The
presentation starts out with action right away - Martha says,
"Two minutes - look at your picture handout and find
one other picture that fits with it."
|
Aha!
It's a match! The first inclusion activity begins the community
building process.
|
Now
interview your partner...
|
and
answer the question on the page...
|
...then
get ready to find another pair to complete your picture.
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We have
a complete picture! |
Now
introduce your partner...
|
...say
their name...
|
...read
the question and their answer.
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Casey
explains how the teacher teams at Kelly started their planning
by looking at the issues they faced, examining the data about
their school. Then they developed a magazine front page to
describe their "ideal" school's achievements.
|
|
They
looked at data about SES (socio-econimic status), transience,
special population needs, absenteeism, test scores, and number
of disciplinary referrals.
|
 |
One
team took on the challenge of developing a bi-lingual program
for their students. Now, how to put these ideas into reality...
|
 |
| 
Now,
at Kelly, each 7-8th grade student group has the same LA and
Social Studies teachers for 2 years; teachers of the same
subject have the same planning time.
Click
to download a PDF of the Kelly 7-8th grade school schedule.
|
Our
Philosophy
• Making Connections
-Our
program encourages kids to:
• Connect with their peers
• Connect with their teachers
• Connect with their learning
Click to download a PDF of the Triangle of Responsibility.
|
The
"Tribes" process builds the community (emotional,
academic, and behavioral support) and group culture (mutual
respect, individual responsibility, group responsibility and
belonging).
|
 |
|
 |
 |
Student
groups made posters to show their group identity, personal
and group commitments and consequences.
|
 |
Martha
describes the importance of developing inclusion for all students
as a starting point for community and group building.
|
This
inclusion activity has people standing in a circle - one person
does a physical action (like twirling their thumbs) and the
next person asks, "What are you doing?" And the
first answers with a different activity...
|
...like,
"I'm patting my head." Then the second person has
to do that activity while the next person asks, "What
are you doing?" And the cycle continues, to much hilarity.
|
John
explains that students are taught how to do decision making
in communities by using consensus and accomodation.
|
Dustin
says that the teaching staff made their plans by imbedding
what they had learned about brain based learning.
|
Research
provides compelling evidence which shows that the utilization
of cooperative learning coupled with reflection enhances learning.
|
They
have developed a pattern of student reflection on a daily
as well as weekly basis, using strategies that include written,
oral, group, and non-verbal reflections.
|
One
example of a reflection sheet is called "Outcome Statements"
- I noticed...I learned...I was surprised...I want to learn
more about...
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The
program builds on the
Ten Common Principles from The Coalition of Essential
Schools, with a focus on personalization and a management
tone of decency and trust.
|
Then
come the personal success stories - how student groups support
one another.
|
Casey
says that he's seen a decrease in student absenteeism.
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And
the presentation ends as it began, by praciticing what they
preach by having participants reflect on what they have learned.
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On
October 28, 2004, four Kelly Middle School teachers - 
Eugene School District 4J
