Adapting Project LEGAL to Improve Knowledge of and Support for Our Legislative Processes

1. Adapting Project LEGAL to Improve Knowledge of and Support for Our Legislative Processes

2. Our Staff: • Anthony Brooks, Co-Director, YPS • Dr. Jim Carroll, Co-Director • (Syracuse University) • Joe Montecalvo, Technology Consultant (Syracuse University) • Fred Fisher, P.T. Staff Developer • Art Fortin, P.T. Staff Developer • Gaylen Moore, Evaluator

3. Adapting Is Our Vision for Transforming Teaching and Learning

4. The Adapting Philosophy Is Illustrated in this Peanuts Cartoon

10. So, What’s Project LEGAL and How Are We “Adapting” It?

11. Project LEGAL Overview

12. Project LEGAL (Law-related Education: Goals for American Leadership) • Created in 1976 by Director, Jim Carroll, Ph.D. as an infusion project into American history courses

13. Project LEGAL • New York State validation in 1979

14. Project LEGAL • USDE validation in 1982, 1992 & 1996

15. Project LEGAL • Has been implemented in thirty four states • Hungary, Croatia, and the US Virgin Islands

16. Project LEGAL • Since 1983, adoption schools in over 1500 school districts

17. Project LEGAL’s Validated Objectives • Significant student growth in knowledge and comprehension of the U.S. Legal/Judicial System. • Significant student growth in law-related problem-solving and critical thinking skills.

18. Other LEGAL projects: CRITICAL 1996—Present (Harlem: Gifted Ed & PPA) TIPS 1999—2006 (Bronx: Tech Skills in content areas & PPA) CHARACTER 2002—2007 (Harlem: CEPPA) LTG projects for Yonkers: 2004—05; 2006—2009

19. Adapting’s Vision for Transforming Teaching and Learning Students learn by constructing their own knowledge through our models for problem solving: The Public Policy Analyst and Ask-A-Local-Legislator.

20. Adapting’s Vision for Transforming Teaching and Learning Teachers serve as co-learners, mentors, coaches and resources to engage students to use technologies to solve problems, think critically and answer their own questions.

21. Adapting’s Vision for Transforming Teaching and Learning Classrooms have Internet connectivity and bring in virtual experts through virtual reference desks (e.g., Ask-A-Local-Legislator).

22. Adapting’s Vision for Transforming Teaching and Learning Our website contains numerous applications, links, and virtual reference desks that support research, analysis, problem solving and communications, and these electronic resources will expand under Adapting.

23. Adapting Project LEGAL to Improve Knowledge of and Support for Our Legislative Processes Logic Model

24. Inputs • District funding • Federal funding • Existing exemplary technologies on legislative issues • Existing staff of experts in American history and evaluation • Existing external experts in American history and technology

25. Major Activities • Select target teachers • Initial professional development on issues and technology • Pre-testing • Classroom implementation weekly • Saturday & afterschool professional development during school year • Technical assistance during school year • Teachers create WebQuests and PowerPoints • Update to project website • Collaborations with legislative partners • Major student participation projects • Post-testing/collect standard test data • Cycle repeated with cadre 2

26. Outputs • Creation of Ask-A Local Legislator • Field-test results of new technologies • Number of participating teachers • Number of PD workshops held • Number of WebQuest developed • Number of e-mail listserv exchanges

27. Short-Term Outcomes Teachers: Increased Knowledge of: • Lessons on state and national legislative issues • Substantive knowledge of legislative issues and related technologies • Technology integration skills using the PPA/AHPPA and Ask-A Local Legislator • Ability to develop WebQuests and PowerPoints on legislative issues

28. Short-Term Outcomes Students: Increased their: • Scores on state-mandated American history and government exams • Ability to develop public policy work solutions to real-world social problems using project technology • Public policy skills • Knowledge, skill and usage of new technologies

29. Long-Term Outcomes • Larger percentages of disadvantaged, minority students acquiring public policy skills • Improved student achievement on standardized tests • Improved high school graduation rates • Improved professional development model for national dissemination

30. Teacher Expectations To integrate LEGAL’s Public Policy Analyst and Ask-A-Local-Legislator intoU.S. History courses through WebQuests and PowerPoint Lessons to improve Student Performance on state tests and LEGAL’s validated test.

31. Specific Expectations Course Outline completed Pre- and Post-testing 1 WebQuest (online lesson plan) 1 PowerPoint 1 Saturday workshop Optional after school technology workshops

32. In Closing

33. Adapting Is Our Vision for Transforming Teaching and Learning

34. Please Make Adapting Your Vision for Transforming Teaching and Learning and…

35. Keep Your Deck Chairs Facing Forward!!!