Adapting

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• Adapting
• Project LEGAL
• to Improve Knowledge of and Support for Our
  Legislative Processes

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• Our Staff
• Anthony Brooks, Co-Director, YPS
• Dr. Jim Carroll, Co-Director
• (Syracuse University)
• Joe Montecalvo, Technology Consultant (Syracuse
  University)
• Fred Fisher, P.T. Staff Developer
• Art Fortin, P.T. Staff Developer
• Gaylen Moore, Evaluator

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• Adapting Is Our Vision for Transforming
• Teaching and Learning

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• The Adapting Philosophy Is Illustrated in this
  Peanuts Cartoon

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• So,
• Whats Project LEGAL and
• How Are We Adapting It?

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Project LEGAL Overview
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Project LEGAL (Law-related Education Goals for
American Leadership)

• Created in 1976 by Director, Jim Carroll, Ph.D.
  as an infusion project into American history
  courses

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Project LEGAL

• New York State validation in 1979

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Project LEGAL

• USDE validation in 1982, 1992 1996

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Project LEGAL

• Has been implemented in thirty four states
• Hungary, Croatia, and the US Virgin Islands

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Project LEGAL

• Since 1983, adoption schools in over 1500 school
  districts

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Project LEGALs Validated Objectives

• Significant student growth in knowledge and
  comprehension of the U.S. Legal/Judicial System.
• Significant student growth in law-related
  problem-solving and critical thinking skills.

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• Other LEGAL projects
• CRITICAL 1996Present
• (Harlem Gifted Ed PPA)
• TIPS 19992006 (Bronx Tech Skills in content
  areas PPA)
• CHARACTER 20022007 (Harlem CEPPA)
• LTG projects for Yonkers 200405 20062009

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• Adaptings Vision for Transforming
• Teaching and Learning
• Students learn by constructing their own
  knowledge through our models for problem solving
  The Public Policy Analyst and Ask-A-Local-Legislat
  or.

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• Adaptings Vision for Transforming
• Teaching and Learning
• Teachers serve as co-learners, mentors, coaches
  and resources to engage students to use
  technologies to solve problems, think critically
  and answer their own questions.

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• Adaptings Vision for Transforming
• Teaching and Learning
• Classrooms have Internet connectivity and
  bring in virtual experts through virtual
  reference desks (e.g., Ask-A-Local-Legislator).

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• Adaptings Vision for Transforming
• Teaching and Learning
• Our website contains numerous applications,
  links, and virtual reference desks that support
  research, analysis, problem solving and
  communications, and these electronic resources
  will expand under Adapting.

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Adapting Project LEGAL to Improve Knowledge of
and Support for Our Legislative Processes Logic
Model
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Inputs

• District funding
• Federal funding
• Existing exemplary technologies on legislative
  issues
• Existing staff of experts in American history and
  evaluation
• Existing external experts in American history and
  technology

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Major Activities

• Select target teachers
• Initial professional development on issues and
  technology
• Pre-testing
• Classroom implementation weekly
• Saturday afterschool professional development
  during school year
• Technical assistance during school year
• Teachers create WebQuests and PowerPoints
• Update to project website
• Collaborations with legislative partners
• Major student participation projects
• Post-testing/collect standard test data
• Cycle repeated with cadre 2

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Outputs

• Creation of Ask-A Local Legislator
• Field-test results of new technologies
• Number of participating teachers
• Number of PD workshops held
• Number of WebQuest developed
• Number of e-mail listserv exchanges

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Short-Term Outcomes

• Teachers Increased Knowledge of
• Lessons on state and national legislative issues
• Substantive knowledge of legislative issues and
  related technologies
• Technology integration skills using the PPA/AHPPA
  and Ask-A Local Legislator
• Ability to develop WebQuests and PowerPoints on
  legislative issues

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Short-Term Outcomes

• Students Increased their
• Scores on state-mandated American history and
  government exams
• Ability to develop public policy work solutions
  to real-world social problems using project
  technology
• Public policy skills
• Knowledge, skill and usage of new technologies

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Long-Term Outcomes

• Larger percentages of disadvantaged, minority
  students acquiring public policy skills
• Improved student achievement on standardized
  tests
• Improved high school graduation rates
• Improved professional development model for
  national dissemination

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• Teacher Expectations
• To integrate LEGALs Public Policy Analyst and
  Ask-A-Local-Legislator into U.S. History courses
  through WebQuests and PowerPoint Lessons to
  improve Student Performance on state tests and
  LEGALs validated test.

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• Specific Expectations
• Course Outline completed
• Pre- and Post-testing
• 1 WebQuest (online lesson plan)
• 1 PowerPoint
• 1 Saturday workshop
• Optional after school technology workshops

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In Closing
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• Adapting Is Our Vision for Transforming
• Teaching and Learning

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• Please Make Adapting Your Vision for Transforming
  
• Teaching and Learning and

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• Keep Your Deck Chairs Facing Forward!!!