Appendix B

 

 

ESSENTIAL COMPONENTS

 

 

 

 

:  Instructional Design Components

 

:  Primary and intermediate grades form classroom clusters.

 

Three grade-levels form a cluster for instruction in reading, language arts, and mathematics.  Kindergarten, first and second grades form the primary cluster; while third, fourth, and fifth grades form the intermediate cluster.  Each classroom in the cluster has learning stations equipped

with computers, software, and other learning material­s appropriate for either reading, language arts, or mathematics. Stu­dents spend one hour in each of the subject classrooms in their cluster every day.

 

:  Cluster teachers function as trained experts in a subject specialty.

 

Project CHILD teachers receive special year-long training in their content specialty (reading, language arts, or mathematics), in classroom-managem­ent techniques, and computer-integration skills.  Project CHILD teachers continue their professional development through ongoing self-study, inservice, action-research, and by becoming mentor/trainers for new CHILD teachers.

 

:  Students work with the same teacher team for three years.

 

Project CHILD students work with the same reading teacher, language arts teacher, and math teacher for three years (kinder­garten through second grade; third grade through fifth grade).

 

 

:  Teachers use research-based materials to plan lessons and coordinate instruction.

 

CHILD schools use  their own curriculum and follow the multi-grade unit organization in the CHILD Learning Activities Guides to coordinate lessons and incorporate a variety of appropriate software and learning activities for their students. Teachers incorporate suggestions from the teaching tips into their instruction. Teachers also use the CHILD Station Activities Resource Books to develop hands-on station activities tied to lesson objectives.

 

:  Students work at a variety of learning stations.

 

Each CHILD classroom has a Computer Station, a Text Station for written work, an Exploration Stations for hands-on activities, and a Teacher Station for small group work. Students work cooperatively at learning stations when they are not working with the teacher. The learning stations provide a variety of activities designed to accommodate all learning modalities.

 

:  Station activities are clearly defined and appropriate to  students' abilities and needs.

 

Teachers clearly explain station activities and use Task Cards to specify assign­ment requirements at each station.  The assignments are ap­propriate for the students' level of intellectual and social development.

 

:  Teachers designate where students begin working each day.

 

The teacher prepares a Daily Station Assignment Sheet so that students know where to begin working after whole group instruction.  Teachers insure that students begin at different stations each day by using information provided on the Station Visitation Chart of the CHILD Passport.

 

:  The classroom ambiance is supportive, equitable, and risk-free.

 

CHILD teachers create a risk-free learning climate which enables students to learn from their mistakes.  Teachers set high expectations and follow equitable practices. There is a positive tone where students are frequently praised and encouraged.

 

[   Teacher Collaboration Components

 

[   Teachers work in cooperative teams.

 

Teachers within each cluster (primary and intermediate) work cooperatively.  They participate  in weekly structured cluster meetings, and in joint planning and unit-culminating activities.

 

[   Teachers observe students in other classrooms.

 

Once during each six-week unit, teachers spend thirty minutes observing the two other classrooms in their cluster.  They complete the CHILD Observation Form and report to their colleagues at a team meeting.

 

ü    Student Empowerment Components

 

ü    Students are trained in CHILD management techniques.

 

Teachers follow a structured ten-day orientation plan to train students to responsibly use and care for materials and equipment,  to stay on-task while working indepen­dent­ly, and to move efficiently to various learning stations. They learn the purpose and use of the CHILD Passport.

 

ü    Students set and assess unit goals.

 

Students are guided by their teachers to set reasonable goals at the beginning of each six-week unit.  At the end of each unit, students assess whether they achieved their goals.  They record this information in the CHILD Passports.

 

ü    Students use CHILD Passports each day.

 

Students use their CHILD Passports to set goals, record information about their station work, express their opinions, and evaluate goal ac­complish­ments.  Students refer to the Passport to guide their movement to the various learning stations in each classro­om.

 

ü    Students have frequent and equitable access to computers.

 

Each cluster is equipped with a minimum of twelve com­puters (3 for reading, 3 for mathematics, and 6 for language arts).  All students work at the Computer Station in each of the subject-area classrooms at least three times per week.

 

 

ü    Students exercise control over materials and equipment.

 

Students have access to and control over all materials and equipment at designated learning stations.  They use equipment carefully and store materials properly.

 

ü    Students work as partners in cooperative teams.

 

At the Computer Station, student pairs follow specific strateg­ies to work as cooperative teams (except when word processing).  They receive recognition and rewards to foster coopera­tion. 

 

J   Support Components

 

J   The principal provides leadership and support.

 

The principal attends the CHILD training and visits the classrooms frequently to become thoroughly familiar with the CHILD methods and materials.  The principal designates a CHILD coordinator, and provides the necessary resources to fully implement the CHILD program -- including hardware and software.  The principal facilitates communication and teamwork by helping teachers find ways to conduct structured observations. The principal facilitates communication with parents, central office staff, and the community at large.

 

J   There is adequate time for collaborative planning.

 

Each CHILD cluster must have a common planning time. Two meetings per week are essential and should not be superseded by unscheduled faculty meetings, departmental duties, parent conferences, etc.

 

J   Instructional time is free from interruptions.

 

Instructional time is not interrupted by pull-outs, unscheduled special events, and intercom announcements.  Block scheduling or other innovative scheduling plans that accommodate longer class period are highly desirable to facilitate the station rotation process.

 

J   Parents use the CHILD Passports to stay informed and provide input.

 

Parents attend a CHILD orientation meeting at the beginning of the school year to become informed  about the CHILD instructional model.  Parents review their child's Passport, sign and make comments at the end of each unit.