly, underlying assumptions which are nineteenth century in origins, or relating to the world of the 1950 or 1960s.' Bowring -Carr and Burnham West UK Educators <br />'Come to the edge', he said.They said, 'We are afraid''Come to the edge', he saidThey cameHe pushed them... and they flew. Guillaume Apollinaire Poet <br />
  3. 3. The Story of The Eagle…<br />
  4. 4. The eagle has the longest life-span <br />of its’ species<br />
  5. 5. It can live up to 70 years<br />But to reach this age, <br />the eagle must make a hard decision.<br />
  6. 6. In its’ 40’s<br />Its’ long and flexible talons can no longer <br />grab prey which serves as food<br />
  7. 7. Its’ long and sharp beak becomes bent<br />
  8. 8. Its’ old-aged and heavy wings, <br />due to their thick feathers, <br />become stuck to its’ chest and <br />make it difficult to fly.<br />
  9. 9. Then, the eagle is left with only two options: die or go through a painful process of change which lasts 150 days.<br />
  10. 10. The process requires that the eagle fly <br />to a mountain top and sit on its’ nest.<br />
  11. 11. There the eagle knocks its’ beak against <br />a rock until it plucks it out.<br />
  12. 12. After plucking it out, the eagle will wait for a new beak to grow back and then it will pluck out its’ talons.<br />
  13. 13. When its’ new talons grow back, the eagle starts plucking its’ old-aged feathers.<br />
  14. 14. And after five months, the eagle takes its’ famous flight of rebirth and lives for<br />30 more years<br />
  15. 15. CONTENT<br />The educational model we are presently using is not effectively preparing our students for success in the 21st Century. <br />There must be a change… and it will be painful.<br />
  16. 16. An Essential Question<br />Who is the “at-risk” student in your school?<br />At my school it is the over-aged and under-credited student who:<br /><ul><li> Is 16 -21 years of age
  17. 17. Usually has dropped out of school
  18. 18. Repeated retentions
  19. 19. Has experienced traumatic situation(s) that has caused him or her to become a disaffected youth
  20. 20. Is a Juvenile Justice offender, paroled or on probation
  21. 21. Is or has been a Pregnant Teen
  22. 22. Is or has been a Gang Member</li></li></ul><li>How do we address the academic needs and or deficiencies of the over-aged and under credited student?<br />While this is not a new question, we assessed that we needed a different answer. Our process involves:<br />Academic Assessment<br />Psycho-Socio Evaluation<br />Consultation <br />Placement into AHSI<br />Okay… but next?<br /> WHAT <br />
  23. 23. Five Wrong Assumptions About Learning<br />People predictably transfer learning from one situation to another.<br />Learners are passive receivers of wisdom—vessels into which knowledge is poured.<br />Learning is the strengthening of bonds between stimuli and correct responses.<br />Learners are blank slates on which knowledge is inscribed.<br />Skills and knowledge, to be transferable to new situations, should be acquired independent of their contexts of use.<br />Source:<br />Designing Effective Learning Environments: Cognitive Apprenticeship Models<br />Sue E. Berryman<br />Institute on Education and The Economy, Box 174, Teachers College, Columbia University<br />New York, New<br />
  24. 24. Knapp, Shields, and Turnbull (1995):<br />"By concentrating on assets rather than deficits, these scholars argue, teachers are predisposed to see more potential in the children they are teaching and are able to treat the children's experiences and backgrounds as resources for learning rather than constraints on it. By developing more varied instructional routines, which by stages increase student control over learning activities, teachers can decrease learners' dependence on their teachers and broaden the range of learning experiences children encounter. The argument goes on to assert that, by deemphasizing (though not eliminating) repetitive practice of discrete skills, teachers may limit the monotony and lack of meaning that attends much instruction in high-poverty classrooms and elsewhere. Finally, by concentrating early on the 'advanced' skills of reasoning, problem solving, comprehension, and composition, teachers can engage children from the beginning in academic learning that has meaning and application in their lives both inside and outside of school." (p. 184)<br />
  25. 25. We must create a<br />SCAFFOLD - something <br />To keep the student steady<br />while we are building<br />skills and assisting in <br />credit recovery.<br />“…the most promising alternatives focus on student assets (including their backgrounds and prior experiences), varied teaching strategies, and meaningful learning in collaborative settings. Also of critical importance to each child's success is the school's emphasis on high expectations for all students (Benard, 1995).” <br />Costello, Mary Ann. "Critical Issue: Providing Effective Schooling for Students at Risk." Learning Point Associates Home. North Central Regional Educational Laboratory, 1996. Web. 14 June 2010. <>. <br />
  26. 26. Movie Clips<br />
  27. 27. How do you make the<br />happen?<br />
  28. 28. We must also consider a <br />continuum of skills that are necessary to incorporate in building the<br />scaffold.<br />TRADITIONAL<br />Bloom’ s Taxonomy<br />Evaluation<br />Synthesis<br />Analysis<br />Application<br />Comprehension<br />Knowledge<br />
  29. 29. REVISED <br />BLOOM’S TAXONOMY<br />Creating<br />Evaluating<br />Analyzing<br />Applying<br />Understanding<br />Remembering<br />
  30. 30. Curriculum Mapping<br />“Is a process for collecting data representative of the operational(real) curriculum in a school and/ or district.”<br /> Heidi Hayes Jacobs<br /><ul><li>Calendar Based
  31. 31. An ongoing process
  32. 32. Curriculum mapping makes use of a collaborative conversation between teachers and administrators to design the curriculum via ongoing examination of what is occurring in the educational process both horizontally (within a grade level) and vertically (from grade to grade)
  33. 33. Builds Learning Communities
  34. 34. Provides a tool to differentiate instruction to meet “Henry’s” specific needs.</li></li></ul><li>Curriculum Mapping provides important components that work especially well with this population who have NOT succeeded in the traditional classroom. It presents the opportunity for students to experience learning in a connected, meaningful, community -based context; and that can make a difference.<br />
  35. 35. THE<br />Our classes are composed of students from the ages 16 to 21 years, but because they need to gain proficiency in a particular subject matter they are grouped together. You can have a 20 year student who has repeated 12th grade retentions with a 16 year old 10th grade student. We have to address two concerns:<br />CHALLENGE<br />1. Remediation of skills<br />2. Credit Recovery<br />
  36. 36. Where are we<br />in the process?<br />
  37. 37. Phase I<br />Laying the Foundation<br />We are part of the YOUTH EDUCATION AND <br /> EMPLOYMENT SUCCESS CENTER <br />The Youth Education and Employment Success (YE2S) Center seeks to improve measurably the quality of life of Newark youth by expanding their educational, vocational, and employment opportunities. It is a unified collaboration among the City of Newark, Newark public schools, Communities In Schools of New Jersey, New Jersey Juvenile Justice Commission, The Nicholson Foundation, Rutgers University, and numerous community-based organizations.<br />As such we are challenged to also map in the special additional support services these youth need to help ensure greater success in their academic endeavor. So it is in the best interest of the students to also consider goals of the serving agencies when mapping out the educational plan.<br />
  38. 38. Laying the Foundation<br />Who do we invite to the table?<br /><ul><li> Administrators
  39. 39. Teachers
  40. 40. Guidance Counselors
  41. 41. Representatives from Collaborating </li></ul> Social Service Agencies<br /><ul><li> Parent Liaison
  42. 42. Student Representatives</li></li></ul><li>Laying the Foundation – Data Collection <br />Core Curriculum Standards<br />Formative Assessment<br />Sumative Assessment<br />Portfolios<br />Attendance Records<br />Incident Reports<br />We also looked at:<br />Curriculum manuals or guides;<br />Cluster-based syllabus planning;<br />Evaluation checklists;<br />Weekly planning meetings;<br />Activity archives;<br />Learning objectives<br />
  43. 43. NovaNET®<br />                              <br />Laying the Foundation – Data Collection <br />Research the Technology<br />Challenging and engaging all students are necessities for schools these days. With such a wide variety of abilities and learning styles, this can be extremely difficult to accomplish. What if one online learning solution would work for many types of students in a variety of environments? Such a solution exists – it’s called NovaNET®.<br />Designed for grades 6-12, NovaNET is a comprehensive, online courseware system that meets countless needs. From delivering thousands of hours of research and standards-based, interactive curriculum, to integrated assessment and student management, NovaNET is an all-inclusive system that delivers a return on investment quickly.<br />Ready for a preview of what NovaNET can do? Click here to watch our product preview video!<br />NovaNET is an element of Pearson’s solutions for: Middle School, Special Education and RTI, Credit Recovery, K-12, and Alternative Education.<br />NovaNET®<br />
  44. 44. The Curriculum Mapper<br />The Curriculum Mapper™ is a web-based curriculum mapping system that allows educators to view, search, edit and align curriculum. Why The Curriculum Mapper™? Proven Expertise, Research-based! Utilizing Heidi Hayes Jacobs' suggested format, The CurriculumMapper™ is the solution to your mapping needs!<br />
  45. 45. Let the Data talk to you.<br /><ul><li>Collect
  46. 46. Assess
  47. 47. Create the Action Plan – Ongoing </li></ul> Process<br />
  48. 48. Our Next Steps<br />“Plant seeds to ensure that mapping becomes part of the institution.” Heidi Hayes Jacobs<br />Make sure we capitalize on using existing staff development time that could be used for training and carrying out mapping tasks<br />Continue to identify key people (ambassadors) to help support the work on the basis of their attitude and instructional power.<br />Identify a specific time frame for beginning the first year mapping project.<br />
  49. 49. DEEP<br />Take a breath,<br />Count to ten, <br />and tackle each task<br />one<br />step<br />at<br />a time.<br />Linda Shalaway<br />
  50. 50. CHANGE IS GOOD…<br />YOU GO FIRST.<br />21 Ways to Inspire Change<br />Ideas to inspire, to motivate, and to encourage your team to move forward and to embrace change.<br />Mac Anderson and Tom Feltenstein<br />