Renaissance+Skill+Seminars

=Renaissance Skill Seminars= 10/29/06 Proposal by Nicholas


 * Rationale**

Many teachers and staff have identified that our students need specific, small group instruction in specific skills. These at-risk students have academic deficits from previous courses and/or lack general study skills that translate across all subject areas. These skills are neccesary for our classes and to improve the overall level of education in the school, these skills must be taught. As many of these deficits are not limited to a specific grade or subject area, these issues must be addressed on a High School wide basis, not only in specific classes.


 * The Proposal**

In order to address the needs of our students, TRCS will create a program called "Renaissance Skill Seminars." (RSS) The program will involve targeted, small group instruction in multiple subject areas. These groups can be from 5 to 15 students. Primarily the program will take place after school, but there may be some opprotunities to have instruction take place during the regular school day (or before school). The content and the schedule of the program will be created by a new RSS committee which will be primarily be made up of teachers, though students and administration are welcome to give input and ideas.

To encourage student buy-in, RSS will be, generally, a voluntary program. Teachers may recommend students to take a specific seminar when a skill deficit is acknowledged. Parents are welcome to encourage their children to attend these seminars. In cases of students with serious educational needs, they may be asked to attend the seminars as a part of an educational plan agreed to by a teacher, parent and the student.


 * Branding and Advertising**

The success of the program will depend upon how students view it. If RSS is seen as boring, mandatory, or "the same old", it will have little impact. RSS should be advertised as an empowering, useful way to get knowledge and skills in a professional yet informal environment. Think of college seminars where everyone in the class knew why they were there, was prepared, engaged and excited: the instructor didn't need to threaten people with grading policies or behavior codes.

Students who take part in RSS will recieve a Rennaissance Skill Seminar Passport which they will get to keep. For each seminar they take, they will be given a "stamp" for the new skill that they have successfuly acquired. This will lend an air of "specialness" to the program and also increase the visibility of the program in the student body, if it is done right.

The first Seminars should be planned primarily to address well known, student driven issues. This will allow a high level of participation and positive word of mouth about the program early on, allowing us to earn credibility among the students. We can also play up the exculusivity of the program (15 student cap) by allowing "second chance" seminars by popular demand the following week.

Finally, the program participants need a cool name. This will give a positive bent to the program and will avoid the stimga associated with getting extra help. I came up with RSSers ("wressers"), but that might be lame. Students should be consulted on this.


 * Academic Credit**

In New York State, a one credit course requires 54 hours of instruction. If the program is successful, it is quite possible that we could have students who amass 27 hours (.5 credit) or 54 hours (1 credit) of RSS. As the program will be well documented and taught be licensed staff, we should look into the possibility of offering credit for the program. For the purpose of academic course, RSS would be considered a course with a curriculum consisting of the various Seminars offered.


 * Costs**

This program will require Per Session pay for instructors. Members of the CSS planning committee can do much of the organizing of this program online via the trcsadmin.wikispaces.com Wiki, but monthly face-to-face meetings will be helpful in keeping successful communication between participants. Depending on the complexity of the program, perhaps a stipend would be more appropriate for the lead organizers, once the need for survey creation, student consultations, coordination and scheduling, are considered.

In addition, neccesary classroom and other spaces must be available. Some Seminars may require a small budget for materials, TBD.


 * Proposed Seminars:**

Density Formulas for Chemistry, Units Conversion, Essay Revision Process, College Assistance, Factoring, Combining Like Terms, Google Docs, Math A Preparation, Bibliography and Citation, Advanced Web Search, Essay Writing Skills, Spanish Regents Prep, etc.


 * HOW WOULD IT WORK?**


 * Problem:** Many students in the high school have poor organizational skills. One of the problems that they have is turning typed work in on time. Some students manage to do the work, but for whatever reason, cannot turn the physical paper or assignment in on time, or they have done half of their work at school, but do not have the ability to complete the work at home. Other students are having trouble getting peer edits at school because of scheduling, and cannot complete their assignments and get quality feedback from their peers. What to do?


 * Planning:** An instructor must identify a solution to the problem and be willing to lead a seminar. Flyering and word of mouth will advertise the seminar date and a provisional list can be made with the teacher. Once a certain threshold is reached, say five students, the seminar can be greenlighted. More students can sign up or arrive afterwards, but the baseline number of students must committ before the seminar can happen.


 * Solution:** Renaissance Skill Seminar in Google Docs. The Seminar would be a two hour explanation and training in the online web application for creating documents. Students can ask questions, give scenarios, recieve training and create their own accounts. In the seminar, students will go from having no knowledge on the topic to actively editing, publishing and collaborating using Google Docs.


 * Follow Up:** After the Seminar, students will fill out a short survey describing their experience. This data will be used to inform the effectiveness of the seminar. This information can be used to make modifications and to plan follow up Seminars, if desired.