The Concord Middle School-UNC Charlotte

PDS PartnershipJeanneine P. Jones, UNC Charlotte

Leighann Towell, Concord Middle School

• 933 Total Enrollment – 448 Males– 485 FemalesGrades: 6, 7, 8

•Ethnic Breakdown– 51% White– 29% Black– 16% Hispanic– 1% Asian– 3% Multi– <1% Other

Concord Middle School2010-2011

•59% Free/Reduced Lunch– 479 Free– 75 Reduced

•17% Classified as EC•15% Classified as AIG

•64 teachers, 1 media specialist, 1 technology facilitator, and 2 school counselors

•Reading Levels: 70.6% reached proficiency on the Reading EOG•Met AYP in all 31 subgroups

• A long-standing and successful relationship• Literacy an on-going focus at Concord• Clinicals, YLIs, student teachers all enjoy a deep

implementation of middle grades philosophy and characteristics; participate in professional development and PLC work (including the establishment of a writing PLC this year)

• Undergraduate courses often taught on-site• Graduated third M.Ed. cohort in December

Our Partnership

Literacy

• Much work and many topics under this focus over the years; for example: Book studies, professional development, conference attendance and presentations, guest speakers

• Three years ago: Grant from National Writing Project (part of larger grant through UNC Charlotte Writing Project)

• 2010-2011: Final year of that work (PDS funding has been absorbed here for student benefit.)

Literacy as Our Focus

• Money from grant targeted teacher development only (not student growth)

• Volunteer cohorts of teachers for first two years across all content areas; writing across curriculum

• NWP model of teachers as writers and teachers of writing; training with follow-up and accountability

• Third and final year: Teachers as Writing Connectors who will work with remainder of faculty in future

• Writing Connectors instrumental in ensuring a student focus; for example, Camp Write and Concord Writing Center

The Grant

Our PDS Work

• Grant money dedicated to teacher development• PDS money dedicated to student development and

support, so this provided a necessary and very successful bridge

• Two primary examples through the Writing Connectors: Camp Write and Concord Writing Center

Our PDS Work

Camp Write

• 2nd year of summer program (four half-days filled with daybooks, multi-genre writing, food, and fun)

• Intense teacher training (grant), followed by camp (PDS)

• Interesting note: More boys than girls• 40 participants ( roadblock: no funding for

transportation)• Focus on multi-genre projects: Especially graphic

novels and digital storytelling

Camp Write

• Taught and run by teachers who are writing institute participants (teachers and on-site coordinator)

• Students presented writing to their peers• Positive comments from parents for providing an

academic camp free of charge (kids anxious to do it again!)

• Product based camp – students had a piece of work they were proud to take home at the end of camp

• Good bragging rights for kids when the new school year began

• Place for students to go for help in writing• Place for teachers to meet about their personal

writing or writing instruction; for example: Writing PLC or mentors could meet here

• This year: Purchased daybooks for all teachers and students, purchased books for teachers on writing in content areas with book studies underway, planned for development and implementation

• Next year: (With additional PDS funding) Work in the Center begins (furniture, supplies, and staffing)

Vision for the Writing Center

Comments or questions?