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ERS - Generation Schools: Brooklyn, NY

1V.1.21.16

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Transcript of ERS - Generation Schools: Brooklyn, NY

80%
60%

Effective implementation required a deliberate teaming structure with collaborative planning time to group & regroup students based on data


Low Class Size:
Generation Schools

APPROACH

SCHOOL
DESIGN
RESULTS
Generation Schools redesigned its schedule
and staffing assignments to create dramatically smaller class sizes in core classes such as
English and Math to enable targeted attention
in high-priority subject areas.


For more info on
Generation Schools

http://www.websitelink.com
In 2007, Generation Schools opened its first pilot high school in Brooklyn as part of a districtwide turnaround strategy. In its first class of ninth graders, only
20%
were on grade level.
In its first year, Brooklyn Generation School
scored in the top five of 40 comparison schools
with respect to attendance, credit accumulation, test scores, and pass rates on state exit exams.
Generation Schools adjusted its schedule and staffing assignments to lower class size from a district average of 35 to roughly 20 in core subjects.
Generation Schools - Brooklyn, NY

81%
24%
8%
Economically Disadvantaged
Students with Disabilities
English Language Learners
Redesigned student schedule:
Students take two 85-minute interdisciplinary (i.e. Humanities and STEM) foundation courses in the morning, with average class sizes of 20, and three 60-minutes studio classes in the afternoon, with average class sizes of 35. Studio
classes can include electives or supplementary core classes in larger class settings.
Generation School Brooklyn serves almost 286 students in grades 9-12.
Black
Latino
White
85%
9%
5%
1%
Other
The interdisciplinary foundation course structure also enables a more flexible student schedule. Foundation teachers can team teach, regroup students, and reallocate time flexibly across subject areas to meet students’ needs.

The assignment of almost all teachers to core courses for part of the day enables smaller class sizes in subject areas where students need the most support.

Almost all teachers teach two interdisciplinary core classes, called Foundation Courses, in the morning to a group of 20 students.
In the afternoon, foundation teachers teach one elective course, called a Studio Course, and participate in two hours of uninterrupted collaborative planning.
Generation Schools creates small class sizes and more flexible student groupings in core courses by trading out non-instructional and non-core staff for more core teachers. The schedule is redesigned to provide students and teachers the time they need to be successful.

How did they make it work?
Resource Implications
Multiple teacher Roles:
Most of the teaching staff are foundation teachers, who are responsible for teaching two foundation courses
and one studio course. There is a small group of studio teachers, who teach only studio courses, but have additional administrative duties. The third type of teacher is an intensives teacher, who leads the school’s intercession programming.

Teacher Teaming:
Interdisciplinary teams of foundations teachers (Humanities and STEM) share responsibility for a small group of students in each grade level. Because of the demand placed on teachers to prep for two interdisciplinary courses and a studio course, these teachers have two hours of collaborative planning time daily. During this time, teachers lesson plan, review student work and identify how to adjust instruction to best meet students’ needs.


More than
60%
of the school’s first graduating class was proficient in all state tested subjects.

In 2014-15
, that percent of students grew to almost
80%.
85%
Today, more than
85%
of all graduating students earn college acceptances.
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