In the spring of 2015, researchers from the Graduate School of Education partnered with Say Yes to Education Buffalo and Buffalo Public Schools to apply for a Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant to serve 15 schools in the city of Buffalo. These schools have all been identified as having more than 50 percent of students eligible for free or reduced lunch. We were granted the resources (six years, $2.34 million) to begin work with a cohort of seventh grade students and to follow them through high school graduation and entry into college. GEAR UP is run by the U.S. Department of Education and this grant flows through the higher education services corporation in New York State. In middle school we will work with students and parents to choose high schools, think about college and career, and provide mentoring and opportunities to visit college campuses. In high school, we will expand the college success center model to eight high schools and add an academic enrichment component.
Archives
Interprofessional Collaboration Award
Interprofessional Collaboration Award (IPC) is a school-based model that utilizes collaboration among teachers, administrators, counselors and/or other school professionals to improve student outcomes. Examples of student outcomes that may have improved as a result of IPC include: academic achievement; attendance; behavior; health, wellness and/or fitness; safety; social/emotional well being; and English language proficiency. Students who have benefited from IPC may include the school’s entire student body or a subset of students. The award will include a public recognition ceremony at the Graduate School of Education (GSE) spring symposium, where the winning team will share its story with graduate students, faculty and invited guests. The session will be recorded and later used as an exemplar of IPC in courses throughout GSE.
Magic of Music goes to Head Start
We brought the nationally recognized Magic of Music curriculum to 456 children, ages 1 to 5, who are enrolled in the Community Action Organization (CAO) Head Start program. Participants also included 50 classroom specialists. The goal of the project was to enhance music and creative movement learning and subsequently impact the critical predictors of school readiness (e.g. language development and other domains of learning).
Center for Literacy and Reading Instruction (CLaRI), Fall/Spring One-to-One Tutoring
One-to-one tutoring with sliding fee scale or free tuition for families in need with children who have reading/writing difficulties. Supervised clinical experience in the Center for Literacy and Reading Instruction (CLaRI); assessment, planning, and implementing an instructional program for children and youth with reading/writing problems, focusing on the principles of diagnostic teaching; collaboration and planning with instructor and other clinicians; weekly seminars; communication of students’ progress through parent reports. Offered fall and spring on UB North campus.
Disciplinary Literacy and Engineering
After-school club for eight weeks with 3rd-grade students at Heritage Heights Elementary School (Sweet Home Central School District).
Summer One-to-One Tutoring
Providing one-to-one tutoring on-site on UB North Campus in the Center for Literacy and Reading Instruction (CLaRI).
Center for Literacy and Reading Instruction (CLaRI), Amherst Central School District Summer Tutoring
Providing summer tutoring for children at Amherst Central Schools who are reading below grade level, particularly for families in need of assistance. Supervised off-campus classroom-based experience teaching children with reading/writing difficulties; evaluation of year-end school assessments; design and implement instruction for small groups of struggling readers/writers; weekly seminars; collaboration with instructor, mentor, and other practicum teachers; communication of students’ progress through parent reports.
Center for Literacy and Reading Instruction (CLaRI), Maryvale School District Summer Tutoring
Providing summer tutoring for children at Maryvale Central Schools who are reading below grade level, particularly for families in need of assistance. Supervised off-campus classroom-based experience teaching children with reading/writing difficulties; evaluation of year-end school assessments; design and implement instruction for small groups of struggling readers/writers; weekly seminars; collaboration with instructor, mentor, and other practicum teachers; communication of students’ progress through parent reports.