Program 1: Habits of Mind Exchange
The H.O.M.E. Program will be a collaborative effort by staff members of
The academic and socio-emotional actions to be provided are carefully planned, and will be sustained in a systematic way by using comprehensive multi-component approaches. Our contention is that school based identified underachieving students, when incorporated into an accelerated academic and SEL Program, can maximize their potential to succeed both in the academic disciplines and in the SEL program. Specifically, we will evaluate the H.O.M.E. Program by reviewing academic records while measuring youths? Habits of Mind and self-perceptions as learners.
The design of the program begins with
The evaluation design for the total H.O.M.E. Program will need to be comprehensive because it is a program working to measure the many factors related to the socio-emotional growth and academic success of all participants. We will therefore work to use consistent assessment instruments during Academic Enrichment classes as well as design parallel instruments for use during the H.O.M.E. after school program in order to document changes students? Habits of Mind. These data collection instruments will utilize three investigation categories with subcategories and student academic indicators (i.e. report cards, progress reports) in order to comprehensively measure the program?s success for youth participants. The major evaluation categories will include
(I.) PARTICIPANTS? REACTIONS TO INVOLVEMENT (2.) PARTICIPANTS HABITS OF MIND and (3.) PARTICIPANTS?ACADEMIC RECORD. Within each of the categories, questions will be asked to specifically address the following defined subcategories. (1.) PARTICIPANTS? REACTIONS will examine content, process and the context, in which the program activities take place. (2.) PARTICIPANTS HABITS OF MIND will examine the progress on time on task, homework completion and categories specific to the individual students. (2.) PARTICIPANTS? ACADEMIC RECORD will examine the cognitive, psychomotor and affective realms of learning.
At the time of this writing, the program evaluation period will be for two years. This will provide many opportunities to generate the data for analysis that is necessary to draw valid conclusions. The instruments to be used will be pre-, mid-term and post ratings instrument surveys, time on task tallies, standardized test scores and report card accumulative grades to insure quantitative results. In addition, many instruments will provide questions and extensive space for qualitative anecdotal records.
Finally, the proposed H.O.M.E. Evaluation and Data Collection Program is
based on actions that have been partially established during the 2001-2002
school year by professionals with a long history of commitment to adolescent
youth. If successful, our full
findings will document the record, expertise, and commitment of the following
individuals to produce important and publishable results. All conclusions to be drawn by this
experienced team will be based on evidence. This will validate the continuation of
the program at
?
Personnel
University Oversight: John?s
On-site Lead Researcher: Robert Keddell
Program Coordinator: Frank Wolfe
Lead Instructors:
Academic/Whole
Class Enrichment Classes
H.O.M.E. After School
Program
Bob Keddell, Grade 7 Brandon Shifflet
Gina Stokes, Grade 6 Bob Keddell
School Psychologist: Sue Garner
Parent Advisor: Eileen Jones
?
Stakeholders:
?
?
? Tool Factory Inc. ? Heather Chirtea, President
?
? John?s Hopkins THINKPORT TechTours ? Leeann Schultz, Program Director
?
? Horizon Foundation, Kathleen Sheedy
? Artificial Reefs Inc. ? Scott Bartkowski, President
? Earth Treks Climbing Center ? Chris Warner, President
? National Aquarium in Baltimore ? Dr. Valerie Chase, Director of Conservation Education
?
Potential Energy
Inc. ? Matt Byars, President
?
Program
Philosophy:
Acceleration Through School Success and Socio-Emotional Learning
?
Key Components:
(I.) Academic Enrichment Time Block
(II.) Whole Class Instruction Support Class
(III.) H.O.M.E. After School Intervention Program
?
Key Component Breakdown:
(I.) Academic Enrichment Time
Block
A.)
Fundamentals
1.) Mathematics ?Algebra Readiness? Plan of Study
a.)
2.) Vocabulary Development ? Interdisciplinary Textbook
a.) Grade Level texts
B.)
Applications
1.)
2.) Student Technology Scaffold Plan Implementation
3.) Online mentored research projects
(II.) Whole Class Instruction
Period (Formerly T-time)
A.) Tool Factory Inc.
Software
1.) Whole Class Decimals
2.) Whole Class Fractions
3.) Whole Class Percentages
(Computer Program Deions ? Appendix J)
B.)
1.) Mathematics
2.)
3.) Writing
(III.) H.O.M.E. Intervention
After School Program
A. Program
Deion
(Placement Diagram- Appendix K)
(Sample Individual Brochure- Appendix L)
?
Student Assessments
? Repeat Achievement Test in Mathematics
?
State of
? Teacher Generated Multiple Choice Vocabulary Tests
? TechTour Assessment Rubrics
?
Online Technology
Exam
?
Research/Data Collection Structure and
Instruments
The design of the H.O.M.E. evaluation closely examines specific topics and levels of student development through standardized scores as well as a series of parallel instruments and open-ended opportunities for feedback. This offers enough time for a design that would include participant reflection and actions within an action research structure. Therefore, the instruments used contain elements that address specific topics and levels of student development following the school system quarterly report structure. This repetitive structure provides the opportunity for collapsible data examination.
Levels of Student Development
Examined Within the Evaluation
The 2002-2004 H.O.M.E. Research and Data Collection Program will examine three major levels of student development and sublevels within the total evaluation design. Three categories with ongoing student assessments and instruments with parallel questions will provide data in the following categories.
?
PARTICIPANTS? REACTIONS
TO INVOVLEMENT
?
PARTICIPANTS? ACADEMIC
RECORD
? PARTICIPANTS? HABITS OF MIND
Second, two additional evaluation instruments will afford feedback to evaluators through student interviews and an opportunity for ICT Team members to provide feedback on classroom grading and behaviors that occurred over the life of the project for each student.
Third, a brochure for each child will be made to summarize the school success and socio-emotional learning that may occur while a student is in the program.
Instrument Overview
Evaluation
Instruments
The Evaluation Instruments will provide parallel questions in the following categories.
Participants? Reactions to
Involvement
- Content ? relates to the relevance, utility and timeliness of the topics explored
- Process ? relates to the conduct and organization of the professional experience
- Context ? relates to the setting of the professional development experience
Participants? Academic
Record
4. Cognitive ? relates to specific elements of
content and pedagogical knowledge
5. Psychomotor ? relates to the
skills, practices and behaviors participants acquired through the total H.O.M.E.
experience.
6. Affective ? relates to the attitudes, beliefs, or
dispositions that participants
developed as a result of a professional
experience.
Participants Habits of
Mind
7. Alignment to student requirements ?
State of
8. Resources ? Johns Hopkins
University?s TechTours; Shared Summits, Aqua Havens, and Tech Tool Times clubs,
summer camps, family programs
9. Successful Habits- Homework completion rate; time on task tallies; participation in HOME after school program.
Length of Program
Evaluation
The HABITS OF MIND EXCHANGE PROGRAM is a two-year program
for sixth and seventh graders. Any
student placed in the program shall be tracked for two years to analyze impact
in both the classroom and in activities outside of the classroom schedule. Currently the program final
participation definition is not yet set.
Ideally, the program will include