Session Abstracts
Featured Sessions
Changing the Curriculum Paradigm from Remedial to Rigorous
Margaret Beecher, Bugbee Elementary School
Abstract: This presentation will focus on a school’s eight-year educational journey that resulted in dramatically reducing the achievement gap between rich and poor and different ethnic groups. A unique approach to this pervasive problem that shifted an elementary school from a remedial paradigm to a rigorous curriculum with the strength-based methodology of schoolwide enrichment teaching and learning will be presented. The following essential elements of this successful approach will be highlighted: the vision, the leader’s role, strategic planning, the development of an enriched and differentiated curriculum, high expectations for all children, data based decision making, formative assessments, teacher and student accountability and effective staff development.
CommPACT Schools: Connecticut’s collaborative approach to meeting the needs of urban learners
Dr. Eugene Chasin, Director Accelerated Schools, University of Connecticut
Abstract: A panel including superintendents and administrative partners along with university partners will talk about this new, exciting and promising initiative for closing the achievement gap. The goal of the CommPACT schools is to provide all children with the high quality schools every parent wants for their own child. The CommPACT initiative strives toward equity of opportunity for learning and growth in order to increase each child’s odds of success, where education becomes a vehicle of opportunity. This is especially important for children in high poverty schools.
The uniquely designed CommPACT initiative maintains that student ownership for learning is integral; learning needs to be personally meaningful. The aim of CommPACT schools is for students to take ownership for acquiring meaningful and stimulating learning experiences that feature the development of thinking skills and problem solving abilities.
To realize these goals, CommPACT offers a process for inculcating new norms and reinforcing existing (compatible) norms to provide a cultural foundation for the work of the schools. This foundation fosters development of highly effective learning environments in classrooms and a professional learning community among faculty. It is the commitment and will among adults in the school that form the foundation for a systematic data-driven decision-making process that begins with belief in equity and culminates in evidence-based solutions. Adults’ ownership, alignment, and building on strengths are crucial to realizing students’ ownership for learning.
The Connecticut legislature has recognized the importance of this work and has funded a major reform initiative at the Neag School called the CommPACT Schools Project. The CommPACT School initiative is unique because it involves a partnership to reform urban schools, including The University of Connecticut, The Connecticut Education Association (CEA), and the Connecticut branch of the American Federation of Teachers (AFT), the Connecticut Association of Public School Superintendents, the Connecticut Association of Urban Superintendents, and the Connecticut Federation of School Administrators.
"We are not the problem”: Urban youth Researchers Respond to the Achievement Gap
Jason Irizarry and Students from Project FUERTE, University of Connecticut
Abstract: The academic achievement, or lack thereof, of students of color, is one of the most pressing issues facing schools today. Much of the literature in this area references an achievement gap that exists between the performance of students of color and white students (see, for example, Haycock, 2001; Lee, 2002). While improving the academic experiences and outcomes of students of color is extremely important and timely, there are aspects of the way the issue of the achievement gap has been framed that are particularly problematic. First, in exploring the achievement gap many scholars have put more emphasis on student performance than on student needs. That is, researchers have focused their gaze on the educational outcomes among students while paying significantly less attention to how schools have traditionally underserved students of color and poor students. Second, much of the data used to measure student achievement is generated trough standardized tests that are often narrow in scope and culturally biased. Critics of the emphasis on standardized testing have noted “using standardized tests to measure achievement perpetuates a system of institutionalized racism and lends the cloak of science to discriminatory practices” (Berlak, 2001). Finally, the achievement gap discussion continues to center and normalize the experiences of White students while depicting students of color as deviant or flawed because their scores deviate from the norm. Instead of working to raise the academic achievement of all students, much of the focus of this work addresses narrowing the gap or, in other words, helping students of color catch up to white students. Less prevalent in literature are the voices of urban students of color who have been able to successfully navigate schools systems which many scholars (Bowles & Gintis, 1976; Bourdieu, 1977; Noguera, 2000) assert do more to reproduce race and class-based stratification than to ameliorate it.
As school agents, researchers, and policy makers search for remedies to combat gaps in achievement, it is imperative that Latino/a and African American youth are included as equal partners in identifying problems, conducting research and creating recommendations to improve the quality of education for urban students. In this presentation, student researchers from Project FUERTE (Future Urban Educators conducting Research to inform Teacher Education), a co-constructed action research project facilitated by Dr. Jason G. Irizarry, an Assistant Professor in the Neag School of Education at the University of Connecticut, will share the findings from their year-long research projects exploring the ways that power and opportunity are manifested in urban schools. Instead of being positioned as the “problem” within school reform efforts, urban youth participating in this project serve as researchers developing and delivering empirically-based recommendations to enhance the professional development of teachers and administrators.
Breakout Sessions
Using Standards, Best Practices, and Formative Assessment Strategies to Promote Academic Progress and Deep Understanding for All Learners
Deborah Burns, Cheshire (CT) Public Schools
Abstract: NCLB legislation created a ripple effect across most of America’s classrooms. As a result, many of us are searching for practical, effective lessons and techniques for raising the achievement of all learners. During this session participants will consider and discuss several key features of lesson and units plans designed to promote academic progress for diverse students. We will: a) review strategies for identifying essential concepts and skills within our standards statements; b) examine a variety of ways to incorporate constructivist learning principles in our teaching and learning tasks; c) discuss practical preassessment and formative assessment techniques; and d) consider the important role that social learning, coaching, feedback, explicit teaching, choice, challenge, and authentic resources and tasks play in enhancing achievement, student motivation, and learning effort.
Creative and Humorous Ways to Teach Math without the Use of Worksheets
Rachel McAnallen, University of Connecticut
Abstract: This workshop is designed to use place value as a tool to understand the four basic arithmetic operations. Using a monetary approach and calling numbers by their correct place value names, the participants will find many creative and humorous ways to teach the basic math concepts. Developmental theory, multiple intelligences and different learning styles will be emphasized which should enable teachers help all students, including those who are dyslexic and math anxious, to understand math concepts from the concrete stages to the abstract. The final outcome of the workshop is to understand that arithmetic is answering the question whereas mathematics is questioning the answer. Participants should come prepared to laugh and play with math.
School Funding and the Achievement Gap
Dianne deVries & Panelists, Connecticut Coalition for Justice in Education Funding
Abstract: What role does inadequate and inequitable school funding have in explaining the achievement gap? Inherent tensions between the fiscal capacity of school districts and the urgent need to implement policies and programs aimed at closing the gap will be discussed, together with recent developments in the education adequacy/equity lawsuit brought against the state by the Connecticut Coalition for Justice in Education Funding.
Practical Strategies For Turning Around The Pedagogy of Purgatory Through High-End Learning Opportunities, Resources, and Encouragement
Joseph Renzulli, University of Connecticut
Abstract: The achievement gap is essentially the result of an opportunity gap that exists between schools that serve different SES groups. Our research has shown that that the pedagogy we developed for "gifted" students has consistently produced achievement gains when applied through a school wide enrichment model that promotes high levels of engagement and enjoyment in learning for all students.
School Based Research: Closing the Achievement Gap for ELLs Through Mathematics and Through Parent Involvement
Chair & discussant: Dr. Eliana Rojas
Panelists: Normaliz Acosta, Yusomil Bonet, Christina Burdzy, Ivan Flores, Joanie Landrum
Abstract: In this session, the panelists who are grantees from the Raising Expectations for All Language Learners (REALL) grant will share findings from research conducted for one of their graduate courses. Acosta and Bonet interviewed students, parents and teachers about their understanding of parent involvement and their experiences in a Middle school setting as compared to their prior experiences in other settings. They will share responses related to barriers identified and recommendations on what would facilitate more parent involvement. Burdzy, Flores and Landrum examined placement practices and opportunities for English Language Learners (ELLs) in a High School. Their findings shed light on the structural and institutional practices that exclude ELLs from high level math courses that are critical for accessing higher education. Panelists will discuss how the findings from their research affected their individual practices and understandings of what needs to be done from where they stand as counselor, math teacher, ELL transition teacher (HS), Newcomer Transition teacher, and bilingual teacher (Middle School) and the steps they have taken to benefit their students.
Approaches to Increase Inquiry in the Science Classroom
Jeanelle Day, Eastern Connecticut State University
Abstract: Inquiry – a seven letter word that needlessly spreads fear through many educators, particularly in the elementary science classroom. Loss of teacher control, and lack of student ability and/or time are typical reasons that many teachers say that inquiry cannot work in their classroom. This workshop will dispel some of the myths about inquiry and give practical approaches to move students from simple scientific activities to inquiry in a few easy steps. In this session, participants will analyze common science activities at various grade levels to determine how to best move students toward inquiry and increased scientific thinking ability.
Project M3: Mentoring Mathematical Minds: Closing the Achievement Gap for Mathematically Promising Elementary Students
M. Katherine Gavin, Tutita Casa & Jill Adelson, University of Connecticut
Abstract: Project M3: Mentoring Mathematical Minds is a six-year research and curriculum grant designed to narrow the gap in mathematics achievement for students with talent potential from economically disadvantaged backgrounds, second-language learners and minorities.
Challenging, motivational units have been written and field tested in schools of varying socio-economic status. Achievement results show highly significant gains from pre to post testing and between comparison and intervention groups. In addition, students from lower SES schools have made greater growth than students from higher SES schools. Practical strategies on implementing high-end curriculum, raising expectations for all students and helping teachers recognize and nurture math talent will be shared.
Strategies for Engaging all Learners: Closing the Achievement Gap through Academic Motivation
Jason Stephens, University of Connecticut
Abstract: The sources of the achievement gap are numerous and complex, and the cause of much debate among scholars and policy-makers. The proposed session avoids such debates and focuses squarely on effective strategies for enhancing the academic engagement and achievement of all students. While some attention is paid to individual and cultural differences, this session emphasizes broadly applicable principles and practices relevant for all grade levels and in all cultural settings. Particular attention is paid to strategies for fostering students’ intrinsic motivation to learn by creating mastery-oriented learning environment that offer multiple opportunities for the development and expression of competence, autonomy and relatedness.
Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Academic Press.
Learn how to address the Achievement Gap by offering 10th graders the class, United States History Through the African American Experience
Tracey Wilson & Susan Stefanowicz
Abstract: This pilot program is offered to 10th graders at Conard High School in West Hartford and has created high interest and active learning among minority students. This workshop explores co-teaching with a Reading Specialist, the use of a college level text, document- based writing assessments, and the social aspects of being a scholar. Participants will grapple with content material and literacy strategies that have been successful over the past school year.
Music: The Offering of Equity, Empowerment, and Promise for Learning
Linda Neelly, University of Connecticut
Abstract: The experience of music involves the powerful intermingling of sound, thought, feeling, and action. In this presentation, I will demonstrate ways in which the experience of music can assist us in closing the achievement gap for all children. Relevant research based understandings and practical examples will focus on the following topics:
- genetic musical capacity as an equitable centerpiece for learning;
- relevant music-brain research;
- music as a powerful/prevalent cognitive/cultural endeavor;
- connections among music other learning domains;
- suggestions for best practice, including environmental forces.
Mandating reform versus empowering teacher communities: The promise and pitfalls of two approaches to better serving all students
Thomas Levine, University of Connecticut
Abstract: To better meet the needs of traditionally underserved students, some district and school leaders undertake prescriptive interventions which control teacher practice, curriculum, or school routines, measuring linear progress towards a fixed endpoint, i.e., 100% fidelity of implementation of some mandated reform. Other schools empower collaborative teacher groups to undertake multiple "trajectories" of less linear learning. This session discusses the comparative advantages and disadvantages of both approaches, and considers their complimentarity. We then address the promise and problems of teacher collaboration, considering what kinds of teacher communities and collaboration are most likely to improve schooling for traditionally underserved groups of students.
Reading / Literacy Focus
Closing the Vocabulary Gap in the Primary Grades: Supporting Vocabulary Development within a Response to Intervention Framework
Michael Coyne, University of Connecticut
Abstract: Children come to school with important differences in vocabulary knowledge and this vocabulary gap only grows larger and more discrepant in the early grades. This session will examine the achievement gap in vocabulary knowledge and present evidence-based instructional strategies for supporting vocabulary development for the range of learners in both classroom instruction and targeted intervention. These strategies were developed and evaluated as part of two multi-year program of research funded by the U.S. Department of Education. Results of this research indicate that the vocabulary gap is substantial and extremely difficult to counteract. However, this research also suggests that through intensive multi-tiered support, all children can develop deep and full vocabulary knowledge.
Supporting Literacy Engagement for Upper Elementary and Middle Grade Students
Susannah Richards, Eastern Connecticut State University
Abstract: What are the qualities of a reading and language arts program that supports literacy engagement? This session will explore strategies and resources to create an environment that supports the development of lifetime and not schooltime readers and writers. Using the work of Stephanie Harvey, Lucy Caulkins, Joseph Renzulli, Carol Ann Tomlinson and others for a foundation, this approach emphasizes a reading and language arts classroom where students want to read and write. The focus will be on building on students' interests to create opportunities to explore writing and reading experiences in a variety of genres including graphic novels, poetry and nonfiction. Sample learning experiences and suggested materials will be shared and used to model high level differentiated curriculum for upper elementary and middle grade students that replicates the qualities of lifetime readers and writers.
Comprehension instruction after 4th grade: What does RtI look like in a middle school?
Michael Faggella-Luby, University of Connecticut
Abstract: Research findings will be presented related to the efficacy and response to intervention (RtI) of three different Tier-Two literacy interventions in an urban middle school. Results inform practitioner knowledge of best practice in support classroom literacy intervention instruction, summative and progress measure application, and suggestions for making student placement decisions.
Recent proliferations of multi-tier RtI theoretical frameworks are dramatically impacting service delivery at the elementary school level. Unfortunately, far less is known about RtI in middle and high schools (Fuchs & Deshler, 2007). Specifically, secondary practitioners seek greater knowledge related to (1) school-wide implementation of Tier-One interventions, (2) summative and progress monitoring measures to make decisions about student placement in, and response to, Tier-Two interventions, (3) the nature of Tier-Two instructional practices, including, instructional intensity, emphasis, and specificity, and (4) practical suggestions for making decisions about exiting students from Tier-Two instruction back to Tier One. The purpose of this research study was to compare the efficacy and response to intervention of three different Tier-Two interventions in a middle school with a school-wide Tier-One literacy program.
Implementing Early Reading Intervention: Marshalling the Resources
Sharon Ware, Athena Lentini, Chrissy Civetelli & Michael Coyne, University of Connecticut
Abstract: One of the most consistent and consequential findings to emerge from extensive research in beginning reading is that the trajectory of reading success or failure begins early in a child's educational experience. There is widespread agreement that a preventive approach to reading difficulties is more effective in closing the reading achievement gap than trying to remediate difficulties once students fall behind, and before negative reading trajectories become intractable. This session will present information about how several Connecticut school districts have implemented early reading interventions and will offer suggestions for managing the school-based challenges of implementing successful intervention programs.
Readers' Theatre in the Social Studies & Language Arts Classroom
John Zack, University of Connecticut
Abstract: In order to close the achievement gap we need to find methods that work in inclusive classrooms and in increasingly diverse settings. Readers’ theatre offers educators a medium that addresses these vital needs. This session will introduce readers’ theatre as a teaching method in the humanities. The method serves inclusive classrooms for it allows for students from a wide range of abilities to participate in recreating significant literary and historical events. It is multicultural for it allows teachers and students to explore in depth people and events typically ignored in traditional text. Rees and DiPillo (2006) report that sixth graders using readers’ theatre in their social studies classroom expressed 1) an increased interest and enjoyment with the content, 2) increased retention of historic information, and 3) an ability to connect personally with people and places from the past.
Realizing the vision of two-way immersion: Fostering effective programs and classrooms
Elizabeth Howard, University of Connecticut
Abstract: This presentation will highlight a new book from Liz Howard and Julie Sugarman. Realizing the vision of two-way immersion: Fostering effective programs and classrooms.
Drawing on ten years of research, the authors illustrate how the cultures of intellectualism, equity and leadership reinforce positive instructional practices at four effective TWI schools.
Closing the Achievement Gap for Second Language Learners
Presented by: John Leach, University of Connecticut
Abstract: This interactive presentation will identify and discuss strategies and
initiatives to eliminate the gap between learners. Special attention
will be given to students with TESOL and ESOL needs. There will be
specific recommendations to attain the desired goal - eliminating the
gap between learners.
Deconstructing Disinformation and Media Spin on the Role and Impact of Minorities in the 2008 Presidential Election: A Critical Thinking Challenge
Thomas Goodkind, University of Connecticut
Elizabeth Rowell, Rhode Island College
Abstract: Session focuses on the growing trend towards disseminating disinformation and news media spin in discussing and depicting minorities and their role and influence in the 2008 Presidential election. Explores the important challenge to teachers, students, and the public to critically examine such information.
Session includes brief background of disinformation and media spin; a multimedia presentation of classic and recent examples; hands-on reflective activities deconstructing media samples; and discussion and tie-ins with participants’ interests
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