Content

Model Used (Fogarty)

I combine specific critical skills into the learning, while teaching a particular unit in one subject area. (nested)

I work with other staff to sequence our content so that students experience connections. (sequenced)

I coordinate with other staff to focus on a particular relevant skill across disciplines. (shared)

I coordinate with other staff to teach around a concept or topic from overlapped content across disciplines. (webbed)

I use an immersed or networked model. Students and projects direct the blending of needed disciplines.

Link with MEAP/HSPT/Standards

I attempt to include MEAP/HSPT/

Standards into unit development.

I correlate tasks from MEAP/HSPT and benchmarks from Standards into the criteria for success in projects.

I use Standards and benchmarks in planning all units.

I track major learnings related to MEAP analysis of low students achievement throughout integrated units.

Students and I track standards and benchmarks accomplished in integrated studies and change to accommodate more.

Delivery

Strategies

I research best practice for effective teaching in integrated studies.

I engage in learning experiences that prepare me to teach integrated studies, i.e. workshops, conferences.

I work with my team to implement best practice and reflect together on effectiveness.

I make changes in strategies with the help of discussion with students about effectiveness.

I do action research that verifies the quality of my strategies in relation to student success.

Project Based/Real World Context

I incorporate work place skills in the integrated projects used in the classroom.

I have designed projects in integrated studies to correlate with real businesses in the community.

I have advisory groups from the community who help create beyond school connections.

I have students develop community-based standards for each project.

I have real partnerships with the business community for the projects and have students in contact with business persons using technology and face-to-face.

Assessment

I read professional literature and attend workshops to better understand quality assessment.

I use a project-based assessment as part of the evaluation of the integrated curriculum units.

I use the MDE Curriculum Framework Assessment Standards to evaluate the assessments that are used for integrated curriculum.

I have a study team to review and reflect on the quality of assessment that I use.

I have students as a part of developing quality criteria for assessments. I have students self assess related to agreed on criteria.

Management

I read and attend workshops on effective methods of teaching integrated studies.

I begin with the desired goals and work backwards to plan integrated units.

I incorporate cooperative group learning into the integrated curriculum experiences.

I incorporate strategies related to brain research in designing integrated curriculum experiences.

I have created a paper/pencil method for recording student success

OR

I use technologies to monitor student achievement.

Teamwork

Time

I make time to meet the other members of the team in off school hours.

I am able to use planning time each week for joint planning by adjusting schedules of team members and others.

The master schedule was built to allow the team to have concurrent planning time.

District support is available in terms of contract flexibility, staffing (permanent subs), etc.

The entire building schedule is constructed to enhance student learning time and teacher joint planning time.

Skill building (task and maintenance)

I read about and attend workshops on group dynamics and successful group work.

I help design our working guidelines to use in getting work done and working well together.

I work to maintain both how we work together and how we accomplish the tasks.

I consciously flex my style to meet needs.

I participate with the team to do a weekly check on how we are working together as a team and create a plan to adjust our strategies to create change if needed.

I share our process with other teams and we reflect on improvements across the school for all teams.

Context

Administrative Support

My team has outlined the needs we have to support successful implementation of integrated studies.

My team has met with building administration to discuss the support we need.

My team and the building administrator have met with central office administration and district program directors to discuss the support we need.

We have developed a plan and timeline for successful integrated studies support as agreed on by building, program and central office administration.

With the central, building and program administrators, my team reviews our success and the evidence of support quarterly and revision is made, if necessary.

Staff Support

Time is allotted at staff meetings to give updates on integrated curriculum projects.

All staff are expected to show respect for instructional delivery of colleagues given they meet best practice standards.

Staff, not on a team, are asked to collaborate with the team on specific, appropriate tasks.

Discussions are held regularly on the implications of integrated units/teams on building schedules/ structures.

All methodologies used in our school have data collected related to student success and it is shared with staff.

Communication with students, parents and community

Our team holds meetings each semester to inform parents about integrated studies and get their input.

Parents and community members are welcome to meet with our team on designated days.

Students are asked to reflect on integrated studies and the costs/benefits to them. Students help create integrated projects.

Business people are included in planning teams when integrated projects connect to their field.

Students, parents and community members serve on review panels to evaluate integrated units and student performance.