Designing A School For Success: If I Could Have One Wish Come

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Copyright Joel Giffin 1

Educational Consultant3611 Old Niles Ferry Road

Maryville, TN 37801(865) 984-7103

[email protected]

Mr. Joel Giffin graduated Maryville College with a B.S. degree in education and the University of Tennessee with a M.S. degree in Educational Administration and Supervision. He has thirty-three years of educational experiences including classroom teacher, coach, assistant principal, and principal.

He has just retired from Maryville Middle School located in Maryville Tennessee and continues his educational consulting services. Mr. Giffin was named "East Tennessee Administrator of the Year" by the Tennessee Association of Middle Schools and the "Teacher of the year" by Technology and Learning, a division of IBM. He is the winner of the prestigious "Milken Award." His educational consulting in fourteen states concerning the value-added process and improving schools and test scores has assisted thousands of educators and scores of schools improve student academic performances. His specialty is the total designing and operating schools for success as evidenced by his work around the country and at Maryville Middle School.

His leadership at Maryville Middle School resulted in the winning of eight Tennessee State School Board Association Awards of Excellence, a National Blue Ribbon Award, and a National Blue Ribbon Award for Technology. Considering that the benchmark for school performance for value-added gains in Tennessee is 100% of the national norm, Maryville Middle School had a ten-year value-added school average score of 143.94% of the national norm.

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Maryville Middle SchoolMaryville Middle School

Joel Giffin, Retired Principal &Joel Giffin, Retired Principal &Educational ConsultantEducational Consultant

National Blue Ribbon School Award National Blue Ribbon School Award with Special Honors in Technologywith Special Honors in Technology

(1994(1994--1996)1996)copyright copyright –– Joel GiffinJoel Giffin

805 Montvale Station Road 805 Montvale Station Road Maryville, Tennessee 37803Maryville, Tennessee 37803

[email protected]


Designing A School For Success: Where Is Your 5th Quintile?

Retired Maryville Middle School Principal and Educational Consultant, Joel Giffin

email: [email protected]: (865) 984-7103


If I Could Have One Wish Come True Concerning Education,

• I would wish that all educators could have learned the same things that I have learned and experienced the same things that I have experienced.

• If they had, education would be much more advanced than it is and every student would be experiencing his maximum opportunity to be the best he could be.


How Do I Know That Our System Is Workable and Successful

• Our value-added credibility (growth) is demonstrated by the following data.

• Let’s look at that data from many different perspectives.


MMS’S TVAAS TEST SCORESMMS’S TVAAS TEST SCORES

Subject National MMS Scores MMS Scores (Grades 6,7,8) (Benchmark) 3 yr. Average 10 yr. Average

Norm 1997-98-99 1993-2002

Math 100% 143.2% 156%

Reading 100% 154.7% 135.6%

Language Arts 100% 230% 183.6%

Social Studies 100% 108.3% 107.5%

Science 100% 143.4% 137%

SCHOOL AVG. 100% 155.9% 143.94%

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TVAAS

Maryville Middle School’s

10 Year Average =143.94%


TVAAS ReportHigh School Subject Matter Tests

TVAAS ReportHigh School Subject Matter Tests

System: Maryville (052)School: Maryville Middle School (020)

1st year 111 606.6 98 560.7 90 44.4 99 Above

2nd year 132 615.6 98 566.5 90 48.0 98 Above

3rd year 151 615.0 98 567.2 88 46.9 98 Above

3-Yr-Avg 394 612.8 98 565.1 89 46.4 99 Above

Algebra I – Gifted & Talented

# of Students

Mean of St. Scores

%tile of Mean Score

Mean of Pred Scores

%tile of Pred Score

TVAAS School Effect

%tile of Effect

School vs State Avg


(215%) (180%) (192%) (188%) (220%)


(181%) (177%) (128%) (158%) (124%)


Grade 6 for 1996Grade 7 for 1997

Scale Score Group

650-699 700-749 750-799 800-849 850-899 900+USA Norm Gain

Simple Paired Mean Gain by Scale Score Groups for Diagnostic Purposes Only

School: Maryville Middle School

Subject YearGain

Std Err

N

1997 Gain

Std Err

N

Math 199619.0

2.9

22.8

6.0

19.8

67

29

2.2

30.5

2.1

20.8

129

94

5.7

59.6

3.6

19.4

50

87

Math 15.061.4

4.7

39


In The Fourteen States I Have Worked With, They

• want to have high performing students,• want to be very successful and be rewarded and

recognized for their contribution,• now they just recreate the wheel; recycle the old,• are not sure about testing & the value-added system

until they see how they have performed, • spend to much time spinning just the good student

results without looking for areas of improvement, • are not aggressive enough in adopting change

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(Continued): In The Fourteen States I Have Worked With, They

• have difficulty understanding & using data to diagnose success and needs,

• have difficulty prescribing a fix (improvement plan) for areas of weakness,

• have difficulty in implementing change (leadership),• believe they don’t have the support to do what is

necessary to improve student performance,• don’t realize the tremendous opportunity they have to

improve student performance.


Some Schools That I Have Been Working With

• SWJH• HPES• ILES


SWJH


SWJH


HPES


HPES

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Copyright Joel Giffin 19 Copyright Joel Giffin 20

WHERE IS YOUR 5TH Quintile?



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ILES


ILES


Why Schools Are Not As Successful As They Could Be or Need to Be!!!!!!

• We expect the impossible as we set-up our students & ourselves for failure!!!

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We Act As If the Students Decide Not to Learn, Be Attendance Problems, or Be Behavioral Problems. Consider,• the things that we make progress doing seems to be the

things we love and continuing doing; success breeds success, (love school)

• the things that we do not make progress doing are the things we want to quit doing(quit school),

• we tend to stay away from the things we do not makeprogress doing (attendance problems),

• if put in a position in which we cannot experiencesuccess, we tend to not participate, rebel, or create a distraction so our peers won’t notice our lack of success. (behavioral problems)


We Act, Plan, and Deliver Services to Students As If We Believe That All Students Learn at the Same Rate and in the Same Way. Evidenced by;

• 180 school days, 7 periods, 7 hour day, same curriculum, same standards, set amount of time for all classes, one math, reading, language arts period, k-12 years in school, same grade level textbook, curriculum mapping, same page-in the same book-on the same day

• We don’t even believe that all the people in this room learn at the same rate!!!


We Act As If We Believe That Students Who Are Significantly Behind Will Just Catch up. Evidenced by;

• We expect a student in the 7th grade who has a 5th grade reading level to read on the 7th grade level and make gains.

• We expect students in 6th grade who can’t multiply and divide to do fractions.

• We expect students who don’t understand usage and can’t spell to speak and write correctly.


We Act As If We Don’t Understand That Environment and Opportunity Drastically Effect Education Levels & Learning Success. Evidenced by;

• We emphasize equality instead of equity.• Home environment, supportive adults at

home in the family, resources, education level of the adult members, home alone, educational support and encouragement, often seems to be ignored when dealing with students.


We Act As If It’s Ok to Just Help the Majority. Evidenced by;

• We organize in a way that prevents us from serving all students in the top, middle and bottom groups.(heterogeneous grouping)

• We know that the top and bottom students will not be adequately served but we have always done it that way.

• Our grading systems only recognizes top achievement level students (Why not also gains?)


Ask Yourself & Your Staff These Questions

• Are each of your students performing at their maximum educational ability? (low, middle, high)

• How do you know?• Are you meeting the demands of the parents,

principal, district, NCLB & value-added?• How does your school’s performance compare

with other schools, districts, states, standards, gains?

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Let’s Look at the Big Picture and Ask Ourselves Some Important

Questions. • Does one size fit all concerning education?• Are all students alike?• Do all students at any grade level start at the

same academic level?• Do all students learn at the same rate and in

the same way?• If we treat students all the same way, will

they all reach their maximum potential?Copyright Joel Giffin 38

If You Believe That the Answers to All of These Questions Are NO, Then Shouldn’t We Recognize

• that students are very unique individuals with very different changing needs,

• that students come to each grade level with very different academic needs & levels of achievement,

• students learn at very different rates and in many different ways,

• that we must recognize and serve the needs of individual students.


How Would You Like to Be Involved in a Unique Approach to Education That

• makes it fun to go to work each day,• lowers your blood pressure by making it easier to

manage your classes and be successful,• reduces the number of conflicts with students parents

& others,• makes each of your students more successful,• makes your job easier & more rewarding, • gives you the recognition and prestige that you

deserve?Copyright Joel Giffin 40

I Would Like To Spend The Rest Of My Time Showing You Such An Approach.

The Basic Ingredients for That Approach Is Common Sense and the Use of the Value-added System.


How We Can Help Each StudentReach His Maximum Learning Potential and Verify It With Data.


What Do We Need to Know About Our Students to Help Them to

Improve?• What and how much do they know?• Their past achievement levels.• How fast do they learn?• How do they learn best?• What is their attitude about learning?• What has been their previous learning

experiences?

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If We Expect Success and Plan for Success and Use What We Know, We Will Set-up Our Students & Ourselves to Succeed.• We know students must be engaged in appropriate

learning activities and must experience success.• We know that students, like adults, learn at different

rates and ways that we must provide. (Differentiated; Organization-Curriculum- Instruction-Assessment).

• We know that students who get behind need a tremendous amount of help & patience.

• We know that the environment in the school must adjust to make-up for a negative home environment.


Summary

• We know that each student is important, and we must use data to insure that we are helping each student reach his maximum potential.


Leadership Steps To Create A Value-added Building Level Culture

• Become very knowledgeable about testing and an expert on the value-added concept

• Endorse and believe in the concept not only by words but also by actions

• Let everyone know that the sum of the teacher’s value-added scores is you score

• Be able show why value-added is more helpful than NCLB to improving student performance for all students


Make the Case for Using the Value-added Concept


Assessment: What Works Best for Assessment: What Works Best for

All Students????All Students????

#1 – Standards (NCLB)

#2 – Gain System (EVAAS)


Standards (NCLB)

+ Demands accountability+ Sets a benchmark (level of achievement)+ Sets high expectations for some students- Only expects improved performance from

the lowest functioning students (¼) while ignoring the middle & upper students

- Seems like an easy fix (just raise the bar)

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Standards (NCLB) (Continued)- Assumes that all students are capable of

reaching the same standards in the same amount of time

- Creates negative feelings (pass/fail)- Holds you responsible for things that you

have no control over- Compares different students instead of the

same students- Does not take into account individual

student abilities or differencesCopyright Joel Giffin 50

Let’s Always Remember This About Achievement Levels

• Who the students’ parents are greatly influence the achievement score.

• Students addresses greatly influence the achievement score.

• Both of which the student has no control over

• And neither do we!!!!!


EVAAS Gain System+ allows all students, with proper instruction, to make

benchmark gains,+ creates hope & gains based on individual progress not

comparing students (can’t all compete with Tiger Woods and Michael Jordan),

+ sets high expectations for all students,+ holds you only responsible for the things you have

control over,+ focuses on the individual student and compares the

student to his previous performance, + creates maximum individual student achievement.


Let’s Always Remember That Value-added Scores Are

• Predominately determined by the performance of the classroom teachers

• Which the student has no control over

• But we do!!!!• The question is will we do

something about it!!!!

Copyright Joel Giffin Copyright Joel Giffin 53

Assessment: What Works Best for all Students???

Conclusion!!!

If you want to serve ALL STUDENTS, use the value-added

system.


One of the Best Tools to Disaggregate and Analyze Student Data to Improve Instruction Is the

Scatter Plot.

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Why Construct A Scatter Plot?

• To get teachers involved in the analysis process• To learn what students know• To learn what students in the high, average, and

low groups know• To know what to teach & what not to teach• To evaluate the teaching focus• Remember: you can’t teach a student what he

“already knows” or what he is “not ready to learn”


Construct a Scatter Plot

• Complete the chart with the first column being the 3rd grade NCE scores and the second column being the 4th

grade NCE scores for the same students.



(Continued)

• Set up a graph with the units of measure on both the x-axis & y-axis being 10 units.

• Set up the graph with ‘fourth Grade NCE Scores’ on the y-axis (vertical) and ‘third Grade NCE Scores’ on the x-axis (horizontal).

• Construct the benchmark or 0 line. The benchmark or 0 line is that line where the third grade scores are equal to the fourth grade scores which indicates one year of gain/growth.


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

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(Continued)

• Plot all of the data points

Copyright Joel Giffin Copyright Joel Giffin 62


(Continued)

• Count the number of points plotted & divide by three (3).

• Start at the highest point of the benchmark or 0 line and count 1/3 of the number of points plotted toward the point where the x-axis & y-axis meet.

• At that point, draw a line perpendicular to the benchmark or 0 line.


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

High (40%)

(60%)


(Continued)

• From that line count again 1/3 of the number of plotted points toward the point where the x-axis & y-axis meet.

• At that point draw a line perpendicular to the benchmark or 0 line.


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Sweetwater 2004 Math Grade 7 subgroup 0

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(42%)

(58%)

(33%)

(67%)

(38%)

62%


Sweetwater Jr. High 2004 Math Grade 7 Subgroup Teacher 13

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

HIGH

MIDDLE

LOW

(47%)

(53%)(31%)

(69%)(56%)

(44%)

2004 NCE

2003 NCE


Sweetwater Jr. high 2004 Math Grade 7 Subgroup Teacher 2

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(37%)

(63%)

(34%)

(66%)

(32%)

(68%)


Sweetwater Jr. High 2004 Read/Lng. Grade 7 subgroup 0

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(44%)

(56%)

(55%)

(45%)

(48%)

(52%)


Sweetwater Jr. High 2004 Science Grade 7 Subgroup Teacher 2

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(0%)

(100%)

(22%)

(78%)

(56%)


Sweetwater Jr. High 2004 Math Grade 8 subgroup 0

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(54%)

(46%)

(52%)

(54%)

(48%)

(46%)

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Activity: Construct A Scatter Plot

• Use the data provided to construct a scatter plot• Use the handout graph sheet to plot the points on • Determine the high, middle & lows• Analyze the results


Scatter Plot Activity

• Complete the chart with the first column being the 3rd grade NCE scores and the second column being the 4th

grade NCE scores for the same students.


Sample #1 2004 Science Grade 7 Subgroup Teacher 22003 NCE 2004 NCE 2003 NCE 2004 NCE

56 33 69 5953 51 44 4058 50 49 4643 25 65 591 38 34 18

53 25 58 5416 22 29 3347 33 35 3163 59 66 5027 31 70 3337 10 89 6349 54 1 2551 25 61 4440 44 82 48


(Continued)

• Set up a graph with the units of measure on both the x-axis & y-axis being 10 units.

• Set up the graph with ‘fourth Grade NCE Scores’ on the y-axis (vertical) and ‘third Grade NCE Scores’ on the x-axis (horizontal).

• Construct the benchmark or 0 line. The benchmark or 0 line is that line where the third grade scores are equal to the fourth grade scores.


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE


(Continued)

• Plot all of the data points

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0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

Sample #1 2004 Science Grade 7 Subgroup Teacher 2

2004 NCE

2003 NCE


(Continued)

• Count the number of points plotted & divide by three (3).

• Start at the highest point of the benchmark or 0 line and count 1/3 of the number of points plotted toward the point where the x-axis & y-axis meet.

• At that point, draw a line perpendicular to the benchmark or 0 line.


0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100


2004 NCE

2003 NCE


0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100


2004 NCE

2003 NCE

HIGH

MIDDLE

LOW

(0%)

(100%)

(22%)

(78%)(56%)

(44%)


Teacher Diagnostic Report**

• From the TVAAS website, record each student’s 2003 NCE and 2004 NCE

• Calculate the gain (positive or negative)• Plot each student’s point on a grid, labeling

each point by its gain• Divide points into three equally balanced

groups• Calculate average gains per group


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

+12

15


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

+12

+10


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

-8

+12

+10


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

+20

+25

+22

+8

+9

-8

-8

+14

+19

+4

+11

+12

+4

-6

+14+10

0

-33

-9

-7

-12


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

+20

+25

+22

+8

+9

-8

-8

+14

+19

+4

+11

+12

+4

-6

+14+10

0

-33

-9

-7

-12


Teacher A

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

2003 State NCE

2004

Sta

te N

CE

+20

+25

+22

+8

+9

-8

-8

+14

+19

+4

+11

+12

+4

-6

+14+10

0

-33

-9

-7

-12

Low +10

Average +9

High -5


FOCUS CORE CURRICULUM

Reading, language,math, science,social studies

Foundation for Success Support from Eight Key Concepts

Everything revolves around the individual

student

IEP for each student

Differentiated organization, curriculum, instruction & evaluation

Maximum time on task

Technology that supports the core curriculum

Technology that integrates the core curriculum

Use value-added data to make decisions

LEADERSHIP: that thinks and performs

out of the box

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Why Does It Matter If You Differentiate?

• Let’s look at test data before & and after differentiating curriculum, instruction & assessment.


Prior-Achievement Subgroups1

(Lowest) 2 3 (Middle) 4 5

(Highest)Math Norm Gain 16.0 16.0 16.0 16.0 16.0

2nd year Gain (181%) (176%) (128%) (158%) (124%)Std Err 7.0 4.5 1.8 2.2 2.7Nr of Students 18 27 39 55 140

3 Previous Years

Gain 24.1 24.8 20.3 22.4 17.7Std Err 5.2 2.5 1.7 1.4 1.3Nr of Students 51 81 115 180 534

Diagnostic Report for Maryville Middle School

Grade 8

Prior-Achievement Subgroups1 (Lowest) 2 3

(Middle) 4 5 (Highest)

Math Norm Gain 14.0 14.0 14.0 14.0 14.01st year Gain (24%) (21%) (78%) (112%) (261%)

Std Err 5.1 6.4 2.3 2.1 2.7Nr of Students 29 20 50 62 124

3 Previous Years


Grade 7

Grade 8

15



(Lowest) 2 3(Middle) 4 5

(Highest)SOCIAL

STUDIES

Norm Gain 11.0 11.0 11.0 11.0 11.01st year Gain (111%) (85%) (141%) (108%) (13%)

Std Err 4.3 3.1 4.6 2.8 2.7Nr of Students 27 42 37 58 120

3 Previous Years


Diagnostic Report for Maryville Middle School

Grade 7


(Lowest) 2 3(Middle) 4 5

(Highest)SOCIAL

STUDIES

Norm Gain 6.0 6.0 6.0 6.0 6.0

2nd year Gain (308%) (193%) (128%) (100%) (198%)Std Err 2.8 3.2 3.3 2.2 3.3Nr of Students 22 39 34 68 114

3 Previous Years


Grade 8

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Some Examples Of How To Serve Individual Students By

Differentiating Instruction


Differentiation By Focusing On The Individual Student

• Students are individuals with unique needs• Many students are more competent in some

subjects and less competent in others (math, reading, language arts, science & social studies)

• We need to create a perfect match between the student’s achievement level & curriculum placement in each subjects

• We will use the IEP process to accomplish these objectives


Why An IEP For Each Student?• Assists in the differentiation process• Motivational and promotes success• Helps a student to be challenged and successful• Provides independent placement based on

previous achievement levels in each core curriculum area

• Ensures that each student performs at his/her maximum potential

• Drastically improves attendance & behavior • Lowers the teacher’s blood pressure

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IEP Definition

IEP (Individual Educational Plan)An IEP is a process used to place an individual student at the appropriate level in each core curriculum area in a layered curriculum so he will be both challenged and successful.


Ideal Academic Placement

• Have you ever been in a class that was much too advancedfor you? You simply couldn’t compete. What did you do?

If you want each student to perform at his maximum, an IEP is essential.Questions # 1

• Dropped the subject

• Quit going to class

• Wouldn’t participate, rebelled, or became a behavioral problem by creating a distraction so your peers wouldn’t notice your lack of success.


Ideal Academic Placement

• Have you ever been a class that was to easy for you? You already knew everything that was being taught. What did you do?

Questions # 2

• Dropped the subject

• Quit going to class

• Wouldn’t participate, rebelled, or became a behavioral problem by creating a distraction because you were “bored to death.”


An IEP for Each Student?

• If you believe the answers to these two questions, don’t you believe we need an IEP for each student?


Remember The Box They Put Us In When They Said

• All students need to be with students of the same chronological age,

• Don’t pass student on to the next grade level unless they have passed the previous grade level work.

• This created an impossible situation when they sent us students with achievement levels covering 3-4 different grade levels.


How Do We Accomplish These Opposite Concepts?

• Build achievement levels within a grade level (homogenous grouping).

• This keeps the students together with the same chronological age group in each subject in the core curriculum while providing their appropriate academic level.

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Differentiated Curriculum that Satisfies Both Concepts

SS 62712Sci61712M61712Lng62712R61712M63712M64712

HOMOGENOUSGROUP LEVEL

GRADE LEVELASSIGNMENT

STUDENT’S AGE(Chronological age)


M61-Arithmetic/ M71-Pre-Algebra/ M81-Algebra I/

Pre-Algebra Algebra I Geometry

M62-Arithmetic M72-Arithmetic M82-Pre-Algebra

M63-Arithmetic M73-Arithmetic M83-Arithmetic

M64-Arithmetic M74-Arithmetic M84-Arithmetic

M61-Arith/PreAlg (90-99)

M62-Arithmetic (60-89)


M64-Arithmetic (below 40)

M71-PreAlg/AlgI (90-99)

M72-Arith/PreAlg (60-89)



M81-AlgI/Geo (90-99)

M82-PreAlg/AlgI (60-89)



MathematicsMulti-Layered Differentiated Curriculum


Scenario 1Mike is an upcoming eighth grade student. He is having

difficulty with his grades in school and with his behavior. He was placed in In-School Suspension twice last year for causing problems in teachers’ classes. When the guidance counselor talked with Mike concerning his behavior, he stated that he felt stupid because he did not understand what was going on in class.

Overall, Mike is struggling to be successful in school. He has expressed negative feelings about his ability to complete teachers’ assignments. As a result, he acts out in class to draw attention away from his inability to answer questions correctly. He comes from a single parent home where his mother works long hours, therefore he is unable to stay after school for tutoring.


Recommended Placement

Previous year’s placement

Previous year’s grade average

5th Grade Scores 6th Grade Scores 7th Grade Scores




Placement Criteria:

ReadingLanguage Arts/ D Phase 2

Reading 39 44 46

Language Arts 44 51 51

Language Arts/ReadingPhase TCAP %L/S Latin or Spanish/LA 90-9981 Accelerated 90-9982 Advanced 50-89MGL Multi-grade level Below 50

Math 62 67 69

Math C Phase 2

MathPhase TCAP %81 Algebra I 90-9982 Advanced 60-8983 General 40-5984 Basic Below 40

Science D Phase 2

Science 42 44 44

SciencePhase TCAP %81 Accelerated 90-9982 Advanced 59-89MGL Multi-grade level Below 50

(Include discussion notes and rationale for placement on the back of this sheet.)*phased too high*felt stupid*behavior problem*can’t take advantage of tutoring


Scenario 2

Billy is an upcoming seventh grade student. He is involved in several extracurricular sports and spends his afternoons practicing ball of some sort. He has had perfect attendance this year and works hard to maintain good grades so that he can compete on the sports teams. His future goals include going to college on an athletic scholarship.

Overall, Billy is committed to being successful in school and his parents have shown great support for both his academic and athletic achievement. However, because of his involvement in sports, the amount of time he has to spend on homework and out of class projects is very limited.


6th Grade Scores5th Grade Scores4th Grade Scores








Placement Criteria:

Language Arts/ A- Phase 2Reading

Language Arts 75 71 87Reading 77 86 90

Language Arts/ReadingPhase TCAP %71 Accelerated 90-9972 Advanced 50-89MGL Multi-grade level Below 50

Math 88 86 91

Math B+ Phase 2

MathPhase TCAP %71 Accelerated 90-9972 Advanced 60-8973 General 40-5974 Basic Below 40

Science 71 68 72

Science B- Phase 2


(Include discussion notes and rationale for placement on the back of this sheet.)

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Scenario 3

Michelle is an upcoming seventh grade student. She moved from another school district last year as a sixth grader. Over the past years, Michelle had been successful in school and was very popular in her class. However, as a new student in a new school, she struggled to make good grades and make new friends. Several days a week she stayed after school to receive tutoring and her grades did improve.

Michelle's parents met with the guidance counselor and teachers after the first six weeks and asked that Michelle be moved from all first phase classes to second phase classes. At that time, she was close to failing language arts and math. When Michelle was moved, her grades improved and she began to develop friends in her classes.










Language Arts/ A- Phase 2Reading

Language Arts 91 92 91Reading 88 87 91

Language Arts/ReadingPhase TCAP %71 Accelerated 90-9972 Advanced 50-89MGL Multi-grade level Below 50

Placement Criteria:

Math 87 90 93

Math B+ Phase 2

MathPhase TCAP %71 Accelerated 90-9972 Advanced 60-8973 General 40-5974 Basic Below 40

Science 90 91 91

Science A Phase 2


(Include discussion notes and rationale for placement on the back of this sheet.)*adjusting to new school*new friends*supporting scores*has extra time for tutoring


Maryville Middle School

Academic Intervention


Preparation for the Test Analysis Meeting

• Show the dreams/perspectives example (remind)• Teach the participants how to understand the data• Prepare the participant to think outside the box • Articulate the purpose of finding a practical solution• Remind them that results must be verified by data


• led by principal• by department (math, language arts, science)• identify strengths and weaknesses• celebrate strengths (performance)• analyze weaknesses to the nth degree• develop action plan• implement action plan• evaluate by analyzing next test scores• repeat the process

Example of LeadershipTest Analysis Meeting


Grade Scale Score Group

600-699 700-749 750-799 800-849 850-899 900+USA Norm Gain

Simple Paired Mean Gain by Scale Score Groups for Diagnostic Purposes Only

School: Maryville Middle School (020)

Subject YearGain

Std Err

N

ThreePreviousYears

Gain

Std Err

N

Math15.0

6.3 2.5 3.7 5.1

12.5

20

26.2

110

41.9

112

45.6

43

47.2 33.1 29.0 50.4 64.1

11.8 2.7 1.1 2.4 3.6

11 101 361 235 80

Special Programs that Resulted fromAnalyzing test scoresResearching/brainstormingDeveloping strategies to meet student needs (based on data)Designing programImplementing programEvaluating program

20


Evaluation


Student 1997 Scale 1998 Scale Scale Score National Nat’l Norm TVAASScore Score Difference Norm SS (Benchmark) Value Added

7th Grade Math

a 641 684 43 14 100 307

b 642 691 49 14 100 350

c 637 647 10 14 100 71

d 645 698 53 14 100 379

e 646 656 10 14 100 71

f 565 663 98 14 100 700

g 651 687 36 14 100 257

h 577 687 110 14 100 786

7th Grade Average 365

(Sample)



8th Grade Math

a 667 691 24 16 100 150

b 611 662 51 16 100 319

c 670 717 47 16 100 293

d 588 692 104 16 100 650

e 617 691 74 16 100 463

f 661 698 37 16 100 231

g 662 653 -9 16 100 -156


(Sample)



6th Grade Math

a 633 679 46 18 100 256b 633 679 46 18 100 256c 624 662 38 18 100 211d 602 656 54 18 100 300e 624 631 7 18 100 39f 630 669 39 18 100 217g 618 658 40 18 100 450h 606 647 41 18 100 439i 613 665 52 18 100 346j 614 635 21 18 100 117k 583 664 81 18 100 450l 631 700 69 18 100 383m 619 608 -11 18 100 -169


(Sample)


For StudentsBelow 50%tile in Math

These students will receive direct instruction for twoperiods each day in math.• Language Arts• Language Arts• Math• Math (Academic Intervention)• Science• Social Studies/Communication Skills• Wellness/Technology


What Can You Do To Help Your Students Be The Best They Can Be?

• Adopt and embrace the value-added system not only in words but also by actions.

• Adopt and implement the foundation for success.• Get the board, Superintendents, Principals &

teachers on the same page and support each other.• Adopt the operating procedures of a medical

doctor; use the value-added data to diagnose, prescribe, monitor, evaluate then continually repeat the process.

21


(Continued)• Remember the traditional approach to education uses

the same tools that Doc Adams used on Gunsmoke we now have the value-added system which is our x-rays, blood tests, MRI’s, EKG’s, & CAT scans.

• Your administrators can help make your schools as successful as our school was if given the opportunity and support.

• You can create a school for students using the value-added system and common sense, and you will lift your student’s performances to another levels.


Wrap-up

• Thanks for being so cooperative!!!!• Good luck • Your final questions or comments• The final questions from me


What Is Your Action Plan for Using What You Have Experienced Today?

• Think about the specific concepts in priority order that you have learn today that will be helpful to you and your school.

• When and how will you start?• What resources do you need and where will you

get them?• How will you provide leadership to help the

school implement the changes?

Designing A School For Success: If I Could Have One Wish Come

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