CJH Hosts Project: GLAD Training

Special thanks for Mrs. Swenson for hosting the Project: GLAD training.  Thanks also to Mrs. Shade for organizing this opportunity, and  Jody Bader and Melissa Correa for your excellent instruction.  Finally thanks to Mrs. Swenson's 4th period Earth Science class for their maturity and willingness to serve as 'model students'.  You were wonderful!

Click here for more information about GLAD.

January 2008-June 2008

Fife School District

Engaging All Students Towards their Own Academic Success.

What?

Fife School district, with a clear focus on positively impacting student achievement by increasing the engagement of all students, is supporting staff through the professional development framework established through  Project: Guided Language Acquisition Design; more commonly known as Project: GLAD. At the core of the framework is the understanding that a student who is struggling in school needs a teacher who has teaching tools that can accelerate the learning for the student.

Because?

If instruction is planned and delivered in a manner to provide one year’s worth of instruction in one year’s time, then we can assure the failure of any struggling student. If a struggling student who enters any classroom or content area already behind by one year’s academic progress, at the conclusion of the year the student will then leave two years behind. He or she needed to both regain the one year loss (a loss from no-English, extended illness, handicapping condition, homelessness) and learn the one year of on-grade level instruction offered to everyone else in that class.

Who?

English language learners, gifted education students, special education students and socially economically impacted students are all targeted student groups that have a need to have an accelerated learning experience. The best tools or practices gleaned from teachers working with these populations have been identified, researched by studying the outcome of implementation with thousands of students. 

How?

A model composed of over thirty researched best practices, to accelerate the acquisition of academic vocabulary for content areas that will ensure the engagement of all students, even those with limited English proficiency.

The strategies, which are identified through research as consistently successful in accelerating vocabulary development, are comprehensively presented for two full days. The strategies are then modeled for five days during the morning of a school day in a general education classroom followed each afternoon with debriefing and design time for teachers.

The outcome is accelerated learning in the content areas for all students, special education, gifted and even ELL students in the non-verbal phase (Level 1) demonstrating all can participate, contribute and succeed.

Back to the top!