Mathematics

At the heart of the Project GRAD Mathematics component is a mathematics system for teaching and learning that promotes a balance between students’ understanding of mathematics concepts and students’ computational fluency in grades K–8. Project GRAD Mathematics focuses on student discovery, reasoning, and communication, so that mathematical concepts are understood and articulated by students. Students also develop a fluency in the facts and procedures of mathematics. Most importantly, students are prepared to proceed to the next grade level with the confidence and skills necessary to move through the curriculum with a foundation based upon understanding rather than memorization.

Furthermore, Project GRAD Mathematics instruction incorporates a well articulated algebra strand at every grade level to insure students’ preparation for higher level mathematics courses during high school and beyond. Other features of the Project GRAD mathematics component include alignment of the instructional program to state and local standards, teacher resources, professional development of teachers and instructional support personnel, and instructional support. The program which best exemplifies the Project GRAD approach is MOVE IT Math. Please refer to MOVE IT Math Resources for Project GRAD Math materials.

Literacy

Project GRAD's focus in literacy is on supporting the teaching of reading at the elementary level to ensure reading success for every student. Also, reading support extends through the middle grades for students still not reading at grade level. Project GRAD’s reading component provides a balanced approach to reading by incorporating strategies of decoding, fluency, and comprehension, which can be delivered in both English and Spanish, as needed. Philosophically, the GRAD-supported program focuses on prevention, early intervention, and acceleration, to ensure that students have every opportunity to move ahead in their reading achievement.

Learning problems are reduced by providing students with a sound classroom program and by engaging parents in support of their children’s school success. When learning problems are encountered, corrective interventions are immediate, intensive, and minimally disruptive to students’ progress in the regular program. Students receive intensive help when their problems are small and then do not fall behind or require remedial instruction in later grades. Success For All (SFA) is the reading program in most GRAD schools.

Consistency Management & Cooperative Discipline

Effective classroom management is a key component of the GRAD roll-out in each school. Project GRAD supports implementation of the classroom management component through three levels of on-going training and support provided by school-based coach/facilitators, local site Project GRAD consultants, and national vendor training consultants. Local Project GRAD consultants, under the guidance of a Project GRAD manager, regularly visit campuses to observe classes, demonstrate lessons incorporating key strategies, conduct student and teacher surveys, help teachers to plan lessons, and participate in observations. By the end of the first year, the local consultants oversee new teacher training and refresher sessions, with assistance from the national vendor staff. While the national vendor staff members continue to monitor program data, after the implementation period, responsibility for the program shifts to the local site. School coach/facilitators conduct new teacher training, act as leaders and key contacts for issues regarding school-wide motivational programs, and assist teachers in strategy implementation. These coach/facilitators are full-time teachers who receive extra duty pay for the work beyond their contractual day. Project GRAD schools use Consistency Management & Cooperative Discipline.

Social Services/Parental Involvement

Providing campus-based social services and parent involvement staff is central to the Project GRAD mission. This component focuses on drop-out prevention and social services that provide guidance, counseling, community outreach, and family case-management services to at-risk children. Through these services students and their parents become aware of private and public community resources and how to access these resources to meet their social, economic, health, and other needs. The Project GRAD social service/parent involvement component provides support services for students that enable them to appreciate learning, stay in school, and improve their academic performance.

The High School Program

At GRAD high schools, the apex of the feeder system, there are no GRAD-recommended curricular programs, apart from those mandated by the states as their college preparatory program. This reflects the fact that high schools offer a wide array of academic subjects. As a result, it is not possible for GRAD to bring a single curricular approach to the high school. Instead, GRAD’s work with its high schools might be thought of as “demand driven”: students stream to the high schools better prepared as the result of their experiences in the GRAD elementary and middle schools. Thus there is a demand-side motivation for the high schools to enrich and strengthen their academic offering.

Above all else, Project GRAD brings to its high schools a series of activities and services that focus on preparing students for high school graduation and success in college. At the center of the GRAD high school effort is the guarantee of a college scholarship for all students who qualify to increase college access for all students. Through the services of the social services/parent involvement staff and the campus-based Scholarship Coordinator, students are supported in meeting the scholarship qualifications and applying for and entering college.