gadoe 11 th annual title programs conference june 18 – 20, 2013

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Rethinking N&D Teaching Practices: A Fresh Approach to Teaching Multiple Courses in

the Same Neglected & Delinquent Classroom

GaDOE 11th Annual Title

Programs Conference June 18 – 20, 2013

Celeste McLaughlin, Education Program SpecialistTitle I, Part D Neglected & Delinquent Programs

Georgia Department of Education

Michelle Nation, Title I Support SpecialistFederal Programs Department

Troup County Schools

Presented By:

Agenda Overview of Title I, Part D and Title I, Part A Neglected Set-Aside Senate Bill 115 Overview of Teaching Multiple Courses in Same Classroom Student Centered Learning Organization & Planning Ideas & Lessons Questions

Neglected, Delinquent and At-Risk Youth Education Program

OVERVIEW OF TITLE I, PART D & TITLE I, PART A, NEGLECTED SET-ASIDE

Neglected and Delinquent Children defined:

Neglected = Children and youth who are in need of care due to abandonment, neglect, or death of their parents or guardians.

Delinquent = Children who have been adjudicated to be delinquent or in need of supervision.

Grantees and PopulationTitle I, Part A

Provides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards

US ED determines the LEA Title I, Part A neglected set-aside amount based on the neglected child count derived from the N&D Annual Survey

Title I, Part D Subpart 1 - Provides financial assistance to educational programs for

youth in state-operated facilities or community day programs Subpart 2 - Provides financial assistance to support eligible LEA

programs involving collaboration with locally operated correctional facilities

Subpart 1 Provides assistance for State Agencies:

Georgia Department of Juvenile Justice (DJJ)Georgia Department of Corrections (GDC)Georgia Department of Behavioral Health and Developmental

Disabilities (DBHDD) Subpart 2

Provides assistance for LEAs:Working in collaboration with local residential correctional

facilities (In Georgia, O.C.G.A. 20-2-133(b) facilities MAY be eligible)

Services for N&D Children In general, the same allowable services provided under Title

I, Part A are the same type of services provided to N&D residential facilities and children

Resources provided to N&D residential facilities and children should supplement, and not supplant, the “regular” school program

Services may include before and after school tutorials, summer school, credit recovery, educational materials and supplies, vocational education, counseling services, and more

The Title I, Part A, Neglected Set-Aside may be used in local or state RTFs for neglected or delinquent children for any of the following activities:

• To improve educational services by assisting students in meeting academic challenges

• Hire additional teachers, para professionals, educational counselors, and other staff members to provide additional instruction in areas of greatest need

• Train teachers, aides, and other staff members who are actively involved in providing Title I services to neglected and delinquent children

• Procure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materials

• These funds follow the same use of funds as a regular Title I, Part A allocation

SENATE BILL 115&

APPROVED RTFS SERVED UNDER O.C.G.A 20-2-133(B)

OVERVIEW OF TEACHING MULTIPLE COURSES IN THE

SAME CLASSROOM

ESSENTIAL QUESTION

How do I teach multiple courses during the same period in the same classroom?

Image Sources: http://www.museumsyndicate.com/images/3/28044.jpg, http://www.rootsweb.ancestry.com/~innwigs/ImageArchive/JacksonTownship/JacksonTwpPorterCoIndiana-OneRoomSchool-SmallerVersion-TC.jpg

It’s not easy, but compared to the past…

SMORGASBORD

ACTIVATING STRATEGY Choose a course Relate the object you are assigned to the

course you selected

I LOVE FLASH CARDS! Making them—Students and/or Teachers Study Tools Matching, Memory All Kinds of Games Research Tools Questions for the Teacher/Students Yes/No or Red/Green (Formative Assessment) Test Questions Tickets out the Door Make your own using Tables in Word

EVEN MORE GREAT FLASH CARD IDEAS

Index Cards: The King of Study Aids: http://www.holmdel.k12.nj.us/schools/satz/eng_dept/Study%20Skills/How%20to%20Study/Study%20Skills/index_cards.htm

Flashcard Machine: http://www.flashcardmachine.com/about/

Quizlet: http://quizlet.com/

Taking It Home

Newsletters Emails Workshops One-on-Ones PL Sessions in Varying Lengths

STUDENT CENTERED LEARNING

I. Elements & Principles of Student Centered Learning

II. Centers/ StationsIII. SimulationsIV. Presentations

http://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classrooms

Move Towards More—Student-Centered Learning (SCL)

Facilitate: Involve students in learning activities in class—presentations, question and answer, discussion or other activities

Motivate: Give motivation and spirit to students that will build confidence. Place students at the center of learning, not teachers or the curriculum

Inspire: Act as a student assistant and as a friend who can provide inspiration to students

Source: http://vaniuno.wordpress.com/2010/10/16/teacher-as-facilitator-motivator-and-inspiration/

SCL: 7 Elements

1. “Active rather than passive learning; 2. An emphasis on deep learning and understanding; 3. Increased responsibility and accountability on the part

of the student;4. An increased sense of autonomy in the learner;

SCL: 7 Elements

5. An interdependence between teacher and learner;6. Mutual respect within the learner-teacher

relationship; and 7. A reflexive approach to the teaching and learning

process on the part of both teacher and learner.”

Source: Lea, S. J., D. Stephenson, and J. Troy (2003). Higher Education Students’ Attitudes to Student Centred Learning: Beyond ‘educational bulimia’. Studies in Higher Education 28(3), 321-334. As found in http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf

SCL: 9 Principles

1. SCL requires an ongoing reflexive process.2. SCL does not have a “one-size-fits-all” solution.3. Students have different learning styles.4. Students have different needs and interests.5. Choice is central to effective learning in SCL.

SCL: 9 Principles

6. Students have different experiences and background knowledge.

7. Students should have control over their learning. (courses, curricula, evaluation)

8. SCL is about enabling, not telling.9. Learning needs cooperation between students and

staff.

Source: http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf (pp. 3-4)

Lorene Morrow:

“I don’t know. You tell me.”

David Tumlin:

“Did you read it?”

Want to Know More about SCL? Here’s a Good Starting Place:

http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf

CENTERS / STATIONS

Have “supplies and materials that work well together and give students the tools to complete activities and mini-projects”

“What types of learning centers are appropriate? Classroom size, students’ interest, and grade level will help you determine your decision”

EXAMPLES OF CENTERS

Reading / Writing / ABC / Spelling Art / Illustration / Visual Expression Science / Experiment Music / Poetry / Listening / Biography Math / Numbers Invention / Build-It, Paint It / Puzzles / Blocks Performance / Storytelling / Drama Science / Water / Weather Social Studies / Map and Chart

ANOTHER TAKE ON CENTERS

Enrichment Centers Skill Centers Interest and Exploratory Centers

PARTS OF A CENTER Title Furniture Storage Space Materials Location Responsibility Learning Alternatives Instructions

http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1

Sequence of Activities Number of Centers Assignment Duration of Centers Management System Time Help! Assessment

TIPS ON CENTERS

Rules, Guidelines, Expectations Gradually Introduce Centers Timers Traffic Boards Checklists, Paper/Pencil Tasks, Other Methods of

Accountability Have Mandatory and Optional Activities/Assignments

at Centers

http://www.proteacher.org/c/330_managing_student_centers.html

MIDDLE SCHOOL CENTERS

Set ground rules for center usage Include cooperative activities Select high-interest tasks Leave space around the centers Organize materials carefully Compose clear instructions

Want More Information about Centers?

Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

TeacherVision: http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1

Middle School Centers: http://www.ehow.com/how_6607771_set-centers-middle-school-classroom.html

SIMULATIONS

SIMULATIONS Allow students “to experiment with real-world

activities” “Simulation activities can give students a ‘safety net’

while they are learning”

Role-Playing Debating Simulation Software

ROLE-PLAYING: 3 ASPECTS

Briefing—establishing the situation Drama or Role-Play Debriefing—follow up discussion

Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

ROLE-PLAYING CONSIDERATIONS

Know your students and what they can handle Goals, rules, assignments, expectations in advance Approximate reality as much as possible Let students know how they will be evaluated in

advance

Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

SETTING UP A DEBATE IN THE CLASSROOM

Set a clear topic and assign contrasting viewpoint Give students time to research and prepare Opportunities to cross-examine, judge Essay, assessment, other types of follow-up

Source: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources

SIMULATION SOFTWARE CONSIDERATIONS

It must be an appropriate game The game needs to embody the learning objectives Non-gamers need structure and support

Source: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59

SIMULATIONS ON THE WEB

Net Frog: http://frog.edschool.virginia.edu/Frog2/ Shedd Aquarium:

http://sea.sheddaquarium.org/sea/interactive_module.asp?id=20# Learner.org for Students: http://www.learner.org/students/ Thinkport: http://www.thinkport.org/Classroom/trips.tp Bitesize: http://www.bbc.co.uk/bitesize/ks2/ eduweb: http://www.eduweb.com/old_news.html Mission US: A Revolutionary Way to Learn History:

http://www.mission-us.org/ Gizmos: http://www.explorelearning.com/ The Stock Market Game: http://www.smg2000.org/

SIMULATIONS: A NOTE ABOUT ASSESSMENT

• “If assessing learning based on game outcomes, depending on the game design, game results may or may not indicate that significant learning has occurred. (For example, even if a student ‘loses’ in a simulation, it might not mean that s/he did not learn; and alternatively, a student who faired well may have learned alternative strategies unrelated to intended learning objectives.”

Source: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf

Want More Information About Simulations?

Strategies in the Social Studies Classroom: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

Instructional Strategies Online: http://olc.spsd.sk.ca/de/pd/instr/strats/simul/simlist.html

Learning Simulations Add to Classroom Lessons: http://www.teachers.net/gazette/MAY03/sorenson.html

Interactive Websites, Games, and Activities: http://eduscapes.com/tap/topic86.htm

Want More Information About Simulations?

Using Games and Simulations for Teaching: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf

Best Practices for Using Games and Simulations in the Classroom: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59

How to Bring Debating Activities into the Classroom: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources

Classroom Debates: http://www.niu.edu/facdev/resources/guide/strategies/classroom_debates.pdf

PRESENTATIONS

“To perform a successful presentation the student must understand the subject matter, the psychology of the planned audience, different presentation strategies, and how to organize the information in the most efficient and effective manner Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be delivered through the Internet”

Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

STUDENT PRESENTATIONS

Write Make/Invent/Design/Draw Figure Out/Analyze Perform/Present

Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

Want More Information About Presentations?

Teaching Strategies: Presentations: http://www.learner.org/workshops/tml/workshop4/teaching3.html

ORGANIZATION & PLANNING

CLASSROOM SET-UP TIPS

Make your crowded classroom feel bigger by:

Use tables instead of desks Use chair pockets for storage Make inexpensive cubbies using removable hooks and plastic milk crates Leave one wall completely blank. Your students are as overwhelmed by all the

bodies in the room as you are Outline the borders of chalkboards and whiteboards with twinkle lights. When the

class gets too noisy, turn off the main lights, and turn on the twinkling lights. The students will quiet down

Use area rugs. They cut down noise and define tight spaces Think of your room in levels. Use the space above the students as well as under

their desks Declutter and simplify

Source: https://www.nea.org/tools/51504.htm

SUCCESSFUL STRATEGIES

Tips and Tricks for Daily Classroom Instruction: http://intc.education.illinois.edu/successfulstrategies Assessment Classroom Management Classroom Set-up Instructional Activities Meeting Diverse Student Needs Parents and Community Professional Life Working with Other Adults

A FEW GENERAL TIPS

Empower children to work independently where appropriateUse colored folders Lists of things to be done

Set guidelines to avoid interruptions.Use a timer

You don’t have to use a completely different lesson plan for each course

Carve out quiet time

Source: http://www.sonlight.com/multiplekids.html

IDEAS & LESSONS LEARNED

I. SourcesII. Sample Book

Dusting off the Cobwebs

Special Ed and Study Strategies No Academic Coaches Lack of Technology Flying by the Seat of My Pants

Cobwebs Revisited

Ideas & Lessons Learned

Teach the standards It won’t be perfect Cover the high points often Routine is important It’s hard Organization is key Accept help Give credit Think outside the box

Notebooks, Portfolios, Projects, Modules, Presentations, Choices

Media players with headphones (DVD, audio, etc.) PowerPoint on a loop Pre- & Post- Tests Playdough

Autopsies, Item Analysis Learning Focused Strategies:

http://troup612resources.troup.k12.ga.us/strategies_resources/strategies_resources.html

Academic Book Services and eBay: http://www.fes.follett.com/follett_fes_general/used-textbook-clearance.cfm?pubID=GLOB#GLOB

Paint Application

Quia: http://www.quia.com/pages/troupscience.html

Discovery Puzzle Maker: http://www.discoveryeducation.com/free-puzzlemaker/?CFID=1297006&CFTOKEN=74489156

Show differentiation Give direct instruction to all students every day Use sample book and excerpts as a springboard of

IDENTIFY NEEDS, STRENGTHS & WEAKNESSES

Student Science Social Studies

Language Arts Math

John 493Paul 483 485George 494 495Ringo 482 485TOTAL 4 2 0 1

SAMPLE BOOK

Memletics Learning Styles Inventory:http://www.crs.sk/storage/memletics-learning-styles-inventory.pdf

SAMPLE BOOK

Seven Learning Styles: • Visual (spatial) • Aural (auditory-musical)• Verbal (linguistic)• Physical (kinesthetic) • Logical (mathematical)• Social (interpersonal)• Solitary (intrapersonal)

More Info: http://www.learning-styles-online.com/overview/

SAMPLE BOOK

Study Strategies Tips such as:Sit in the front when possibleLean forward while listeningStudy in short bursts

For more tips try Where There’s a Will There’s An A: How to Get Better Grades in College”: http://thepositivepage.com/2012/07/12/you-have-to-go-through-the-chaos-before-you-can-reach-the-calm/

SAMPLE BOOK

Tiger Test Tips

SAMPLE BOOK

Weekly Lesson Plans Shared with Students:ExpectationsOrganized ChaosAssignments Due at End of

Image Source: http://thepositivepage.com/2012/07/12/you-have-to-go-through-the-chaos-before-you-can-reach-the-calm/

SAMPLE BOOK

Wednesday, January 10th

Essential Question• ALL Subjects: Which branch of government is

most like a cell nucleus?Activating Strategy (Bell Ringer)

Science: Answer in your notes: If I was a cell part, I would be __ because __.

Social Studies: Answer in your notes: If I worked in a branch of government, it would be ___ because ___.

SAMPLE BOOK

TeachingScience: Cell Theory, Cell Organelles, Diffusion ,Osmosis

• Worksheet—How Does a Plant Cell Relate to Your School?

• Diagrams—Label Plant and Animal CellsSocial Studies: Principles of Government, Democratic

Heritage• Graphic Organizer—Separation of Powers• Read and Answer—A Government for America

SAMPLE BOOK

Summarizing Strategy ALL Subjects: Answer EQ

Due (on or before) Tuesday, January 16th: ALL—Signed Syllabus Science—Chart—Phases of Matter Etc…

SAMPLE BOOK

Student Accountability

Date/ Score

Quiz A

Teacher Initials

Activity B

Teacher Initials

SAMPLE BOOK Newspaper Scavenger Hunt

SAMPLE BOOK

Pop Quizzes and Quick ChecksUniversal solventLocated inside the nucleus of an atomGGGSPEF

SAMPLE BOOK

Cross-Curricular Assignments

Working with Sentences1. Congress adopted ten amendments to the

Constitution.2. Became known as the Bill of Rights.

SAMPLE BOOK Student Interest (Relatable) and Opportunities to

Class Surveys/Group Work to Learn/ Determine Mean, Median, Mode, Range, Create Graphs, Venn

Diagrams 1. What do you think is a good age for a person to be

before getting married?2. What is the most you would pay for a pair of

sneakers?

SAMPLE BOOK

Calendar Activities

June 20, 1782: The U.S. Congress approved the Great Seal of the United States

1. Compare/contrast the symbolism of the Great Seal to U.S. currency or the U.S. flag

2. Design a modernized version of the Great Seal

Check out: http://www.history.com/this-day-in-history and http://www.historyorb.com/on-this-day.php

SAMPLE BOOK

Journals

1. My big goal for this year is…2. My favorite smell is…3. What is a good neighbor?4. What would you do if you woke up in another country

and no one could understand you?5. What would you do if you saw a friend cheating—

report it, confront the friend, do nothing—and why? 6. Should animals be used for medical research?

Check out: http://www.history.com/this-day-in-history and http://www.historyorb.com/on-this-day.php

SAMPLE BOOK

Word Parts

1. bi + uni = _____2. Although bats are insectivorous, baby bats are also

lactivorous. What do baby bats’ diets consist of?3. To unify means to join as ___.

• 1: mono-, uni-• 2: bi-, di-

• lactis (milk)• vor (eat)

SAMPLE BOOK

The Language of Science

1. Abiotic = ________2. Protozoa = _______

• bio (life)• a or an (not)

• proto (milk)• zoo,zoa (animal)

SAMPLE BOOK

Frayer Model

Word Part Definition Picture Example Area of Science

SAMPLE BOOK

Top 25

Atomic Notes• alpha particle• atomic number

SAMPLE BOOK Finish the Jokes

Teacher: What’s the formula for water? Student: H, I, J, K, L, M, N, O Teacher: That’s not what I taught you. Student: But you said _____.

SAMPLE BOOK

Games (Board, Card, PowerPoint) Some Templates:

• http://people.uncw.edu/ertzbergerj/all.html • http://jc-schools.net/tutorials/ppt-games/• http://www.internet4classrooms.com/technol

ogy_tutorials/powerpoint_game_templates_technology_tutorials.htm

SAMPLE BOOK

Projects and Presentations Expectations and Rubrics Lots of Choices Varying Amounts of Work for Individuals, Pairs,

Groups

SAMPLE BOOK

Projects and Presentations A Few Ideas

• Diorama• Comic Book• Children’s Book• Rap or Song• Collage• Top 10 Web Sites• Video

SAMPLE BOOK

Crossword Puzzles Learning Tools or as Assessment With or Without Answers Provided Repetition

SAMPLE BOOK

Cornell Note Taking

Image Source: http://www.docstoc.com/docs/105397510/Cornell-Notes-Template---Get-Now-DOC

SAMPLE BOOK

Visual Aids and Mnemonic Devices

Element (egg) Compound (cake) Mixture (mud)

SAMPLE BOOK

Visual Aids and Mnemonic Devices

Platyhelminthes: “Plat” rhymes with “flat”. Platyhelminthes is a group of flatworms.

Branches of Government• E—Executive Enforces• L—Legislative Leads to Laws• J—Judicial Judges

Questions?

Contact Information

Celeste McLaughlinEducation Program Specialist

Title I, Part D- Neglected & Delinquent Programs(404) 656-4148

cmclaughlin@doe.k12.ga.us

Michelle NationTitle I Support Specialist

Federal Programs DepartmentTroup County Schools

(706) 812-7900 ext. 126nationdm@troup.org

gadoe 11 th annual title programs conference june 18 – 20, 2013

d title

lea title

eligibleoverview of

agenda overview of title

delinquent children

stateoperated facilities

state agencies

nd residential facilities

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