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Term Two, MP One. February 3, 2014. Why Must We Change our HS Approach?. Less than half of the bottom 1/3 rd students get 10+ credits. This demands the most attention .
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Term Two, MP One February 3, 2014
Why Must We Change our HS Approach? • Less than half of the bottom 1/3rdstudents get 10+ credits. This demands the most attention. • Too many of the metrics are below average for the peer group.This pattern will haunt our graduation rate for the next two years, at least. • What IS the plan for our 22% under credited third year students who now make up our senior class?
Why Must We Change our HS Approach? • Below average among peers for ALL Regents • 40 of 40 in ELA. 38 of 40 in US History. 27 or 28thplace in Global and Science, 24thplace in Math. • IT WILL BE A MAJOR PART OF TEACHER’sMoSL.
Questions to Ask about HS • What did you learn from the Regents Item Analysis in June 2013? • What changes in your instruction (evidence, please) have been and continue to be made? • How do you assess your action plans? • Can you give specific student work and teacher planning for this result in English? • Do you contact home when a student is in danger offailing.?
Changes in HS • Data Analysis results and action plans will be uploaded to teacher-only pages on the school website. • Be prepared to show student work that has changed as a result • Individual teacher meetings on Scholarship reports are forthcoming.
Why Must We Change our MS Approach? • IT WILL BE A MAJOR PART OF TEACHER’sMoSL.
Questions to ask in MS • Have they you done any item analysis? • What is your feedback to the students? • Are your lessons aligned to the common core? • What writing activities are assigned in class, for homework and during periodic assessment (quizzes/mid-terms/finals? • Do you contact home when a student is in danger offailing.?
Changes in MS • Data Analysis results and action plans will be uploaded to teacher-only pages on the school website. • Be prepared to show student work that has changed as a result • Individual teacher meetings on Scholarship reports are forthcoming.
Citywide Instructional Expectations Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
School Goals Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
The BIG FOUR Collaborative and Individual Inquiry Around Data HS and MS Exam Results How do we help our students learn better to achieve MOSL-related exam growth? Closing the Data Loop Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
The BIG FOUR Questioning and Discussion (In your Atlas, lesson plan, and classroom) Textbook Resources Academic Conversations: Classroom Talk That Fosters Critical Thinking And Content Understandings The Teacher's Guide To Leading Student-centered Discussions: Talking About Texts In The Classroom Practices For Orchestrating Productive Mathematics Discussions Practices For Orchestrating Productive Science Discussions Socratic Circles: Fostering Critical And Creative Thinking In Middle And High School 32 Teach Like Socrates: Guiding Socratic Dialogues And Discussions In The Classroom Change Just One Thing Online Resources Professional Development Robin Konigsberg (1/6/14) Vicki So (2/3/14) Ron Feinstein (4/17/14) Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
The BIG FOUR CCLS and the Instructional Shifts Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
The BIG FOUR School Goals aligned with Danielson Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.
A Real Audition Process and Scope and Sequenced Arts Tracks We determined where every student currently with us in High School (9-12) will be with regard to a sequenced art track. In the coming years, you will see scores of Arts Regents coming from TAPCo because of this recent effort. We have already begun running potential programming for next year and it's looking extremely good. I am truly excited about our incoming 6th and 9th graders. One of my best recollections of MS auditions was the day I observed a group of students learning choreography where almost half were male. We received many letters of thanks and recommendation. Outstanding.
Scope and Sequenced Arts Tracks DANCEStudents develop their creativity, strength, alignment and teaching skills as they learn Modern Dance, Ballet, Composition Technology and Principles of Dance. Pedagogy is blended to help students develop their own unique voice as creators with competitive skills to succeed in the real world.DRAMAStudents learn acting technique, scene study, voice and diction, movement, singing, theatre history, audition preparation, digital (photo & video) resume building, script analysis, directing, lighting design, and stagecraft in addition to exploring performance and acting techniques for full stage classical, modern, and musical theatre productions as well as smaller studio settings.VISUAL ARTS & TECHNOLOGYNon Moving ImageStudents develop their artistic skills as they progress through classroom assignments such as still life drawing, perspective drawing, portraiture, figure drawing, and abstract compositions using a variety of drawing, painting, and digital design media. TAPCo students have the opportunity to apply to the Fred Dolan Art Academy, a Saturday professional artist-led program that helps students develop their portfolios and secure scholarships for college.Moving ImageStudents develop self-confidence in their creative, critical thinking and expressive process of the student as they build valuable artistic, literacy and technical skills in photography and video production with the added benefit of team building skills for ongoing meaning and application in college and the real world work place. Students participate in the planning, production and presentation of multi-media projects for actual clients, which include individuals and organizations in and out of school.
STEAM • Our school will be among the first (if not the first) public STEAM (Science, Technology, Engineering, Arts, and Math) schools in NYC with a curriculum based on STEAM standards. • Professional development and STEAM curriculum mapping texts will be provided in advance of these marking periods. This should be professionally stimulating and fun for teachers and students alike. The unifying STEAM focus of the 2nd and 3rd marking periods will be the CONTENT and THEMES of the IN THE TIME OF THE BUTTERFLIES (the production at the end of the school year). The book is also being read in the 11th grade. The STEAM standards are comprised of the CCLS, in addition to STEM practices, and Fine Arts Standards (NYC Blueprint for the Arts). We are making this shift because the thrust of STEAM is to identify the interconnections between Science and Art. For Marking period 2 (starts 3/24, curriculum maps due 3/21) should be STEAM-aligned, not just CCCLS. • We will be the among the first (if not the first) public STEAM (Science, Technology, Engineering, Arts and Math) schools in NYC. Starting in late March, our academic curriculum will be STEAM standards-aligned to the CCLS, P21 Framework for 21st Century Skills, the NYCDOE Blueprint for the Arts, and accepted STEM practices. • One of the reasons we are moving in the direction of STEAM is because of a conversation that I had with Larisa Gelman who is the education director of the 92Y. When Larisa and I met in March of 2012, we talked about how Art used to be supported by the church, then patronage, then government, and now?.....which got me concerned about what we were doing at TAPCo. How do we offer a "passion-driven" educational experience as YoYo Ma puts it where the "I have to becomes the I want to" and still offer our students something that spurs their economic viability? • That's where STEAM comes in. The AT&T-92Y Digital Design program at TAPCo. is the first cornerstone of STEAM at our school– the very kind of learning our students require to succeed when they graduate and enter today’s institution of higher learning and most importantly -- a more challenging and competitive economy than ever before. TAPCo teachers will examine the interconnections between human pursuits through the lens of their subject areas so that we are better positioned to produce graduates who have a greater sense of the world and themselves. • TAPCois already unique and delivering for our students without STEAM. That being said, I am always concerned about how do we best prepare our students for the future through the experiences they have and the skills they learn while they are with us. It really is about facilitating students' belief that what their imagination allows is within their grasp and providing them with achievable opportunities that they had not considered possible- that's what we do at TAPCo for them and for each other as members of our school community.
