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Academic Achievement at an Urban PDS Incorporating Differentiated Field Experiences. Dr. Claudia Balach, Slippery Rock University Heather Balsamo, Slippery Rock University. The Context. The Pittsburgh Public School District “Right-sizing” initiatives Frequent changes in leadership
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Academic Achievement at an Urban PDS Incorporating Differentiated Field Experiences Dr. Claudia Balach, Slippery Rock University Heather Balsamo, Slippery Rock University
The Context • The Pittsburgh Public School District • “Right-sizing” initiatives • Frequent changes in leadership • Horace Mann Elementary PDS • New principal • Many new faculty members • Had not met AYP in 2004
The Focus • Student Achievement. • Student Achievement. • Student Achievement. • Every bit of activity began with student achievement as the cornerstone and foundation.
The “Differentiated Field Experience” • Need for differentiation in teacher education • Natural fit within a PDS setting • Process • Relationships • Documented need • “Matchmaker” (so to speak)
How I Got Involved 4th grade Math/Science field experience • Students from prior year scored 16% proficient or above on state standardized tests; • Opportunity to make a difference; • Overcoming personal concerns about an urban setting.
Working in an Urban Setting • In class for one afternoon per week and for after school math program; • Created lessons based on student needs; • Developed a great appreciation for urban schools and the needs of students which developed into a desire to work more in-depth in that environment.
Taking Differentiation to the Next Level • The process by which this experience evolved • Involvement of administration, coaches, teacher, PDS coordinator, and teacher candidate
How Differentiated Field Unfolded • 5th grade language arts classroom • Cooperating teacher and myself decided what to do; • Decided how to make the best use of time based on student learning needs; • Used co-teaching as a powerful way to improve student learning and achievement.
3 Week Junior Field Experience • Under supervision of University professor; • Guidelines to follow; • More rigid design of what had to be done; • More in-depth experiences working with students on a daily basis.
After 3 Week Field • Stayed on until end of Mann school year • I was a part of the classroom; • Cared deeply about students; • Wanted to see the work through to conclusion.
Impact on Student Learning • Oral Fluency increased for all students • Greatest gain in second half of school year; • 5th grade average increased by over 17 words per minute between February and June. • One class saw a 16 words per minute average increase; • The Other class saw a 19 words per minute average increase. (Two sets of averages compared were September – January and February – June)
Impact on Student Learning • PSSA (State Standardized Test) scores for reading increased by 33% over previous year. • 5th grade proficiency in reading for 2003-2004 was 16% proficient or above; • 5th grade proficiency in reading for 2004-2005 was 49% proficient or above
Impact on Me as a Pre-service Teacher • Gained a great respect for the diverse needs of students; • Developed professional relationships; • Feel vastly more prepared to enter the teaching work force;
Impact • On the cooperating teacher • On the teacher candidate • On the 5th grade students • On the conception of PDS
Where Are We Today? • Differentiated field experiences at 4 PDS sites • Mathematics focus in grades 3, 4, and 5 • Gifted support focus in all grades • Science instruction for grades 4 and 5 • Second grade team focus • Expanding to other PDS sites for Fall 2006 Semester and onward
For further information: www.sru.edu: Click on Academics Click on College of Education Click on PDS Network