Improving Student Post High School Placement

To increase our specific knowledge about specific student characteristics that are a good fit for specific college programs.

A. Knapp, C. Galarneau, R. Sheehan, A. Arena, T. Dvorscak, L. Baumgartner, A. Fairbank, P. Coughlin

Music and Art Through History

We will look for examples of music and art (including political cartoons) that help to relate the main themes we teach in each unit of Global, European, and U.S. History.

A. Rudolph, L. Bedian, AM McManus, J. Renaud, W. Malcolm, D. McBride, C. Ziobrowski, C. Holt, J. Kaufman, B. Baker, J. Burlingame, P. Schwan

This year so far…..

            Study group members have utilized the PowerPoints as presentation material in class and formulated questions based on these presentations that were utilized in assessments.

 

            Song sheets have been used in class. Students sang along and then analyed key events/people from campaigns mentioned in songs.

 

            Research done on art illustrating the Divine Comedy was used in teaching and assessing student understanding of that text. (illustrations had to be identified on exam and related to reading)

 

            Students were required to analyze various pieces of art in class and relate these to historical context and were also required to do so with unseen art on exam….very successful!!

 

            Students have been asked to make cds out of songs, so they have a direct connection to the research process

 

OVERALL, STUDENTS LOVE THE CONNECTIONS TO ART AND MUSIC BROUGHT UP IN CLASS….IT ENHANCES THE TEXT MATERIAL!!!!!

           

 

Next year….

 

We plan on applying our research continuously throughout the year. 

 

Writing Centered Classroom

Students utilize peer response groups (and actually learn how to constructively respond to support one another’s writing) to work through pieces.  Additionally, we’d like to focus some of our time on alternatives to grading student writing — ways to increase student output while managing the subsequent paper load.  This group won’t be based directly on any one touchstone text — mostly research articles, mixed in with good chapters from appropriate texts here and there and collegial discussions on what’s working for others and what’s not/how to improve.

D. Dymond, T. Wood, C. Stone

We’ve made writing groups and peer review more effective, more focused and more central to the writing process used by our students in the classroom.  An additional plus of being in this group is that we (Claudia, Teresa, and Davia) used the  various techniques and prompts we’ve read about and discussed to transition our students,  seniors especially, toward more independence in seeking input on their own and autonomy as they prepare to go on to college or the work place. 

 

Developing protocols, language and procedures for getting feedback from peers and/or writing groups.  Providing students with a more critical eye and ear for their own writing as well as for others’ writing.

 

Visual Presentations

Our goal is to problem solve, critique, and produce visual presentations for teacher use in the classroom.  Sources may include power point, slides (film), art visuals, and mock ups.  The idea is for teachers to enhance student learning in certain classes, lessons, and subjects through the teacher’s exploration and use of a variety of new visuals.

D. Murphy, S. McDougal, E. Heidenger, A. Relyea, R. Harrington, A. Brown, C. Gockley, J. VanHorne

We each learned more about power point.  Those of us that had no experience now have some, enough to get started. Others learned about some more intermediate things like adding sound and video.  We learned to work with other software too, such as scanners.  Four of us shared completed power points that may be used in our individual curriculums at some point this year or next.  This was helpful in seeing how others are putting their presentations together.  This process has been helpful in encouraging us to use technology for both visual and verbal learning.  This is an integral part of student higher learning….think about the multiple intelligences.  Using media to enhance information in the classroom increases student learning and obtaining information.  In addition, each classroom will eventually be equipped to use computer/visual programs.

High School Literature Linked to Student Learning

The purpose of the group:
1.  study literature trends in titles not approved and also recently published titles
2.  have volunteer students review and discuss books
3.  teachers in our group read and discuss teaching possibilities
4.  seek approval from the board on new titles as one component of the group

R. Zisa, A. Wein, B. Autrey, C. Ottalagono, K. Sherwin, D. Geurin, D. Benner

Our group set forth with the task of broadening our literature offerings at the high school, with the understanding that offering a current, rich and diverse curriculum on literature would enhance student learning, student interest and ability to read different texts, and meet the needs of a changing population. 

 

We investigated multiple possibilities for new and different literature, pursuing some, placing some on hold and abandoning some.

 

We also had lively discussions of the literature.

 

We asked students for input via informal surveys on what they read for their free choice reading.

 

We searched for and found published research to justify our pursuit.

 

We would like to continue with this study group next year.

 

Transition to the Community

We will be researching the available resources for students with disabilities in the Capital District.  We want to utilize this information to better equip both students and their families to make informed decisions and advocate for themselves as we prepare them for transition out of high school.

B. Quigg, A. Lazarus, M. Wright, ME Rudolph, B. Miorin, L. Martin, B. Barber, L. Dombroski, AM. Kennedy, P. Fiacco, J. Selsley

Facilities we have visited:

Wildwood Apartments  Latham

Residential Living for  Adults 21-60

Charles Park (CFDS)  Center for Disability Services  Route 155

Day Hab After  School Program

New Visions Krumkill Road  Guilderland

Day Hab   Workshop

Living Resources Washington Avenue Extension

College of St Rose Program

Visit Balston Spa  Transition Program

We met with Directors of the Programs and toured the facilities.

We have gathered information on key people, and have started to compile folders for each facility.

 

08-09

Goal of the group: To examine the transition resources available for high school students with disabilities

 

M Martin, L Dawkins, K Dayton, J Gregory, M Kotary, C Lyons

 

We did the following this year in the study group:

 

- Examined existing transition materials available at the school

-Met with Laura Thomson and Alexis Merrill to discuss VESID and transition services/activities already in place at GHS

- Spoke with military contact person to discuss resources for students with disabilities in the    military and entrance test expectations/requirements.

- Met with former students to gain insight into their experience with transition from high school to college and the use of disability services at the college level.

-Visited Schenectady ARC, North East Career Planning, Bryant and Stratton , and Hudson Valley Community College.

-Learned about Diagnostic Vocational Evaluations – who should be referred and the process

 

Impact on student learning: We gained insight into what skills are needed to foster success in the transition from high school to college. This will aid in focusing lessons and skill building in the classroom.  We have a better working knowledge of the community resources available for students with disabilities. This knowledge will foster better communication with students and parents about transition. It will also aid us in making more successful and accurate student referrals for services.

 

 

 

Differentiated Learning in the Foreign Language Classroom

We are interested in creating lesson plans  that could assist us in meeting the needs of individual students. We would like to explore ways in which we could  instruct native speakers who are enrolled in our classes.  

C. Rant, M. Teixiera, H. Hickey, G. Duca, M. Hughes, M. Chelkowski, L. Diago, K. Gregory, M. Barnes

Our goal was to design lessons that address the needs of students with various abilities, learning styles and interests.

 

After reading about differentiated learning, we compiled a list of differentiated learning activities that we already did and others that we could try.  We tried some of these activities and then reported back to the group about the effectiveness, the students’ responses, the ease or difficulty of the activity.  Some were very successful and others were not.  We found that student interest is greater when students have the ability to choose how they will learn or practice the lesson.  With greater interest, students are more motivated to learn.  In this way, our efforts to include more differentiated learning techniques in our classrooms have had a positive effect on student learning.

Fostering Music Literacy

K. Ehlinger, RJ Teeter, J. Hercenroder, N. Casellini, L. Russo

Health/Physical Education Connections

We will look at the various forms the community could aide in learning objectives in both health and physical education.  This may include guest speakers, field trips, or job shadowing in some format. 

L. Rafferty, J. Allen, J. Usher, B. Newton, B. Schewe, S. Strack, C. Jensen

Student learning can be affected in many ways.  Our group’s charge was to further develop our knowledge of community resources available in both health and physical education, in order to make students better health and wellness consumers. 

 

This objective will clearly be seen throughout the implementation phase, due to the increased awareness and growth of group members.  Also, group members will share the six pamphlets developed by the group with students regarding the plethora of opportunities for wellness in the community.

 

Members will stay abreast of new community resources by maintaining the Health-PE Connections bulletin board. 

 

Arrangement for group members to visit the community based resources would further develop their awareness of unique opportunities for staff development and improved student learning. 

 

08-09

 

J. Alle, J. Usher, B. Schewe, A. Relyea, C. Jensen, B. Newton, L. Rafferty

What was the process used in the group study (what did you do)? Visited and researched local organizations that provide opportunities for lifetime activity.  Invited a presenter from one such facility. 

 

-What is the impact on student learning? – Further awareness of community resources.   

Chemistry Field Trip – Real Life Chemistry

To provide chemistry students with an enriching experience beyond the brick walls of our building, so that they may bathe in the vast chemistry-related resources of our community and the world we live in.

S. Haas, C. Kowalski, K. Kapusinsky

Overall we feel that we have been successful in exposing our students to the chemistry that takes place outside of the school building.  To date, we have had 5 professionals present and still have 5 more until the end of May.  However, until all the reports are turned in by the students, it is difficult to assess whether or not their interest in chemistry has improved.  The third quarter reports are due April 4^th and the 4^th quarter reports are going to be due June 1^st.

 

 

 

Further research will be done to try and find a facility that can provide a field trip opportunity to a large number of students.  Also the possibility of a field study has been discussed.

08-09

Goal of the group: Real World Science – Look for opportunities to bring in guest speakers and to look for other ideas to connect students to real-world applications of science such as current events, job shadowing, interviews, project-based learning, etc.

 

P McCluskey, CParillo, S Haas, K Kapusinsky

 

3 of the 4 members were on different BSAT groups and we have been unable to officially meet during study group time.  We have met occasionally during lunch and via email.  During these meetings we have booked guest speakers, shared information on job – shadowing opportunities, and discussed presentations.

 

Impact on student learning: This is an ongoing process as we read students reports at the end of the 2nd, 3rd, and 4th quarters.  Students are being exposed to professionals applying science in their careers.  Based on student responses, students are more cognizant of various career paths/fields of study available to them as well as the educational requirements.  We have found that various students have come away with varying degrees of applicability (i.e. they each take away something different from these opportunities).