Academic Year 2009 - 2010 Team Report

ITHS/ Huntington Schools Team Report

 

Team Members: 

Gregory Campbell gcampbell@scsd.us

Ruth Jaramillo rjespanol@gmail.com

Lisa Lambrinos lisalambrinos@aol.com

Dennis Parsons (Consultant) dparsons@oswego.edu

Luna Ramirez Lunaramirez@gmail.com

Team Name: ITHS/Huntington Schools 

(Information Technology Institute/ Huntington School)               

Number of teacher participants: 4

Academic Year:

Summer Institute
number(s)

Fall 2009/Spr 2010

Summer 2009

Team location and focus: New York City/ Syracuse 

Project Title: Student Connections through Google Images

I. What this project entails: Collaborating through Google images to reach, teach, and enhance literacy-specific subject content areas. We anticipate that the teaching strategies developed from the use of multiliteracies and technologies will enhance literacy for all learners, including those with special needs, some of which include:

*ELL

*Gifted

*Hearing Impaired

*ADHD

*Speech-Dyslexia               

*Language

*Emotional

*Physical

II. Project Goals:

  • to teach literacy relevant to each SMART participant's discipline-specific goals
  • to teach family and cross-cultural literacy
  • to learn the culture of students and their communities
  • to learn the culture of the school/ community
  • to put into play multiliteracies so that students with a range of needs/ abilities to access curricula through a multiliterate environment
  • to enhance teacher/ student relation around authentic curriculum
  • to meet and exceed NY State Standards
  • to foster collaboration with Para-Professional/Teaching Assistants and other school specialists
  • to demonstrate the value of technology with the intent of garnering technical support within the school building

III. How we aim to accomplish our goals:

Designing curricula that involves presenting to/with students (peer/reciprocal teaching) via:

Google Images

PPT

Adobe Flash

Print-outs

Web Page

You Tube

PortaPortals

Data collected and analyzed on teacher learning:

  • Analysis of the kinds of teacher resources organized via PortaPortals (www.portaportals.com)
  • Teacher Reflective Journal
  • Documentation and analysis of curricula and multiliterate resources via ANGEL (www.oswego.edu/ANGEL) in Parsons' Huntington Community Group

Data collected and analyzed on student learning (*See Discipline-Specific Standards, Appendix A)

 ITHS (High School)

  • Tracking student frequency/ use of Internet resources
  • Comparisons on student attendance, referral and retention

Student Participant Comparisons in response to the following state and national standards:

  • Oral and written competency scores in literacy and diversity on NYS Standards for foreign language
  • Oral and written competency scores in literacy and diversity on NYS Standards for music
  • National Standards for technology (NYS Standards, though included, are limited)
  • Assisted technology with students of special needs

Huntington School (Kindergarten)

  • Tracking student frequency/ use of Internet resources
  • Pre-post student performance on annual/ literacy assessments
  • Pre-post data of student performance with regard to NYS learning Standards Rubric
  • Pre-post data of student performance on DIBELS

*Appendix A: Discipline-Specific NYS Assessment Standards

(n.b. team is continuing research for more assessment tools for students with disabilities across these discipline areas, including Assisted technology)

The Standards for Foreign Language Learning in the Twenty-First Century, introduced in 1996 and revised in 1999, created the bold vision of a long sequence of language instruction for all learners, beginning in kindergarten and continuing through grade twelve and beyond. Eleven content standards were clustered within five major goals:

  • Communication: Communicate in Languages Other than English
  • Cultures: Gain Knowledge and Understanding of Other Cultures
  • Connections: Connect with Other Disciplines and Acquire Information
  • Comparisons: Develop Insight into the Nature of Language and Culture
  • Communities: Participate in Multilingual Communities at Home and Around the World

Sample performance indicators were provided for grades four, eight, and twelve, and sample learning scenarios described classroom activities that reflect the standards. After introduction of the general standards in 1996, supporting documents were developed for nine languages and were included in the 1999 edition.

ACTFL Performance Guidelines for K-12 Learners, devised in 1998, support the content standards with descriptions of student performance. Based on both the Proficiency Guidelines and the Standards document, the Performance Guidelines reinforce the vision of the K-12 sequence and dramatize the idea that proficiency development requires time and intensity of language instruction.

Assessment

The Oral Proficiency Interview (OPI) is the tool by which trained interviewers place foreign language speakers on a proficiency continuum from novice to superior. By focusing on the ability to use the language to accomplish communicative tasks of increasing complexity, the OPI has influenced curriculum, teaching, and assessment, as well as standards for licensure of language teachers.

The application of the proficiency model to the other language skills of writing, reading, and comprehension created a new focus in assessment on performance tasks rather than linguistic manipulation. Teachers create contexts and rubrics for evaluating student performance and portfolios of student work, in addition to more traditional tests of accuracy and grammatical competence.

Because of the usefulness of performance assessments, adaptations of OPI-based assessments have been developed for use in K-8 settings and for articulation between high school and college programs. The Center for Applied Linguistics developed an oral interview for students in immersion and other elementary school language programs called the Student Oral Proficiency Assessment. Similar to the OPI, this test uses contexts and environments more appropriate to the child in grades three to five. Another test, the Early Language Listening and Oral Proficiency Assessment, was subsequently developed for language learners from pre-K to grade two. These tests are intended primarily for program evaluation, although they give teachers feedback on effectiveness of teaching and student progress, as well as tools for constructing their own classroom oral assessments.

Technology with teaching Foreign Language

The growing use of technology throughout society has had an impact on foreign language instruction as well, especially at the middle and high school level. The language labs of the 1960s and 1970s have become multimedia learning laboratories. Students and teachers supplement their textbooks with CDROMs, access foreign-language websites, hold online conversations with students in other countries, and interact regularly with their "key pals," often in the target language. Many students keep electronic portfolios and build culminating projects using Internet resources and multimedia software such as PowerPoint or Hyper Studio. They may create individual or class web pages, and outstanding student work may appear on the school web page. Teachers use the web to post activities and information, to communicate with parents and the community, and to provide resources for students, parents, and other teachers. In many respects the Internet is the realization of a long-held dream: Students can be in regular contact with authentic foreign language resources, both at school and at home, and they can use the target language for meaningful, personal purposes.

Technology can also help teachers and school districts provide foreign language instruction even in remote and isolated settings. Interactive television has made it possible for one Spanish teacher in North Dakota, for example, to reach students in schools many miles away. Interactive television can bring a Russian or a Japanese class to one or two high school students who would otherwise have to wait until college to enroll in the language of their choice. Distance learning is the only option for language education for some rural and isolated school districts. Because of the popularity of distance learning and the special conditions necessary for its success, the National Council of State Supervisors of Foreign Language issued a position paper on the topic in 2002. (http://education.stateuniversity.com/pages/1997/Foreign-Language-Education.html)

Music Standard 3 - Responding To and Analyzing Works of Art

Key idea: Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music's content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.                  

Alternate assessment Music Key Idea: Students will demonstrate the capacity to listen to and comment on music.

Music Standard 4 - Understanding The Cultural Dimensions and Contributions of The Arts

Key idea: Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture.

Alternate assessment Key Idea: Students will develop a beginning performing and listening repertoire of music of various genres, styles and cultures that represent the peoples of the world and their manifestations in the United States. Students will learn about the cultural features of a variety of musical compositions and performances and the functions of music within the culture. 

 http://www.emsc.nysed.gov/ciai/arts/artstand/

Technology  (National Standards) 

National Educational Technology Standards for Students: The Next Generation

"What students should know and be able to do to learn effectively and live productively in an increasingly digital world ..."

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c.. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital

environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem-Solving & Decision-Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Reprinted with permission from National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for Technology in Education), www.iste.org. All rights reserved.

NY State Standards/Career Development and Occupational Studies

Standard 1:   Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Standard 2:   Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Standard 3b: Career Majors Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. http://www.emsc.nysed.gov/nysatl/cdosstand.html