Academic Achievement at an Urban PDS Incorporating Differentiated Field Experiences

1. Academic Achievement at an Urban PDS Incorporating Differentiated Field Experiences Dr. Claudia Balach, Slippery Rock University Heather Balsamo, Slippery Rock University

2. 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

3. The Focus • Student Achievement. • Student Achievement. • Student Achievement. • Every bit of activity began with student achievement as the cornerstone and foundation.

4. The “Differentiated Field Experience” • Need for differentiation in teacher education • Natural fit within a PDS setting • Process • Relationships • Documented need • “Matchmaker” (so to speak)

5. 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.

6. 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.

7. Taking Differentiation to the Next Level • The process by which this experience evolved • Involvement of administration, coaches, teacher, PDS coordinator, and teacher candidate

8. 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.

9. 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.

10. 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.

11. 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)

12. 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

13. 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;

14. Impact • On the cooperating teacher • On the teacher candidate • On the 5th grade students • On the conception of PDS

15. 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

16. For further information: www.sru.edu: Click on Academics Click on College of Education Click on PDS Network