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Place, State

Results 1

Proven Results

School Improvement and Professional Development Case Studies

At Pearson, we develop and refine our services and intervention programs based on research and evaluation to ensure that—above all—our solutions improve student learning. You can count on us to provide effective solutions that deliver results.

This report highlights results pertaining to Pearson’s Educator Services. Case studies documenting a decade of student data illustrate that our Schoolwide Improvement Model (SIM), which evolved from the America’s Choice® School Design and Learning Teams; Common Core Services; professional development services; and intervention work lead to improved student achievement.

These facts speak to our guiding principles, which include the following:

• Making high academic standards a reality• Fostering a culture of learning• Building on what is working and addressing what is not working• Developing the capacity to continue improving

No improvement program would yield real, lasting results without the daily efforts of teachers and administrators. That’s why we’ve included case studies showing how our professional development programs help align the culture of a district or school, build capacity, and provide the support needed to effectively implement improvements and maximize results.

In each of the following success stories, you’ll see how districts and schools have partnered with Pearson to break through obstacles and improve student outcomes. More information on our school improvement and professional development solutions is available at www.pearsonschoolimprovement.com.

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Organization

Adelphi Elementary School

Region 16 Education Service Center

Byron High School

Clintondale High School

Olmsted Falls City Schools

Columbia Public Schools

Silver Valley Unified School District

Mansfield Public Schools

Niagara Falls High School

Cedar Heights Middle School

State

Maryland

Texas

Minnesota

Michigan

Ohio

Missouri

California

Massachusetts

New York

Washington

Page

6

12

14

16

18

20

22

24

8

10

Type of School

ES

ES, MS

HS

HS

ES, MS, HS

ES

ES

ES

HS

MS

Services/Product

Common Core Services; School Improvement

Common Core Services; School Improvement

Sheltered Instruction Observation Protocol (SIOP®)

Foundations of Flipped Learning™

Foundations of Flipped Learning™

Assessment Training Institute (ATI)

Words Their Way®; Good Habits, Great Readers™

Scott Foresman Reading Street™

Scott Foresman Reading Street™

Learning Teams

Case Studies | Contents

Key

Type of SchoolES = elementary school; MS = middle school; HS = high schoolAccess for All Our solutions help all students succeed. The following icons appear on studies that present results for English learners and students with special needs.

(English learners) (Students with special needs)

Results 3

Organization

Turlock Unified School District

Coleman Independent School District

Rockcastle Middle School

Adobe Acres Elementary School

Brockton High School

Little Rock School District

Washoe County School District

Mansfield Public Schools

Beresford School District

Bellevue Public Schools

Miles Elementary School

DeKalb County School SystemStone Mountain Middle School

Chapel Hill Middle SchoolColumbia Middle School

Sky Haven Elementary School

Vera Kilpatrick Elementary School

Curtis Middle School

State

California

Texas

Kentucky

New Mexico

Massachusetts

Arkansas

Nevada

Massachusetts

South Dakota

Nebraska

Kentucky

Georgia

Arkansas

Kansas

Page

38

40

42

44

46

48

50

26

52

28

54

34

30

32

Type of School

ES, MS, HS

ES, MS, HS

MS

ES

HS

ES, MS, HS

MS, HS

ES

ES, MS, HS

ES

ES

ES, MS

ES

MS

Services/Product


Technology Integration Professional Development


School Improvement



Sheltered Instruction Observation Protocol (SIOP®);

Words Their Way®

Scott Foresman•Addison Wesley™ enVisionMATH®

Teacher Compass™

Scott Foresman•Addison Wesley™ enVisionMATH®


School Improvement

School Improvement

School Improvement

4 Pearson

Organization

Gardner-Strong Elementary School

Albuquerque Public SchoolsPajarito Elementary SchoolWherry Elementary School

Jefferson Middle School

Ewa Beach Elementary School

Lexington Senior High School

Cuba Middle School

Marvell Primary School

John Stockton Elementary School

Waianae Elementary School

Department of Education


State

Arkansas

New Mexico

California

Hawaii

North Carolina

New Mexico

Arkansas

Florida

Hawaii

Arkansas

Arkansas

Page

78

74

68

70

72

76

80

82

84

85

86

Type of School

ES

ES

MS

ES

HS

MS

ES

ES

ES

ES, MS, HS

MS

Services/Product

Mathematics Navigator®


Writing Aviator

Literacy Navigator®

Ramp-Up Literacy®





School Improvement

Ramp-Up Literacy®

Prince George’s County Public Schools

Prince George’s County Public Schools

James McHenry Elementary SchoolSuitland Elementary School

Ridgecrest Elementary School

Maryland

Maryland

62

64

ES, MS, HS

ES

School Improvement


Omaha Public Schools

Fowler Elementary School District #45

Nebraska

Arizona

58

60

ES

ES

Learning Teams

A+RISE®

Sorrento Springs Elementary School

Missouri 56ES Assessment Training Institute (ATI)

Results 5

Organization

Niagara Falls City School District

Chattooga High School

Project Assist

Tylertown Upper Elementary School


Duval County Public Schools

Chets Creek Elementary School

Warren City School District

Jefferson County Public Schools

Woodland High School

Summerville Middle School


Putnam County Middle School


East Orange School District

Newark Public Schools

State

New York

Georgia

Mississippi

Mississippi

Mississippi

Florida

Florida

Ohio

Kentucky

Georgia

Georgia

Hawaii

Georgia

Georgia

New Jersey

New Jersey

Page

103

96

98

100

102

104

92

93

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107

87

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110

90

Type of School

ES, MS

HS

ES, MS, HS

ES

ES

ES, MS

ES

MS

HS

HS

MS

ES, MS

MS

MS

ES, MS

ES, K–8, MS

Services/Product

School Improvement

School Improvement



School Improvement

School Improvement


Ramp-Up Mathematics®

Ramp-Up Literacy®

Ramp-Up Literacy®


School Improvement


School Improvement


Learning Teams

William E. Doar Jr. Public Charter School for the Performing Arts

New York City Department of Education

New York City Department of Education

Washington, DC

New York

New York

88

94

95

pre-K–10

ES

MS, HS

School Improvement

School Improvement

Ramp-Up Literacy®

6 Pearson

Title I School Makes Double-Digit Gains in Math and Reading Proficiency RatesAdelphi Elementary School, Adelphi, MarylandCommon Core Services and School Improvement

Challenge

Adelphi Elementary School in Adelphi, Maryland, serves a low-income student population. Although the school had squeaked by on test results in the past, Maryland was raising the bar for student achievement every year, and students’ scores were not keeping up. There was a widespread culture of complacency and mediocrity in the school.

In 2007, Adelphi Elementary School started a partnership with America’s Choice, now Pearson. When Dr. Jane Ennis became principal in 2008, she found that the America’s Choice® School Design, now Pearson’s School Improvement Model (SIM), was not being implemented with fidelity, and there was limited to no parental engagement in the school. In August 2008, she set out to build a sense of community and a culture of high expectations.

Implementation

Under Dr. Ennis’s leadership and in partnership with Pearson, Adelphi Elementary School committed to implementing school improvement with fidelity and took a systematic approach to carrying out the school’s vision—to have a culture of high academic achievement for all students in an engaging and collaborative learning environment.

Implementing vertical collaborative planning (VCP) across five years, the school devoted one day a month to continuous job-embedded professional development for all teachers that connected back to student achievement. Pearson provided support during VCP as well as outside of VCP. Pearson and Adelphi staff collaborated closely, ensuring that professional development was tailored to the school’s specific needs and was done the “Adelphi way.”

According to Dr. Ennis, “There is no finish line.” Under her strong leadership, VCP promoted continuous improvement and planning for success. VCP created a stable, risk-free environment where teachers could come together as a community of learners. With a relentless focus on data, they analyzed student work, evaluated classroom practices using videotaped lessons, implemented Response to Intervention, participated in study groups, engaged in long-term planning, and identified next steps.

During the planning process, the staff transitioned from focusing on the components of SIM to the Common Core State Standards. Having implemented the SIM workshop model across classrooms with fidelity, teachers found that the workshop routines and rituals provided a structure for engaging with the Common Core in their classrooms. Pearson staff provided initial Common Core training and then worked with the Adelphi staff as they developed and implemented their Common Core plans.

Demographics

› Urban school in Prince George’s County

› Title 1 school

› Grades pre-K–6

› 23 classroom teachers; 17 nonclassroom-based instructional support teachers

› 617 students

› 86% free and reduced lunch

› 63% Hispanic/Latino

› 27% African American

› 10% other

› 60% ESOL

“There is no finish line.”—Jane Ennis, Principal, Adelphi Elementary School

Results 7

Results

According to teachers, VCP has built a strong sense of collegiality and trust among staff. It has helped them establish consistency and continuity in classroom practices and set high expectations for students, including the use of academic language on a daily basis. The culture of high expectations and their own success have helped students develop a sense of self-confidence and pride, and parents share that pride. Enrollment at Adelphi Elementary School has increased by more than 100 students in the last three years. Attendance is consistently high, and disciplinary referrals are consistently low (.01%).

Data from the Maryland State Assessment show how Adelphi Elementary School has raised achievement in math and reading and maintained these increased achievement levels. From 2007 to 2012, the percentage of students rated proficient or advanced increased by more than 26 percentage points in math and by almost 16 percentage points in reading. Since 2009, the school has demonstrated consistently high levels of performance, with the math proficiency level reaching 88 percent in 2012.

Adelphi Elementary School has received significant honors for its achievements. It was selected as a 2009 National Title I Distinguished School for closing the achievement gap between student groups. In 2012–2013, it was recognized as a Superlative High Performing Reward School by the Maryland State Department of Education (one of eight schools in Maryland). This honor is given to schools that have met the Annual Measurable Objectives for all subgroups for two consecutive years, have a 10 percent or less achievement gap between students in subgroups and the rest of the student body, are in the top 10 percent of Title I schools, and have a student population consisting of 50 percent or more economically disadvantaged students. The school also received the 2012 PBIS Maryland GOLD Award. Adelphi Elementary School became a Pearson Insight School in 2013, in recognition of the staff ’s commitment to preparing all students for college and careers and increasing student success.

Adelphi Maintains High Proficiency Levels in Math and Reading

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Percentage of students rated proficient and advanced in math and reading on the Maryland State Assessment

Math Reading

71.0 71.0

61.7

67.669.9

73.1

85.1

81.1

85.6

82.4

83.8

83.4

88.0

83.5

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Common Core Professional Development Transforms InstructionNiagara Falls High School, Niagara Falls, NYCommon Core Services and School Improvement

Demographics

› Urban school on the edge of Western New York

› Title I school

› Grades 9–12

› 117 teachers

› 1,901 students


› 50% white


› 6% multiracial

› 16% special education

Challenge

In 2010, school leaders at Niagara Falls High School in Niagara Falls, New York, set out to help teachers and students transition to the higher learning standards of the Common Core. They sought a partner to help them educate faculty and staff about the demands of the Common Core State Standards (CCSS) and the importance of ensuring that students have college-and-career-readiness skills upon graduation. The school needed assistance in aligning curriculum with the new standards and helping teachers change instructional practices.

Implementation

Since 2001, the Niagara Falls City School District has had a partnership with Pearson, formerly America’s Choice, at the K–8 level. With Pearson’s support, the district built a foundational instructional model that promoted critical thinking skills and individualized instruction. The workshop model, used in both English language arts (ELA) and math, gave teachers time to work with students in guided groups to differentiate instruction.

When the district began planning for the Common Core in 2010, it extended its relationship with Pearson. Niagara Falls High School partnered with the company to carry out a multiyear plan for implementing the Common Core. The instructional model already in place—with its emphasis on writing in both ELA and math and time allotted for independent practice—facilitated the school’s transition to the Common Core.

Together, school leaders and Pearson consultants developed a Common Core implementation plan. Dr. Carol Gold, administrator for curriculum and instruction, explained: “Pearson has helped us develop a road map to get to the heart of the Common Core State Standards, not just telling us these are the standards, but prioritizing. Where do we start first with changing the way we provide reading instruction? What are the critical Standards for Mathematical Practice that would change teachers’ instruction? And working with teachers to answer those questions and really help them see that their pedagogy is what is going to make the change.”

Professional development, co-facilitated by Pearson consultants, gave educators a deep understanding of the Common Core and the standards’ implications for instruction and assessment. A key goal of the training was to encourage teachers to reflect upon what they were asking students to do on a daily basis: Was instruction in keeping with the rigor of the Common Core? Were they helping students develop the underlying skills necessary for meeting the standards? Dr. Gold said of this training, “It’s not just professional development on a broad scale. It’s getting down to what teachers want to know.”

“Pearson has helped us develop a road map to get to the heart of the Common Core State Standards, not just telling us these are the standards, but prioritizing.”

—Dr. Carol Gold, Administrator for Curriculum and Instruction, Niagara Falls City School District

Results 9

The literacy coach, in conjunction with the Pearson consultant, modeled best practices and strategies, giving teachers feedback on their classroom instruction. Administrators, as well as the Pearson consultant, spent time in classrooms to make sure the Common Core strategies were being implemented.

In 2012, math teachers participated in a Pearson pilot to understand the level of critical thinking required by performance tasks aligned with the Common Core. Teachers also collaborated in the creation of an instructional unit, focusing on the need for differentiation to meet students’ needs, developing common pre- and interim assessments, and analyzing student work resulting from a culminating task.

Pearson has provided consistent support to the leadership team throughout the implementation process. “Our consultant meets with the leadership team on a fairly regular basis and helps us prioritize, helps us strategize on the big picture items,” said Joseph Colburn, the principal.

Results

As a result of Pearson’s Common Core professional development, teachers have changed their instructional practices and their approach to assessment. Performance tasks are now integrated into daily instruction and used to assess students, particularly in math and ELA. Task-specific rubrics provide a consistent means of assessing performance and allow students to evaluate their own progress toward meeting expectations.

Teachers have also adjusted curriculum. In 2012–2013, the ELA and math departments revised units of instruction to reflect the content of the standards and to include higher-order thinking skills. In ELA, text selections have been modified to reflect appropriate levels of complexity, and close reading has become a focus strategy across the school to support students in comprehending more complex texts.

These changes to instructional strategies, assessment practices, and curriculum have increased rigor throughout the school. Analyzing student work to ensure that students meet the Common Core’s higher expectations has become an integral part of school culture. Teachers in all disciplines, having received training in the CCSS, understand that they share responsibility for helping students meet or exceed the standards. Niagara Falls High School’s systematic implementation plan and embedded professional development have transformed teaching and learning for all students.

“It’s not just professional development on a broad scale. It’s getting down to what teachers want to know.”

—Dr. Carol Gold, Administrator for Curriculum and Instruction, Niagara Falls City School District

10 Pearson

Learning Teams Helps School Surpass District and State in 7th-Grade Proficiency GainsCedar Heights Middle School, Kent, WashingtonLearning Teams

Demographics

› Suburban school south of greater Seattle

› Grades 7–8

› 38 teachers

› 672 students


› 62% Caucasian

› 15% Hispanic


› 6% multiracial

› 8% ELLs


Challenge

In 2010, Heidi Maurer, the incoming principal at Cedar Heights Middle School in Kent, Washington, realized that the school faced great challenges. A shift in student demographics required staff to adjust to a new student population. Faced with struggling students, many teachers held the belief that they “taught material,” but the students “did not learn it.” Weak instructional practices, low staff morale, and a lack of trust, collegiality, and collaboration were hindering teaching effectiveness and student achievement. As the instructional leader, Ms. Maurer knew she needed to change teacher discourse and the overall instructional environment.

Implementation

Prior to the arrival of Ms. Maurer, the school had already planned to implement Pearson Learning Teams (LT) in August 2010. LT is a systemic model for instructional improvement that provides structure and support for productive learning communities, leadership development, and the continuous study of teaching and learning. LT also gave Ms. Maurer a vehicle for bringing cohesion to a patchwork quilt of initiatives used throughout the building.

Some teacher leaders were skeptical at first about the efficacy of implementing yet another professional development program.

However, attending a two-day Leadership Institute training, they gained an understanding of how to use an inquiry cycle to build cause-effect knowledge about the impact of their teaching on student outcomes.

Through weekly teacher workgroup meetings, staff members were empowered by taking ownership of their professional development. Teachers across all disciplines began to experience grade-level meetings that focused more on pedagogy than non-instructional issues. They designed lessons and analyzed student achievement, with a consistent emphasis on improving instruction and learning outcomes. They gained a common language for discussing instruction and a common understanding of the connection between teacher actions and student achievement.

“Learning Teams has been pivotal in changing the climate at the school,” said Ms. Maurer. “I often hear teachers publicly say, ‘Collaboration is what we do at Cedar Heights.’” As they collaborated in workgroups, teachers across the school developed a greater understanding of and more positive expectations for using assessment data to drive instruction. Ms. Maurer noted, “Whenever teachers come together, I am likely to hear, ‘How do we need to modify our instruction based on this data?’”

Results

According to Ms. Maurer, during the first year of the LT implementation, the school took “two steps forward and one-and-a-half steps back.” By the end of the third year, after adjustments were made, the impact of LT on the school had greatly increased. The examination of instructional approaches to meet specific student needs, the alignment of instruction and assessment, and analysis of student work and assessment data became part of weekly staff meetings, department meetings, and LT workgroups. Continuity was achieved by integrating SIOP®, Common Core State Standards,

“Whenever teachers come together, I am likely to hear, ‘How do we need to modify our instruction based on this data?’”

—Heidi Maurer, Principal, Cedar Heights Middle School

Results 11

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Reading Science

1.72.0

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3.7

12.0 11.9

Cedar Heights Middle School District State

success criteria, learning progressions, and cognitive rigor matrices into the LT work.

Ms. Maurer gained tools and protocols to make connections between the teacher, school, and district initiative, continuously monitor the impact of her practice, and take responsibility for areas that needed improvement. “I am a better leader because of the Learning Teams model,” said Ms. Maurer. “Because of my fantastic advisor, I had someone asking me the hard questions about my leadership choices and was provided just-in-time training on everything from the Common Core State Standards to formative assessment practices, as well as someone with me to analyze the practices of my teams and plan out deliberate interventions.”

Cedar Heights Middle School received the 2012 Washington Achievement Award in the Closing Achievement Gaps category from the State of Washington Office of Superintendent of Public Instruction. The award is based on three years of state assessment data from 2009–2010 to 2011–2012, during which time Learning Teams had been implemented for two years. The following graphs compare the gains made by the school, the Kent School District, and the state in the subject areas in which LT workgroups were implemented. The school’s 7th-grade gains, which surpass the gains of both the district and the state in all three subjects, are particularly notable.

“I am a better leader because of the Learning Teams model.”—Heidi Maurer, Principal, Cedar Heights Middle School

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Reading Math Writing

Learning Teams Helps Boost Proficiency on State Tests

Cedar Heights Middle School District State

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7.9 7.7 7.0

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6.24.3

0.7

Change in percent of 7th-grade students meeting standard on Washington State’s Measurements of Student Progress, 2009–2010 to 2011–2012

Change in percent of 8th-grade students meeting standard on Washington State’s

Measurements of Student Progress, 2009–2010 to 2011–2012

12 Pearson

Schools Meet AYP after First Year of Structured Professional Development

Region 16 Education Service Center, Amarillo, TexasSheltered Instruction Observation Protocol (SIOP®)

Challenge

The Region 16 Education Service Center (ESC) in Amarillo, Texas, supports rural schools in northwest Texas through a cooperative arrangement. In the fall of 2011, Cactus Elementary School, Crockett Elementary School, Morningside Elementary School, and Hereford Junior High School decided to work with the ESC to address the challenges they faced. The schools were struggling to serve large populations of English learners (ELs), as well as economically disadvantaged and refugee students, and had failed to make Adequate Yearly Progress (AYP).

Each school had received School Improvement Grant (SIG) funding in addition to Title I and School Improvement support. Administrators from the schools and the ESC evaluated various solutions and selected the Pearson Sheltered Instruction Observation Protocol (SIOP®) to help teachers develop students’ academic language while simultaneously providing instruction in the core content areas.

Implementation

Pearson SIOP® consultants worked closely with ESC staff to create a professional development plan customized to the needs of the schools. “Pearson’s willingness to allow the ESC to create the model according to needs assessments crafted upfront has been huge,” said Ray Cogburn, director of administrative services, Region 16 Education Service Center.

The goal was to meet or exceed AYP targets by helping students acquire the grade-level academic language they needed in different content areas. The training would also focus on language objectives and instructional techniques to address students’ lack of language skills in general.

Although the ESC had some experienced SIOP® consultants on staff, the team determined that additional consultants from Pearson would be needed to help teachers implement SIOP®. The implementation began in November 2011 with an initial 3-day training by Pearson and significant follow-up support—17 days at each school—that included coaching, modeling, and observation feedback.

In addition, six SIOP®-trained coaches from the ESC spent time in every school every week, working with the same teachers as the Pearson consultants. The ESC coaches helped teachers address immediate classroom needs and utilize the SIOP® protocol, focusing primarily on the low-language learners. It was this “layered” approach that helped the schools make such substantial gains in such a short time, according to Shirley Clark, Region 16 manager of accountability, school improvement, and Title I. “We could have done one or the other type of training, but the layered approach to professional development made all the difference and was key to the outcome,” she said.

Initially, many teachers were hesitant about implementing the new instructional approaches, but over time they felt empowered by the improvements in student performance, as students were increasingly able to learn difficult content-area concepts and a new language at the same time. “I began to hear comments like ‘SIOP® has completely changed the culture of our school,’” said Ms. Clark.

Strong relationships developed between teachers and consultants, with the Pearson consultants providing impartiality and continuity and the ESC consultants providing constant on-site reinforcement. “Pearson matched the consultants very carefully to each school, and powerful relationships resulted that have broken down barriers. Teachers now see that the consultants are there to be their partners,” said Ms. Clark.

“Pearson’s willingness to allow the ESC to create the model according to needs assessments crafted upfront has been huge.”

— Ray Cogburn, Director of Administrative Services, Region 16 Education Service Center

“Pearson matched the consultants very carefully to each school, and powerful relationships resulted that have broken down barriers.”

— Shirley Clark, Manager of Accountability, School Improvement, and Title I, Region 16 Education Service Center

Results 13

A third “layer” has now been added to the implementation—SIOP® coaching and implementation training for four or five leaders from each school—so that the schools can start to build their own support systems at the local level.

Results

In the 2011–2012 school year, because Texas was transitioning from the TAKS to the STAAR assessment program, the state conducted a bridge study to determine the equivalency of STAAR scores to TAKS scores. The bridge study showed that all four schools had achieved AYP after the first year of SIOP® implementation. Crockett Elementary had exited school improvement status.

Region 16—all students

Region 16—only ELs

SIOP schools—all students

SIOP schools—only ELs

SIOP Schools Close the Achievement Gap for ELs by 12 Percentage Points

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Percentage of students achieving proficiency or above in mathematics on the TAKS in 2009–2010 and 2010–2011 and on the STAAR in 2011–2012, with STAAR scores converted into TAKS equivalent scores

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2009–2010 2010–2011 2011–2012

English learners achieved impressive gains in math in the four schools; the achievement gap shrank from 15 percentage points to only 3 percentage points after SIOP® was implemented. “We are very proud of the successes we experienced last year and are looking forward to great outcomes this year as well,” said Ms. Clark.

14 Pearson

Flipped Learning Model Increases Student Engagement and Performance

Byron High School, Byron, MinnesotaFoundations of Flipped Learning™

Demographics

› Rural/suburban school in greater Rochester area

› Grades 9–12

› 32 teachers

› 525 students


› 95% white


Challenge

In 2006, when only 30 percent of students at Byron High School were rated as proficient in math on the Minnesota Comprehensive Assessments, the math teachers committed to a process of continuous improvement. In 2009, however, Byron High School faced substantial budget cuts. The school was unable to replace its outdated math textbooks, although the books no longer matched state standards and were not meeting student needs.

According to Troy Faulkner, the math department chair, “We needed to change our curriculum, but there was no money available. So we decided to write our own.” Recognizing that they would need new resources, the math teachers created units aligned to state standards and based on student data. They also recorded all their lessons and posted them online during the summer of 2010 so the lessons would be available for students in the fall.

Over the summer, when one of the math teachers, Jen Green, came across the pioneering work on flipped learning by Jonathan Bergmann and Aaron Sams, the team realized that the flipped learning model could take their work to a whole new level.

Implementation

In the fall of 2010, Mr. Faulkner piloted flipped learning using one unit in each of his math classes in grades 10, 11, and 12. He liked the flipped learning model right away. “With flipped learning, students were actively doing math rather than passively watching me do math on the interactive whiteboard,” he said.

In the spring of 2011, encouraged by improvements in student engagement and performance, Mr. Faulkner switched to the flipped learning model in almost every one of his classes, and the other math teachers began to make the transition as well. Teachers recorded their classroom lectures, posted them online, and assigned the videos for homework. In class, they worked with students on individual and group assignments.

In January 2012, when another math teacher, Rob Warneke, came across Eric Mazur’s book Peer Instruction: A User’s Manual, he and Mr. Faulkner decided to try the methodology, since peer instruction was an integral part of the flipped learning model. Students answered questions individually and worked in groups to try to convince their peers that their answers were correct, and the teacher quickly went over the answers with the whole class. Peer instruction soon became part of the flipped learning model in every math class.

Mr. Faulkner now implements flipped learning in every course, right from the start. In January 2013, when the first two days of a new course were snow days, he sent an email to all his students, including new students he had not met, asking them to watch the online videos at home and do the homework. On the first day back in school, one class took a quiz on the material. “One of the many benefits of flipped learning is that we don’t have any downtime due to weather,” said Mr. Faulkner.

“With flipped learning, students were actively doing math rather than passively watching me do math on the interactive whiteboard.”

—Troy Faulkner, Math Department Chair, Byron High School

Results 15

Flipped learning was soon adopted by middle school math teachers in the district and is now spreading to social studies, science, and English. “Math is the most flipped subject area, but the others are in process,” said Mr. Faulkner.

Results

Flipped learning has been a success with teachers, students, and parents. In surveys administered by Byron High School math teachers, 87 percent of parents and 95 percent of students said that they preferred flipped learning to the traditional lecture format. Some students said they preferred interacting with others to sitting through classroom lectures, others said they liked re-watching the videos when they needed to, and still others said they appreciated always having help available.

Teacher-student relationships have improved with the implementation of flipped learning. “We have been able to build better relationships with students because of the increased one-on-one time in the classroom,” said Mr. Faulkner, who is now training other educators as part of the Foundations of Flipped Learning™ course developed by the Flipped Learning Network.

The gains that can be obtained from flipped learning are clear when results from Mr. Faulkner’s math classes from 2007–2010, when he used a lecture format, are compared with the results from 2010–2013, when he used the flipped learning model. The number of students scoring proficient or above in Algebra 2 increased by 12 percentage points, in pre-calculus the number increased by 11 percentage points, and in Calculus 1 the number grew by 9 percentage points. “The increase in Calculus 1 proficiency is a testament to flipped learning, since students are coming in with significantly lower test scores but outperforming students who learned calculus the old way. More students are now taking the higher-level math courses because their overall proficiency has increased,” said Mr. Faulkner.

“More students are now taking the higher-level math courses because their overall proficiency has increased.”

—Troy Faulkner, Math Department Chair, Byron High School

In 2011, Byron High School was named an Intel School of Distinction, in recognition of the school’s exemplary instruction in math.

16 Pearson

Flipped Learning Model Dramatically Improves Course Pass Rate for At-Risk StudentsClintondale High School, Clinton Township, MichiganFoundations of Flipped Learning™

Demographics

› Urban school in greater Detroit area

› Grades 9–12

› 31 teachers

› 553 students



› 26% white


Challenge

In 2009–2010, the pass rate for students at Clintondale High School (CHS) in Clinton Township, Michigan, was low across all subject areas. Among freshmen, only 48 percent of students passed English language arts, 56 percent passed math, 59 percent passed science, and 72 percent passed social studies.

CHS teachers, led by Principal Greg Green, decided that the situation was no longer tenable. “We looked at our low pass rate and decided it was unconscionable,” said Mr. Green. “We had to find a new way to educate our at-risk students. We were asking them to process information in an environment that was often not conducive to learning.”

Teachers recognized that students lacked a safe and effective learning environment at school and at home, as well as supportive relationships, collaboration opportunities, and consistent access to instructional technology. “We realized that the flipped learning model, unlike the traditional lecture model, could provide what our students needed,” said Mr. Green.

Implementation

In September 2010, CHS tested the flipped learning model in one freshman at-risk social studies class, and every student passed the class. In a freshman social studies class made up of students performing on grade level in which a traditional lecture model was used, the pass rate was unchanged.

That fall, CHS made the decision to implement the flipped learning model in all its freshman classes, and then it expanded the implementation to every grade in the 2011–12 school year. Teachers now videotape their classroom lectures and have students watch the videos for homework, along with using other resources. In the classroom, teachers work with students on individual assignments and facilitate collaborative learning in small groups.

Math teachers, for example, create videos outlining the steps in a set of sample problems, post the videos online, and ask students to watch them at home. In class the next day, students work together in groups to solve similar problems, supported by their teacher and their classmates, with individual help provided as needed.

Approximately 82 percent of students use their own devices to watch the videos at home. For other students, CHS makes computers available before and after school in the media center. Teachers use screen-capture software as well as graphics tablets and pen displays to demonstrate concepts and simulate the classroom experience in their videos.

The amount of one-on-one time teachers spend with students has increased by a factor of four, allowing them to get to know students better, personalize learning and assessment, and improve students’ skills and understanding.

According to Mr. Green, teachers’ lives have changed dramatically. “Teachers feel good at night knowing they have done something very positive for students. The flipped approach frees up classroom time so teachers can help students master topics, deepen relationships, and build critical thinking skills,” he said.

Under the Michigan School of Choice program, students from across the metropolitan Detroit area are attending CHS. “We believe students are choosing us because our flipped environment offers a new level of support,” said Mr. Green.

“The flipped approach frees up classroom time so teachers can help students master topics, deepen relationships, and build critical thinking skills.”

—Greg Green, Principal, Clintondale High School

Results 17

Results

Test scores, graduation rates, and college attendance have increased at CHS, student engagement has improved dramatically, and discipline problems have declined in both number and severity. In the freshman class in the first flipped learning semester, the pass rate increased to 67 percent in English language arts, 69 percent in math, 78 percent in science, and 81 percent in social studies, representing an increase of 9 to 19 percentage points across the subjects. Discipline referrals declined by 66 percent.

In 2012, although the graduating class had participated in the flipped learning model for only about six months, the graduation rate increased from 80 to 90 percent, college attendance jumped from 73 to 80 percent, and college readiness improved substantially.

On the Michigan Merit Exam in 2012, the pass rate for students in the eleventh grade increased in every subject area over the prior year. The most notable gain was in reading, where the percentage of students passing increased by 11 percentage points.

Flipped learning has brought several additional benefits. “We can now share classroom materials more easily, serve students when they are absent, and ensure a consistent curriculum, as well as accurate classroom content for substitute teachers,” said Mr. Green. The benefits also extend beyond the student body, because parents often watch the online videos with their children at home. “Not only are we educating our students, but we are also educating the entire community,” he said.

Mr. Green is a cadre member of the Flipped Learning Network and participated in the development of the Foundations of Flipped Learning™ blended course, which assists educators in implementing flipped learning. “I believe flipped learning has the potential to help struggling students across the country improve their academic performance,” he said.

“Not only are we educating our students, but we are also educating the entire community.”

—Greg Green, Principal, Clintondale High School

Passing Rate Increases in All Subject Areas on State Test

100

90

80

70

60

50

40

30

20

10

0

Per

cent

pas

sing

2010–2011 2011–12

Percentage of students in grade 11 who passed the Michigan Merit Exam

Math Reading Science Social Studies Writing

9

23

916

2113

34

12

2328

18 Pearson

Coherent Instructional Language Leads to Academic Improvement Olmsted Falls City Schools, Olmsted Falls, OhioAssessment Training Institute (ATI)

Demographics

› Suburban district in greater Cleveland area

› 10% Title I

› 225 teachers

› 3,638 students


› 92% white


Challenge

Olmsted Falls City Schools has a history of high student achievement, with about 90% of students scoring proficient or above on the Ohio state achievement test each year. But Assistant Superintendent Dr. Jim Lloyd wanted to help teachers take their work to the next level, and he was concerned about the growing number of students qualifying for free-and-reduced lunch as a result of the economic downturn. “We were asking ourselves how we could create a sense of urgency for change,” he said.

Dr. Lloyd felt that the ATI instructional language, which clarifies learning targets based on “balanced assessment” and “five keys to quality assessment practice,” would help Olmsted Falls take the next steps. “And I knew we would need district-wide 90% fidelity of implementation to see if it was working,” he said.

Implementation

In fall 2007, Dr. Lloyd met with school-level administrators to lay out the balanced assessment vision, using the ATI textbook Classroom Assessment for Student Learning (CASL). The district then began to build capacity, with ATI professional development for principals and assistant principals. Dr. Lloyd and two principals—Don Svec, principal of Olmsted Falls Intermediate School, and Neil Roseberry, principal of Falls-Lenox Primary School—attended a training session in Portland, Oregon.

Mr. Svec was inspired to divide the 25 teachers in his school into five learning teams and purchase CASL for each team, and Mr. Roseberry,

excited about ATI learning targets, asked Dr. Lloyd to conduct a training session at his school. “The training helped teachers identify learning targets, unwrap the standards, and ask key questions about what they’re assessing and why they’re assessing. Teachers started to understand that the instructional vision should be grounded in balanced assessment practices,” said Dr. Lloyd.

In 2008, the district was charged with developing a new vision for improvement using the Ohio leadership framework. The leadership team decided to focus on two goals and do them well. “We wanted to be the best in the world at making learning targets clear for students and at providing them with high quality feedback,” said Dr. Lloyd. “These two goals resonated across the system, with PE teachers, music teachers, math teachers—everyone—because they were about pedagogy, not content.”

When Dr. Lloyd created a balanced assessment course that staff could take for credit, 15 principals and teachers signed up, met weekly for a semester, and then continued on for a second semester, studying the ATI textbook Seven Strategies of Assessment for Learning. Olmsted Falls sent five people, including two classroom teachers, to an ATI formative assessment course offered locally through a partnership with Cleveland State University and the Greater Cleveland Educational Development Center (GCEDC). The two classroom teachers then trained others, and, with the help of ARRA funding, became academic coaches and led two formative assessment cohorts within the district.

The district continues to send approximately 30 people a year to the GCEDC training. Videotaped models of good assessment practices, showing the academic coaches and other teachers in action, are posted online. Teachers visit each other’s classrooms and take a lesson-planning unit together, to promote collaborative teaming. Rubrics that apply across grade levels are used in classroom walkthroughs, and over 100 units of instruction have been re-worked

“ Teachers started to understand that the instructional vision should be grounded in balanced assessment practices.”

— Dr. Jim Lloyd, Assistant Superintendent, Olmsted Falls City Schools

Results 19

according to ATI assessment-related recommendations. The district is building capacity both locally and through the university program and is positioned well for the upcoming Common Core standards, according to Dr. Lloyd.

Results

Unlike high achieving students, who can often clarify their own learning targets and provide internal feedback, struggling students need structured support to learn these skills, said Dr. Lloyd. “ATI lets us balance our assessment practices and eliminate the system of winners and losers. So student understanding and student work have improved across the board. In a survey conducted in 2011, students showed a very positive response,” he said.

“ Student understanding and student work have improved across the board.”

— Dr. Jim Lloyd, Assistant Superintendent, Olmsted Falls City Schools

Test scores are not the only key to student and school improvement at Olmsted Falls. “Our focus has shifted to measuring adult implementation and improving our practices,” said Dr. Lloyd. “We measure implementation in classroom walkthroughs, through self-reporting, and by teachers anonymously rating themselves. Once teachers have had the right professional development in assessment, they never want to return to their earlier practices.”

Yes No

I can explain why my work is good or not. (n=269)

It is clear to me what I am expected to learn. (ex. My learning targets are clear) (n=279)

I can tell what I need to do to make my work better. (n=273)

77 23

93 7

90 10

Students fully articulate learning goalClarity of learning target

100

80

60

40

20

02008–09 (n=5641)

2009–10 (n=5201)

2010–11 (n=9007)

2011–12 (n=4866)

35

53

7668

44

6156

61

93% of Students Report That Learning Targets Are Clear

Walkthroughs Find Dramatic Improvement in Teacher Implementation

Percentage of students responding yes and no on 2011 student survey, Olmsted Falls Intermediate School

Percentage results for teacher implementation, as measured in district-wide classroom walkthroughs

20 Pearson

Professional Development Builds Teacher Effectiveness in Elementary Spelling and Reading InstructionColumbia Public Schools, Columbia, MissouriWords Their Way® and Good Habits, Great Readers™

Demographics

› Urban school district

› 19 elementary schools

› 7 Title I schools

› 400 teachers

› 16,920 students


› 63% white

› 20% black

› 5% Hispanic

› 5% Asian


Challenge

For many years, literacy practices were inconsistent across the 19 elementary schools in the Columbia Public Schools (CPS) district in Columbia, Missouri. Given the 30 percent mobility rate between schools, many students who transferred to another school in the district fell behind in spelling or reading because they were unfamiliar with the instructional practices in their new school. In addition, according to Becky Stanley, CPS elementary language arts coordinator, many teachers did not fully understand the concepts of guided reading and balanced literacy. “Some teachers were implementing guided reading and balanced literacy, but we lacked a formalized and consistent program across all schools,” she said.

Implementation

In 2002, administrators began to systematically evaluate the different spelling programs in use across the district. “We were very site-based at the time, and teachers were doing their own thing,” said Ms. Stanley. To identify a consistent solution, administrators gathered teachers together to review the research, which pointed strongly to Pearson’s Words Their Way®. Teachers were already familiar with Pearson’s literacy solutions, having used Pearson’s Developmental Reading Assessment® for many years.

Words Their Way has helped teachers standardize instruction, provided consistent instruction for students who change schools, and helped improve spelling proficiency. “I don’t think there’s a better way to teach spelling than Words Their Way,” said Ms. Stanley.

In 2009, the new assistant superintendent for elementary education, Dr. Peter Stiepleman, highlighted the need for similar consistency in reading instruction. After an in-depth literacy curriculum review and an evaluation of products from different vendors, Pearson’s Good Habits, Great Readers™ was selected for implementation across all the elementary schools, starting with grades K–3 in 2010–11 and expanding to grades 4–5 in 2011–12.

A major factor in the selection of Good Habits, Great Readers was that its balanced literacy approach matched what many teachers were already doing in the classroom, according to Ms. Stanley. “But Good Habits, Great Readers allowed us to formalize and structure our approach, with consistent lesson plans that every teacher could access,” she said. “It was just what we were looking for.”

The district implemented a series of Good Habits, Great Readers training sessions focused on grade-specific guided reading strategies. Trainings were held over the summer, on Saturdays, and after school, with a special session in August for new teachers and teachers changing grade levels.

Results 21

Pearson consultants have provided training and modeling for every K–5 teacher, taking advantage of the district’s “modeling classroom” that allowed teachers to observe the consultant in action. “The Pearson consultants are helping our teachers learn the true capabilities and depth of Good Habits, Great Readers,” said Ms. Stanley.

Dr. Stiepleman then developed a shared reading rubric and a guided reading and writing rubric based on input from the Pearson consultants on the characteristics of an exemplary classroom, as well as the findings from a teacher self-reflection tool. The self-reflection process assessed the fidelity of program implementation by asking teachers to evaluate whether they were purposeful in stating lesson objectives, modeled using think-alouds, created opportunities for active engagement, and provided closure.

Dr. Stiepleman and Ms. Stanley began a series of classroom walk-throughs using the new rubrics, which teachers received ahead of time. Principals were asked to conduct at least 20 observations of shared reading in the spring of 2013, followed by observations of guided reading and writing.

Nineteen teachers from across grade levels came together to review the Common Core State Standards and develop a curriculum guide showing which standards were aligned with Good Habits, Great Readers, based on the Common Core State Standards guidelines in the Pearson materials.

Results

“Consistency in literacy instruction has allowed us to make great progress,” said Ms. Stanley. “Without consistency, we could not have developed our new self-reflection tool and classroom observations, prepared effectively for the Common Core, or improved teacher effectiveness.”

CPS has seen some initial increases in test scores after only one year of full implementation of Good Habits, Great Readers and expects to see more improvements in the future. Students are actively engaged in the sorting and extension activities of Words Their Way and have responded well to its hands-on approach, as well as to the different modalities that enable teachers to tailor instruction to different learning styles.

The professional development program has had a major impact, according to Ms. Stanley. “Professional development has allowed our teachers to take hold of Good Habits, Great Readers and run with it,” she said. “They are becoming more and more skilled at implementing both balanced literacy and guided reading. Teacher effectiveness is on the rise in our district.”

“The Pearson consultants are helping our teachers learn the true capabilities and depth of Good Habits, Great Readers.”

—Becky Stanley, Elementary Language Arts Coordinator, Columbia Public Schools

“Teacher effectiveness is on the rise in our district.”—Becky Stanley, Elementary Language Arts Coordinator,

Columbia Public Schools

22 Pearson

Professional Development Increases Teacher Effectiveness and Prepares Educators for the Common CoreSilver Valley Unified School District, Yermo, CaliforniaScott Foresman Reading Street™

Demographics

› Rural school district

› 7 schools


› 112 teachers

› 2,400 students


› 46% white

› 29% Hispanic

› 12% black

› 7% multiple races


Challenge

In the 2009–10 school year, administrators in the Silver Valley Unified School District (SVUSD) in Yermo, California, decided it was time to replace their outdated elementary literacy series. After the district completed a process whereby teachers, staff, and administrators reviewed new materials, the school board approved the adoption of Scott Foresman Reading Street™ from Pearson.

According to Patti Baer, principal of Lewis Elementary School, administrators agreed that Reading Street was the best match for their needs. “Reading Street is very aligned with the California state standards and very comprehensive and easy to use,” she said.

In the 2010–11 school year, the district provided a one-day overview training for all teachers. “There was a considerable learning curve for our teachers because of the large number of new materials, including supplementary materials and intervention kits,” said Principal Baer.

Implementation

In the fall of 2011, SVUSD decided to contract with Pearson to provide in-depth professional development for a Reading Street implementation for K–5 teachers in four schools. The district brought in substitute teachers and scheduled the training during the regular weekly time previously devoted to professional learning communities, so that every teacher in Grades K–5, including special education teachers, could participate.

Pearson consultants conducted on-site demonstration lessons and observed SVUSD teachers in the classroom. They trained teachers on implementing Reading Street with fidelity, emphasizing the use of engaging literature, differentiated instruction, and ongoing progress monitoring. The consultants also held debriefing and planning sessions after each observation to help teachers develop effective strategies for upcoming lessons, with a focus on the writing portions of Reading Street. Teachers learned how to prioritize instruction to focus on the right skill at the right time for each student and support higher levels of reading and writing.

At the start of the 2012–13 school year, in preparation for the transition to the Common Core State Standards, teachers participated in a two-day Pearson training that focused on aligning the Reading Street writing prompts with the Common Core. “We soon realized that our teachers were prepared for much of the English language arts component of the Common Core because Reading Street was already covering the material,” said Principal Baer.

“Teachers were prepared for much of the English language arts component of the Common Core because Reading Street was already covering the material.”

—Patti Baer, Principal, Lewis Elementary School

Results 23

Teachers also worked with the Pearson consultants to review the Common Core materials in the Reading Street Teacher’s Edition. The consultants conducted and observed lessons that addressed the Common Core requirements and facilitated discussion and review with the teachers after each lesson.

Results

According to Principal Baer, Pearson’s professional development services, customized to the district’s needs, were well received by teachers and had an immediate impact on teacher effectiveness.

“Our teachers have responded tremendously to the Pearson training. It has been huge for them to have the trainers there with them in the classroom. The Pearson presentations are wonderful, and the relationship building has been excellent. I can always tell when the Pearson consultants have been on-site because teachers are able to implement the new practices right away,” said Principal Baer.

SVUSD plans to continue its relationship with Pearson. Pearson consultants have begun to train teachers on the math component of the Common Core State Standards. During the 2013–14 school year, administrators intend to intensify the district’s focus on Common Core math by implementing the same on-site training and demonstration process used for Reading Street.

“I can always tell when the Pearson consultants have been on-site because teachers are able to implement the new practices right away.”

—Patti Baer, Principal, Lewis Elementary School

24 Pearson

Ongoing Professional Development Helps Increase ELA Scores by 10 Percentage PointsMansfield Public Schools, Mansfield, MassachusettsScott Foresman Reading Street™

Demographics

› Suburban school district

› 2 elementary schools, Grades K–2 and 3–5

› Title I schools

› 145 teachers

› 1,900 students


› 88% white


Challenge

In the 2006–07 school year, the vertical integration team from the two elementary schools in the Mansfield Public Schools (MPS) district met to review the reading curriculum, which was based on a balanced literacy approach. “We recognized that our implementation was inconsistent and teachers had varying degrees of expertise in balanced literacy. And our test scores were not good,” said Kate Kristenson, principal of Robinson Elementary School. “So we set ourselves a goal of reaching the 80th percentile in reading and improving student comprehension, automaticity, and fluency.”

Using a systematic inquiry process, the committee identified five reading solutions for review, including Reading Street™ from Pearson, and asked the vendors to make presentations. Three solutions were piloted in the classroom, and Reading Street was selected for use in the two schools.

Implementation

In the 2007–08 school year, MPS began a partial implementation of Reading Street in kindergarten at Robinson Elementary School and in third grade at Jordan/Jackson Elementary School, as well as in a few other classrooms. “This was a great way to figure out how things actually worked in the classroom,” said Ms. Kristenson.

Pearson consultants delivered three Reading Street training sessions during the year, and the vertical integration team met frequently to review progress.

MPS expanded the Reading Street implementation to all students in Grades K–5 in the 2008–09 school year, and Pearson consultants delivered three training sessions over the course of that year as well. “The Pearson consultants are good listeners,” said Ms. Kristenson. “They know how to differentiate and help everyone get up to speed, which was essential since our teachers were all coming from different places.”

Teachers attended regular grade-level meetings with teacher leaders, who were released from their classrooms for half a day once a month to answer questions and provide direction, with an emphasis on fidelity of implementation. “Reading Street offers so many choices that we wanted to make sure teachers understood all the options,” said Ms. Kristenson. The teacher leaders also provided Reading Street training for new teachers.

In the 2012–13 school year, the Pearson consultants returned to provide training on the new Reading Street Common Core edition during a summer train-the-trainer session and a fall session for all teachers. “The Common Core is complex and a real paradigm shift, especially for veteran teachers,” said Ms. Kristenson. “The Pearson professional development has helped teachers adjust to the change.”

“The Pearson consultants are good listeners. They know how to differentiate and help everyone get up to speed.”

— Kate Kristenson, Principal, Robinson Elementary School

Results 25

Results

Data from the Massachusetts Comprehensive Assessment System (MCAS) show how the Reading Street implementation increased achievement for students in Grades 3–5. From 2008–2009, the first full year of implementation, to 2011–2012, English language arts scores for MPS students increased by 10 percentage points, whereas state scores remained essentially flat. “The more years of Reading Street instruction and professional development, the better it gets for students and teachers. And consistency in instruction has had a huge impact,” said Ms. Kristenson.

“The more years of Reading Street instruction and professional development, the better it gets for students and teachers.”

— Kate Kristenson, Principal, Robinson Elementary School

According to Ms. Kristenson, the balance of fiction and nonfiction in Reading Street, as required by the Common Core State Standards, has been beneficial for students. “Students like nonfiction, because they are naturally interested in the world around them,” she said. “We are thrilled to see that they are reading more. As they’ve become more successful at reading, they want more.”

Vocabulary skills have also improved significantly. “Our students now know words that are way above their reading level, so they are able to recognize new words when they come across them in their reading. This is especially helpful for students from limited backgrounds,” said Ms. Kristenson. MPS has found that parents are spending more time reading with their children because they all enjoy the technology component of Reading Street. “The technology makes it more engaging for everyone, and students don’t have to carry their anthologies back and forth. This has been a gift to our district,” said Ms. Kristenson.

Scores Increase by 10 Percentage Points on State Test

100

80

60

40

20

0

Per

cent

pro

ficie

nt o

r ab

ove

Percentage of students rated proficient or above in English language arts on the Massachusetts Comprehensive Assessment System (MCAS)

State, Grades 3–5 Mansfield Public Schools, Grades 3–5

58

67

60

67

60

74

60

77

2008–2009 2009–2010 2010–2011 2011–2012

26 Pearson

Phased Professional Development Builds Teacher Confidence, Knowledge, and SkillsMansfield Public Schools, Mansfield, MassachusettsScott Foresman•Addison Wesley™ enVisionMATH®

Demographics

› Suburban school district

› 2 elementary schools, Grades K–2 and 3–5

› Title I schools

› 145 teachers

› 1,900 students


› 88% white


Challenge

In the summer of 2010, when the Mansfield Public Schools (MPS) conducted a regular review of curriculum, assessments, and state testing data, the team noted that math scores were flat for students in certain grades, especially Grade 4. “We decided we needed to improve student performance,” said Christine Kalinowski, mathematics department chair. “At the same time, we needed to prepare for the Common Core.”

To address these concerns, district leaders organized two Summer Institutes for small groups of teachers from Grades 1 through 5. Principals and assistant principals also attended, along with a special education teacher from each elementary school. The goal was to review the current elementary math curriculum, the Massachusetts framework, and the draft framework for the Common Core State Standards.

“In the review process, we realized that much of what we were teaching was not in the state standards or the Common Core,” said Ms. Kalinowski. “We had more material than we needed in some areas and not enough in other areas. So we eliminated 40 or 50 lessons that were not aligned to the standards, and we decided to switch from a spiral teaching approach to a teach-to-mastery approach, as required by the Common Core.”

MPS decided to test three new math solutions, including enVisionMATH, by using them to supplement the current math curriculum during the 2010–11 school year. “We called this our ‘supplement year,’” said Ms. Kalinowski. “It was tough, but we were all up for the challenge.”

In the spring of 2011, MPS surveyed teachers to get their feedback on the three solutions, discussed the solutions in grade-level meetings, and requested vendor presentations for enVisionMATH and one other solution. After several teachers piloted these two solutions, they selected enVisionMATH. “Our teachers chose enVisionMATH because they liked the clarity of presentation, the examples, the word problems, the textbook and online components, and the match to Common Core requirements,” said Ms. Kalinowski.

Implementation

MPS embarked on a step-by-step program of providing Pearson professional development designed to help teachers adjust to using the new solution. “We decided to gradually build trust and confidence and avoid overwhelming teachers with too much too soon,” said Ms. Kalinowski. “The phased Pearson training has been essential to our success. It has helped teachers at every grade level become comfortable with all aspects of enVisionMATH.”

The first professional development session was held after state testing in June 2011. Pearson consultants provided training on enVisionMATH Topic 1 to give teachers a head start for the fall. “This was an excellent strategy for us,” said Ms. Kalinowski. “Teachers were all set for the first month of school, with the skills to continue the implementation after that.”

“The phased Pearson training has been essential to our success. It has helped teachers at every grade level become comfortable with all aspects of enVisionMATH.”

— Christine Kalinowski, Mathematics Department Chair, Mansfield Public Schools

Results 27

During the summer of 2011, MPS held another Summer Institute, this time with a train-the-trainer focus. Teachers from each grade level and a special education teacher from each school attended, in preparation for the full enVisionMATH implementation in the fall. In early October, Pearson consultants provided additional training and responded to teachers’ questions about their experience with enVisionMATH in the classroom. Ms. Kalinowski, MPS Superintendent Brenda Hodges, and building administrators attended both sessions to show their support for the new curriculum.

In January 2012, Pearson consultants delivered additional professional development sessions, with a focus on the online components of enVisionMATH and instructional strategies for students performing at different levels. In January 2013, they delivered a special training on fraction development for Grades 3 through 5. “We wanted to make sure the elementary teachers had enough content background to teach effectively,” said Ms. Kalinowski. “It worked. The students really get fractions now. We’ll continue to support teachers with content training to help them answer students’ ‘why’ questions and challenge students.”

Results

After one full year of implementation, the percentage of students in Grade 4 scoring proficient or above in math on the Massachusetts Comprehensive Assessment System (MCAS) increased by 4 percentage points from 2010–2011 to 2011–2012. Teachers commented that students were really starting to get concepts, and student enthusiasm for math increased dramatically. “With enVisionMATH, our very young students really understand basic math and handle math operations very naturally. I’ve never seen children develop this level of math competency from kindergarten on,” said Kate Kristenson, principal of Robinson Elementary School.

“I’ve never seen children develop this level of math competency from kindergarten on.”

—Kate Kristenson, Principal, Robinson Elementary School

28 Pearson

Focused Professional Development Helps Improve Math Scores by 18 PercentBellevue Public Schools, Bellevue, NebraskaScott Foresman•Addison Wesley™ enVisionMATH®

Demographics

› Suburban school district in greater Omaha area

› 15 elementary schools


› 770 teachers

› 10,000 students


› 78% white


› 5% Hispanic


Challenge

In the spring of 2011, as administrators in the Bellevue Public Schools (BPS) district were conducting a regular review and revision of the math curriculum, they were apprehensive about student performance on the upcoming state math test. According to Julee Sauer, BPS director of curriculum and instruction, their concerns were validated when the test results became available.

Students in almost every grade performed below the state averages in math, and math scores lagged behind the results for every other core subject. “The results confirmed what we already knew—we had an achievement gap in math,” said Ms. Sauer. “We had some work to do.”

The district was already looking for a new research-based math solution. A committee of K–12 math teachers developed a new framework and wrote a new curriculum based on the principles outlined in the book Understanding by Design by Grant Wiggins and Jay McTighe.

After carefully evaluating three publishing companies’ instructional materials aligned with the Understanding by Design® framework,* the committee selected Pearson’s enVisionMATH® for use in the elementary schools.

Implementation

Implementation of enVisionMATH began in the fall of 2011 across all 15 elementary schools. Every teacher at every grade level received half a day of Pearson professional development in the second week of school.

“It was tough in the beginning because the curriculum and the materials were much more rigorous than in the past. Teachers needed a lot of support and reassurance,” said Ms. Sauer. A second round of professional development took place in the spring of 2012.

As the year progressed, teachers became more and more comfortable. “Teachers told me every day that they were feeling more confident about their pedagogy and their content knowledge. Their growing confidence was due to three factors—student success with our new curriculum, enVisionMATH, and the Pearson professional development,” said Ms. Sauer.

In the fall of 2012, BPS began to implement a deeper level of professional development in which administrators worked with Pearson consultants to develop teacher cohorts. Every teacher in every cohort began to engage in lesson studies with the support of a math coach.

“This was very exciting because previously we had no coaches in our district,” said Ms. Sauer. “Our partnership with Pearson gives us high-quality access to opportunities. It takes just one phone call to get what we need—which is very different from our experience with other vendors.”

“Teachers told me every day that they were feeling more confident about their pedagogy and their content knowledge.”

—Julee Sauer, Director of Curriculum and Instruction, Bellevue Public Schools

*UNDERSTANDING BY DESIGN® and UbD® are trademarks of ASCD, and are used under license.

Results 29

In the spring of 2013, the district added side-by-side, job-embedded coaching and modeling for fifth- and sixth-grade teachers. The Pearson coaches, who had already established strong relationships with the BPS teaching staff, now provided immediate feedback on specific lessons.

“Our teachers had never had this kind of professional development before,” said Ms. Sauer. “The job-embedded coaching has been an outstanding experience because of the quality and demeanor of the coaches. The Pearson math coaches strike a perfect balance between being nurturing and being directive.”

In Ms. Sauer’s view, the Pearson professional development services have been a critical component of the district’s new math implementation. “I cannot imagine the struggle teachers would have had without the professional development support from Pearson,” she said. As a next step, the district plans to expand job-embedded coaching to teachers in other grades.

Results

Students have made substantial gains in math at every grade level. District scores on the Nebraska State Assessment (NeSA) improved by 18 percentage points between 2010–11 and 2011–12, compared with an improvement of only 6 points statewide. The scores for third-grade students in the district rose dramatically by 22 percentage points.

“Administrators and teachers are thrilled to see these significant improvements, and we are continuing to run statistical tests on the data to further clarify student gains,” said Ms. Sauer.

Increase in District Math Scores Is Triple State Increase

100

90

80

70

60

50

40

30

20

10

0

P

erce

nt p

rofic

ient

or

abov

e

2010–2011 2011–2012

Percentage of students rated proficient or above in math on the Nebraska State Assessment (NeSA)

State BPS, all elementary grades BPS, 3rd grade BPS, 4th grade BPS, 5th grade BPS, 6th grade

66

4650

4346 44

72

64

72

61 6658

30 Pearson

Demographics

› Title 1 school › 405 students › 89% free and reduced lunch › 68% African American › 29% Caucasian › 11% special education

Challenge

In October 2010, Vera Kilpatrick Elementary School in Texarkana, Arkansas, was confronting serious challenges. In its fifth year of school improvement, the school had low test scores and an ineffective school culture that did not support learning. Facing an upcoming Scholastic Audit by the Arkansas Department of Education for schools in school improvement in December, Kilpatrick Elementary needed immediate support to overcome these challenges and increase student success.

Implementation

Since Kilpatrick Elementary was about to launch a new Pearson America’s Choice implementation, the principal asked the company for help in preparing for the audit and in bringing much-needed structure to teaching and learning in order to improve student performance. Over the course of the year, the America’s Choice team met with educators at Kilpatrick Elementary approximately 20 times. The team led focus walks around the school, which resulted in immediate feedback to teachers, and participated in leadership meetings.

Results

After working with America’s Choice for just two months, the school received a much better evaluation in the Scholastic Audit than it had in the past, scoring mostly 2s on a scale of 1–4, with 4 being the highest. On the Arkansas Benchmark Exam in April 2011, students demonstrated significant improvement, with overall proficiency rates rising by more than 22 percentage points in literacy and by more than 14 percentage points in math. While every subgroup performed much better than in the past, students with disabilities, in particular, made huge gains. In literacy, proficiency rates for students with disabilities jumped by more than 31 percentage points. In math, the 30 point increase in proficiency rates for students with disabilities meant that the achievement gap between this subgroup and the all-student population, which had been decreasing, was substantially reduced to approximately 15 percentage points.

“The [Pearson] America’s Choice process was an eye-opener for us. First it helped us see where we were, and then it helped us see what had to be done.”

—David Walls, Principal, Vera Kilpatrick Elementary School

Students with Disabilities Achieve a 31% Gain in Literacy and a 30% Gain in Math in One Year

Vera Kilpatrick Elementary School, Texarkana, ArkansasSchool Improvement

Results 31

Students Make Rapid, Dramatic Gains in Literacy

Kilpatrick Narrows the Achievement Gap in Math

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Percentage of students achieving proficiency in literacy on the Arkansas Benchmark Exam across three years, as reported for AYP

52.1

0

55.6

9.5

77.8

40.9

All School SPED

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cent

pro

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AYP)

2009 2010 2011

Percentage of students achieving proficiency in math on the Arkansas Benchmark Exam across three years, as reported for AYP

62.9

16.7

68.8

38.1

83.1

68.2

All School SPED

32 Pearson

Demographics

› Title 1 school › 91% free and reduced lunch › 41% Hispanic › 25% African American › 15% white

Challenge

In 2009–2010, Curtis Middle School was restructured, gaining a new principal and new staff, because the school had repeatedly failed to meet state test targets for reading and math. That year, the Title I school in the Wichita Public Schools district in Wichita, Kansas, was identified as one of the lowest performing high-poverty schools in the state. It suffered from declining enrollment, poor educational practice, and attendance and behavioral challenges.

Implementation

Although Curtis Middle School had initiated a partnership with America’s Choice during the previous year, there had been no real teacher buy-in. In 2009–2010, the school began to implement the America’s Choice workshop model with fidelity. Curtis hired coaches who conducted individual weekly training sessions on how to implement the workshop model consistently. Teachers practiced with other teachers and participated in peer observations as well. The company provided training for coaches and teachers and supported the school in strengthening the use of data to guide instruction. In addition, to build proficiency in math and literacy, the school implemented four America’s Choice intervention programs—Ramp-Up Mathematics, Mathematics Navigator, Ramp-Up Literacy, and Literacy Navigator.

Results

The America’s Choice professional development paid off in improved teaching and learning. Teachers have used the strategies they learned from the math and literacy intervention programs in their regular classes, improving learning for all students. “The best practices have become a tool that teachers can call on in any circumstances,” said Principal Wasko. The workshop model has fostered active learning and increased student engagement, helping to change the culture of the school.

“The teachers used to complain that professional development was all about knowledge, but now professional development is all about classroom practice. That’s the America’s Choice difference.”

—Stephanie Wasko, Principal, Curtis Middle School

New Instructional Models Help Title I School Achieve Safe Harbor Status and Increase Proficiency on State TestsCurtis Middle School, Wichita, KansasSchool Improvement

In 2010, Curtis achieved AYP Safe Harbor status, a significant improvement, and now ranks in the 50th percentile of all district middle schools. Scores on state assessments attest to the growth in student achievement. The percentage of students passing the Kansas Math Assessment rose by more than 15 points from 2009 to 2011. The percentage of students passing the Kansas Reading Assessment increased by more than 8 points during that time period. Students in Grade 6 made particularly dramatic gains on both assessments. From 2009 to 2011, the percentage of Grade 6 students passing jumped by 35 points in math and by more than 16 points in reading.

In 2011–2012, Curtis continued its work in implementing company initiatives with fidelity. The 25 Book Campaign took off and that program, along with others, has fostered students’ excitement about reading and pride in their accomplishments. These programs have helped develop a culture of literacy in the school.

Results 33

Students Make Steady Gains in Math and Reading

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Per

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pas

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Math Reading

Percentage of all students passing the Kansas Math Assessment and the Kansas Reading Assessment across three years

2009 2010 2011

35.6

49.7 50.8 52.257.0

60.4

34 Pearson

Challenge

DeKalb, one of the Atlanta metro districts in Georgia, sought to raise student achievement levels in 40 urban elementary, middle, and high schools. All of the schools were Title I schools, and many were categorized as “needs improvement” schools.

Implementation

In 2009, America’s Choice was invited by the DeKalb County School System to support this group of schools. The elementary schools implemented the America’s Choice intensive school design model. The middle schools and high schools implemented Rigor & Readiness®, which integrated the America’s Choice design and the ACT® college readiness system.

Results

This selection of results from four schools highlights the large gains students made on the Criterion-Referenced Competency Test (CRCT) in mathematics and the Georgia Writing Assessment with the support of America’s Choice. In one to two years, the percentage of students who failed to meet standard in math dropped precipitously as all four schools saw double-digit gains in the percentage of students who met or exceeded standard. In just one year, writing scores at Sky Haven Elementary School increased by 32 percentage points.

Title I Schools Make Double-Digit Gains in Math and Writing on State Tests

DeKalb County School System, Georgia School Improvement

Mathematics Navigator® Raises Proficiency Rates by 57 Percentage Points on the Math CRCT

Percentage of students, in a cohort of 20, who met or exceeded standard on the CRCT in mathematics before and after enrollment in

Mathematics Navigator, a Tier 2 intervention

Percent Meets/Exceeds on Math CRCT

2007–2008(Prior to Intervention)

2008–2009 (After Intervention)

Tier 2 cohort 8% 65%

Stone Mountain Middle School, Stone Mountain, Georgia

A Gain of 13 Percentage Points in the Number of Students Meeting Standard in Math

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2010 (grade 6) 2011 (grade 7)

Percentage of students rated as does not meet, meets, and exceeds standard on the CRCT in mathematics, as

the cohort moved from grade 6 to grade 7

Level 1 (Does Not Meet Standard)

Level 2 (Meets Standard)

Level 3 (Exceeds Standard)

51

64

43

22

6

14

| |

Results 35

100

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Perc

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2010 (grade 6) 2011 (grade 7)

50

59

47

19

2

22

| |




Chapel Hill Middle School, Decatur, Georgia


2008–2009(Prior to Intervention)

2009–2010 (After Intervention)

Tier 3, Class A 10% 86%

Tier 3, Class B 5% 63%

Number of Students Failing to Meet Standard in Math Drops Almost 30 Percentage Points in One Year

The Average Percentage of Students Meeting or Exceeding Standard Jumps from 7% to 75% after Tier 3 Intervention

Percentage of students rated as does not meet, meets, and exceeds standard on the CRCT in mathematics, as the cohort moved from grade 6 to grade 7

Percentage of students in two classes who met or exceeded standard on the CRCT in mathematics before and after enrollment in Ramp-Up Mathematics®, a Tier 3 intervention

36 Pearson

A Drop of Almost 30 Percentage Points in the Number of Students Failing to Meet Standard in Math

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2010 (grade 6) 2011 (grade 7)




45

5552

24

4

20

| |

Columbia Middle School, Decatur, Georgia

Ramp-Up Mathematics® Raises Proficiency Rates of SPED Students Close to the Rates of All Students

Percentage of students who met or exceeded standard on the CRCT in mathematics—rates provided for (1) all students, (2) SPED students, and (3) SPED students after enrollment in

Ramp-Up Mathematics, a Tier 3 intervention



2009–2010

All students 65%

SPED students 12%

SPED students after Tier 3 intervention

55%

Results 37

100

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Pe

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ofici

ent

Percentage of students rated proficient in writing on

the Georgia Writing Assessment in 2010 and 2011

32

Sky Haven Elementary School, Atlanta, Georgia

Proficiency Rates on State Math Test Go Up 21 Percentage Points

100

80

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40

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P

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eets

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2009 (grade 3) 2010 (grade 4) 2011 (grade 5)


Level 1 (Does Not Meet Standard) Level 2 (Meets Standard) and Level 3 (Exceeds Standard)

62

38

| | |

42

5950

100

80

60

40

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C

hang

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per

cent

pro

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Writing scores, 2010–2011

Change in percent of students proficient in writing on the Georgia

Writing Assessment from 2010 to 2011

39

71

Writing Scores on State Test Increase by 32 Percentage Points

2010 2011

38 Pearson

Structured Professional Development Impacts AYP across EL and Other Subgroups

Turlock Unified School District, Turlock, CaliforniaSheltered Instruction Observation Protocol (SIOP®)

Demographics

› Agricultural community

› Mostly Title I schools

› 14,000 students


› 50% Hispanic

› 38% white

› 6% Asian

› 27% EL (50% in some schools)


Challenge

For many years, the biggest achievement gaps in the Turlock Unified School District were among English learners and special education students. Each school was wrestling with the problem individually and unable to achieve any significant improvement despite many interventions. Up to 30 languages are spoken each year in the district.

When the district’s director of professional development and EL programs, Kea Willett, attended a SIOP® (Sheltered Instruction Observation Protocol) presentation in 2002, she was struck by the SIOP® emphasis on language objectives. “I realized that our main problem was students’ lack of language skills in general and their difficulty in accessing grade-level content,” she said. Although staff agreed with Ms. Willett’s observations, they did not have a deep understanding of language acquisition and objectives, and there was no consistent instructional model in place.

Implementation

In 2007, Turlock Unified embarked on a SIOP® professional development program focused on language objectives and instructional models, and at the same time switched from a de-centralized to a centralized approach. The first three-day SIOP® Institute was held in 2007. Attendance was voluntary, and only 30 out of 770 teachers participated. The district went on to hold several more voluntary SIOP® Institutes between 2007 and 2009.

Seven teachers were selected to become district-wide instructional coaches, trained by Pearson, but teachers rarely took advantage of the coaches once they became available. The district realized that teachers who had never worked with coaches didn’t know how to call on them for support and principals who had never worked with coaches didn’t know how to direct the effort.

Soon Turlock Unified had maximized voluntary participation without impacting the majority of teachers or students. The team, led by the new superintendent, Dr. Sonny Da Marto, decided the SIOP® training needed to become mandatory. “It was clear that we needed a consistent model of instruction to unite all our staff,” said Dr. Da Marto.

When the mandatory training plan for certificated staff was announced in the fall of 2009, some content area teachers did not understand how language development applied to their classrooms. However, the SIOP® training soon helped them realize that, because language is the vehicle for instruction in all classes, every teacher is responsible for closing the language loop in achievement gaps for ELs and special education students.

The next step was to ensure successful classroom implementation. “There’s a difference between compliance and ownership, and we were looking for ownership,” said Ms. Willett. Coaching helped achieve this goal, along with follow-up SIOP® Institutes and ongoing Pearson professional development at school sites. Significantly, administrators began a program of classroom walkthroughs, in which they used a SIOP® protocol to collect data trends related to teachers’ implementation of SIOP® features.

According to Dr. Da Marto, this program allowed teachers and administrators to discuss specific aspects of instruction, impact on students, and instructional refinements on a regular basis. “It also helped to ensure that administrators and coaches were rating teachers consistently using ‘valid and reliable’ SIOP® models,” he said. In the 2010–11 school year, Pearson consultants delivered a

“ It was clear that we needed a consistent model of instruction to unite all our staff.”

— Dr. Sonny Da Marto, Superintendent, Turlock Unified School District

Results 39

minimum one-day mandatory follow-up component for teachers and a similar component for administrators. The district also brought in mandatory district-wide Pearson A+RISE® training, with a minimum one-day attendance, and is now on a maintenance professional development schedule.

Recognizing the need for outside expertise, Turlock Unified uses the same Pearson consultants year after year to keep the message consistent and provide objective, third-party support. “Our Pearson consultants are an extension of our district staff—not a typical vendor relationship,” said Ms. Willett. “They’ve bought into our district goals and are with us every step of the way.”

“ Our Pearson consultants are an extension of our district staff. …They’ve bought into our district goals and are with us every step of the way.”

— Kea Willett, Director of Professional Development and EL Programs, Turlock Unified School District

Results

Ms. Willett described the transformation at Turlock Unified as a powerful “second–order change.” “We’ve been misled in education to think we can do quick fixes—this is naïve and unrealistic,” she said. “SIOP® is not about tweaking around the edges—it’s about change from the ground up.”

Meaningful change takes time and commitment and must build on the SIOP® connections already in place, according to Ms. Willett. “As we know more, we do more. The SIOP® model provides the big picture, and then we zero in on specifics and keep going deeper to develop our understanding,” she said.

Since 2009, Turlock Unified has seen a positive impact on AYP for ELs and all other subgroups—validating the idea that research-based training positively impacts all students. “Educators in the district now have a common language around instruction, and this impacts achievement,” said Dr. Da Marto. “SIOP® has changed the dialogue in faculty meetings and on teacher collaboration days because everything is infused with SIOP® language.”

ELs Make Steady Gains in English Language Arts ELs Narrow the Achievement Gap in Math

100

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40

20

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Pe

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bove

2007–08 2008–09 2009–10 2010–11

District District EL Annual Measurable Objective (AMO)

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Pe

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ofici

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or a

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2007–08 2008–09 2009–10 2010–11

District District EL Annual Measurable Objective (AMO)

40 Pearson

Professional Development Streamlines One-to-One ImplementationColeman Independent School District, Coleman, TexasTechnology Integration Professional Development

Demographics

› Small rural district

› Title I elementary school and middle school


› 70% white

› 26% Hispanic


Challenge

In 2004, Coleman ISD, a small district with one elementary, one middle, and one high school, began to outfit middle school teachers with laptops using Texas Technology Immersion Pilot (TIP) grant monies.

According to Curriculum Director Lorrie Payne, who was a teacher in the district at that time, teachers who received training through the regional service center tried to incorporate the new laptops into their lesson plans and share experiences with others. “We were doing OK with the basics, such as how to use PowerPoint® and streaming video. But everything got more complicated when students started to get laptops as well,” said Ms. Payne.

In 2006, an extension to the TIP grant allowed the district to embark on a one-to-one computing program and equip every 8th grader with a Dell laptop. However, middle school Principal Paula Ringo soon recognized that most teachers were out of their depth. “Teachers needed additional training on integrating the new technology into classroom instruction and homework assignments,” said Ms. Ringo.

Implementation

Because 25% of the TIP grants must be spent on professional development, the district quickly sought out help. “That’s when Pearson came on board and started to make a big difference,” said Ms. Payne, who was now the curriculum director at Coleman ISD.

A Pearson consultant led sessions for the 8th grade teachers on one-to-one computing and began to go into classrooms to model lessons using student and teacher laptops. The consultant routinely observed a class, re-taught it using technology, and then asked the teacher to try it while he watched—a very effective training technique, according to Ms. Payne.

The Pearson consultant also demonstrated the classroom application of new technologies such as mobile interactive whiteboards, netTrekker, and Adobe Creative Suite. The consultant “helped us decide what would make a difference and what to purchase. Then he showed us how to align every

Year Implementation Grade Levels Professional Development

2004 Teacher laptops 6–8 Regional Service Center

2006 Student laptops 8 Pearson Technology Integration

2007 Student laptops 9–12 Pearson Technology Integration

2008 Student laptops 4–7 Pearson Technology Integration

2009 IWBs, cameras, projectors 4–12 Pearson Technology Integration

2009–present Curriculum integration 4–12 Pearson Technology Integration

2009–present Countywide teacher training 4–12 Pearson Technology Integration

One-to-One Computing Rollout

Results 41

new technology to our curriculum and instructional needs,” said Ms. Payne. The district then used a Vision 2020 Cycle 1 Grant to extend the one-to-one computing program to Grades 9–12. “This was a big step, and the Pearson consultant and team were really there for us,” said Ms. Payne. “They were on campus the night before the rollout, they spoke to parents, and they worked with our tech people and held our hands throughout the first week.”

In 2008, a Cycle 2 Grant allowed the district to implement one-to-one computing in Grades 4–7. “Pearson helped us troubleshoot every problem and came back throughout the school year to help teachers who were having trouble. The consultant would stay for three days in a row to do individual training and modeling,” said Ms. Payne.

The following year, a Target Tech in Texas (T3) Collaborative Grant allowed Coleman ISD to add interactive whiteboards, document cameras, and projectors. Again, the district asked the Pearson consultant to conduct one- and two-day training sessions and model classroom use after the teachers had tried out the new technologies. And since 2009, when the district adopted the Texas CSCOPE curriculum, the Pearson team has worked with teachers to align all classroom technologies with the new curriculum.

The Pearson consultant has also trained teachers in the four other county districts, which were part of the T3 Collaborative grant. “This has allowed us to build a lot of bridges. We now do a lot of training countywide, and we’ve held two Summer Technology Institutes for all county schools, with some of our teachers and three Pearson people presenting,” said Ms. Payne.

“ There’s no way we would have had the success we’ve had without Pearson…. Pearson helped us save our teachers from frustration and reach a high level of technology integration very rapidly.”

— Lorrie Payne, Curriculum Director, Coleman Independent School District

Results

Teachers can now help and train each other. “We no longer need the same level of support,” said Ms. Payne. Second grade teacher Susan Casey admits that her computer skills were low before the technology integration training. “I considered myself a rookie in technology, but now I’m presenting programs at the local, regional, and state levels,” she said.

“There’s no way we would have had the success we’ve had without Pearson,” said Ms. Payne. “I didn’t realize how vital our Pearson training was until I saw districts that didn’t have it. Pearson helped us save our teachers from frustration and reach a high level of technology integration very rapidly.”

2008 2011

Science 75% 88%

Social Studies 89% 99%

TAKS Pass Rate

42 Pearson

Learning Targets Take Student Performance to the Next LevelRockcastle Middle School, Mount Vernon, KentuckyAssessment Training Institute (ATI)

Demographics

› Rural school in southeastern Kentucky

› 41 teachers

› 649 students


› 98% white


Challenge

In 2007, when the supervisor of instruction for the Rockcastle County Schools introduced district leaders to the Assessment Training Institute textbook Classroom Assessment for Student Learning (CASL), the timing was perfect for Rockcastle Middle School. According to Principal Jason Coguer, teachers had just finished creating assessment maps and developing curriculum using backwards design concepts. “I saw that ATI could help us look at the standards again and introduce the concept of learning targets in student-friendly terms,” he said.

Student test scores had generally been good at Rockcastle Middle School, but Mr. Coguer felt it was time to move to the next level. “In the past, we’d been guilty of dividing students up, subconsciously, into two groups—good and not-so-good learners. ATI offered a way for us to move every student forward, toward a more consistent level of improvement,” he said.

Implementation

In the summer of 2007, Mr. Coguer and guidance counselor Lesha Cromer selected seven teachers, drawn from different content areas and with different levels of teaching experience, to form a core ATI team, which held a three-day ATI workshop sponsored by a local GEAR-UP program and met twice again before school started.

The core team and five teachers worked together on breaking down standards into learning targets, with Mr. Coguer and Ms. Cromer working alongside them—an important piece of the puzzle, according to Mr. Coguer. “There were some bumps in the road, but we all supported each other, and teachers saw my commitment to the ATI model and the work of the team,” he said.

Mr. Coguer set aside a day in October for professional development for the rest of the staff. Meanwhile, the five teachers started to implement the ATI assessment literacy concepts in their classrooms and were videotaped in preparation for the October training. They also prepared by thinking about questions that might come up and planning how to present the assessment literacy concepts as succinctly as possible.

The training day was successful because of several factors. All the teachers who presented were highly respected by their colleagues, and their range of experience and content-area expertise minimized the opportunity for negative reactions. One presenter, a social studies teacher with over 20 years of experience, told the group that she believed the ATI assessment practices were a very powerful way to teach. “The cross-section of our team was so important,” said Mr. Coguer. “No one could claim that ATI might work in English but would never work in science. Also, the videotapes showed students talking with teachers about their learning targets, and this was very powerful.”

On the training day, some of the five presenters were farther along than others in their ability to implement the Assessment Training Institute model. “That was fine,” said Mr. Coguer. “It helped prove an important point—that everyone learns at their own pace. I expect all my teachers to grow, but I don’t mandate the same growth schedule for everyone.”

After the training, the group agreed to start integrating learning targets into every new unit, and teachers began to re-evaluate old practices in light of the ATI recommendations for clear learning targets and aligned assessment practices. One sixth-grade science

“ ATI offered a way for us to move every student forward, toward a more consistent level of improvement.”

— Jason Coguer, Principal, Rockcastle Middle School

Results 43

teacher looked at a video she had used for years, decided it did not support learning targets, and dropped it from her instructional program. “Teachers began to develop a laser focus based on learning targets,” said Mr. Coguer.

In mid-November, grade-level teachers came together to review progress, share learning targets across curriculum areas, and look at each other’s assessments. “We learned from each other. For example, math teachers learned a lot by reviewing learning targets in social studies,” said Mr. Coguer. Teachers also began to email learning targets home to parents, which proved to be very helpful for parents in understanding the expectations.

Results

After several years of implementation, the ATI assessment literacy model is now integrated into daily practice. “There’s no guessing anymore about what’s on the test. ATI directs students to the outcome, so they know exactly what they need to do to achieve at high levels,” said Mr. Coguer. The school has seen some small fluctuations in scores, but with a good upward trend. And in 2011, the achievement gap between special education and other subgroups was almost eliminated.

“Our school was on its way up, but ATI helped push us over the top.”

— Jason Coguer, Principal, Rockcastle Middle School

In the fall of 2011, Rockcastle Middle School was named one of the top 10 schools in Kentucky and now ranks in the top 15% of middle schools in the state. “When everyone knows what to expect, including teachers, outcomes improve. Our teachers were already working hard, but now they’re working smart too. Our school was on its way up, but ATI helped push us over the top,” said Mr. Coguer.

School Continues to Surpass State in Reading Proficiency

Students with Disabilities Make Steady Gains in Math Proficiency

100

80

60

40

20

02007 2008 2009 2010 2011

State School Students with disabilities Free/reduced lunch

100

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02007 2008 2009 2010 2011

State School Students with disabilities Free/reduced lunch

Perc

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Perc

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abo

ve

Percentage of students rated proficient or above in reading on the Kentucky Core Content Test

(AYP results)

Percentage of students rated proficient or above in mathematics on the Kentucky Core Content

Test (AYP results)

44 Pearson

Demographics

› Title 1 school

› Grades K–5 › 100% free and reduced lunch › 98% Hispanic › 50% English language learners › 8% special education

Challenge

Adobe Acres Elementary School in Albuquerque, New Mexico, was ranked as the 35th worst elementary school in the state. A Title I school, it had over 900 students crowded into a space designed for 500. The students were largely from Mexican immigrant families. Although the school had a committed teaching staff, it lacked both strong leadership and a consistent reading and writing curriculum.

Implementation

To stop what the new principal viewed as systematic failure, the school began to work with America’s Choice in the fall of 2006. With the support of America’s Choice, the school implemented a standards-based system of instruction and assessment, provided differentiated instruction and targeted intervention programs, developed model classrooms, built professional learning communities, and engaged parents in the work of the school.

Results

In math, prior to the implementation of the America’s Choice school design, only 28 percent of students met proficiency levels. After four years of implementation, 55.9 percent of students were proficient. Proficiency rates for English language learners rose by almost 30 points, and the rates for students with disabilities increased by close to 40 points. During this time period, the percentage of students meeting proficiency levels in reading rose by almost 20 points.

“Teachers saw some early successes, with test score improvements the first year.”

—Sam Candelaria, Principal, Adobe Acres Elementary School

Math Proficiency Scores Double at Economically Disadvantaged School

Adobe Acres Elementary School, Albuquerque, New MexicoSchool Improvement

Results 45

All Students Make Large, Continuous Gains in Math

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Per

cent

pro

ficie

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All students Hispanic English language learners

Students with disabilities

Economically disadvantaged

Percentage of students achieving proficiency in math on the New Mexico Standards Based Assessment across five years

28

2005–06 2006–07 2007–08 2008–09 2009–10

3943.1

47.5

55.9

26

3841.3

54.5

46.6

18

3035.4

4447.5

0

10 13.916.2

39.3

28

3943.1

47.5

55.9

Students Make Sizable Gains in Reading

100

80

60

40

20

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Per

cent

pro

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All students Hispanic English language learners

Students with disabilities

Economically disadvantaged

Percentage of students achieving proficiency in reading on the New Mexico Standards Based Assessment across five years

31

2005–06 2006–07 2007–08 2008–09 2009–10

35

41.442.7

50.5

3035

39.4

50.3

40.9

1923

30.1 34.8 31.3

2 0

11.1

5.47.1

3135

41.442.7

50.5

46 Pearson

High School Sees Dramatic Improvements in Number of English Learners Passing State Tests

Brockton High School, Brockton, MassachusettsSheltered Instruction Observation Protocol (SIOP®)

Demographics

› Suburban Boston district

› 4,200 students


› 55.5% black (African American, Cape Verdean, Haitian, Jamaican)

› 28% white

› 11.2% Hispanic

› 8% Native American

Challenge

More than 50% of students at Brockton High School speak a language other than English at home, and approximately 11% are enrolled in bilingual/sheltered immersion programs.

In 2003, when the state of Massachusetts began to require that students pass the Massachusetts Comprehensive Assessment System (MCAS) in order to graduate from high school, only 22% of English learners (ELs) at Brockton High School passed the English language arts (ELA) MCAS and only 26% passed the math MCAS.

Implementation

In 2002, Massachusetts mandated English immersion as the primary means of instruction for most ELs, and in 2003 educators at Brockton High decided to invest in a program model with a confirmed history of improving EL achievement. The school selected the Sheltered Instruction Observation Protocol (SIOP®) Model because its research-based approach makes subject matter concepts comprehensible while promoting English language development.

Many features of SIOP®, including cooperative learning, reading comprehension strategy instruction, and differentiated instruction, support high-quality instruction for all learners, while many additional features, such as the inclusion of language objectives in content lesson planning, development of background knowledge, and emphasis on academic literacy practice, are specifically designed to support the academic success of ELs.

“It works because SIOP® gives ALL our teachers, our EL teachers and our general education teachers, a structured and reliable format that can be implemented in their classrooms,” said Principal Sue Szachowicz.

Starting in 2005, the district trained all general education and bilingual/ESL/immersion teachers, as well as administrative staff, on the SIOP® model for sheltered content instruction, and Brockton High adopted a school-wide literacy initiative in which all teachers were expected to teach reading, writing, speaking, and reasoning.

Intensive professional development helped teachers to provide instructional feedback and reinforced SIOP® strategies. Teachers learned how to consistently analyze assessment data, identify problem areas, and create targeted strategies to address ELs’ deficiencies in literacy skills. Administrators used both formal and informal teacher evaluations to monitor the efficacy of the new literacy strategies.

Since then, the professional development effort has continued to target the school’s general education faculty with school-wide workshops. Training has focused on the eight SIOP® components:

• lesson preparation: Content and language objectives, grade-level concepts, content adaptation, supplementary materials, meaningful activities

• building background: Connections with students’ prior experiences and knowledge, vocabulary development

• comprehensible input: Appropriate speech, clear explanation of tasks

• strategies: Explicit learning strategies, teacher scaffolding, various question types

• interaction: Frequent student/student and student/teacher interaction, appropriate grouping, increased wait time, clarification in the native language as needed

“ SIOP® gives ALL our teachers, our EL teachers and our general education teachers, a structured and reliable format that can be implemented in their classrooms.”

— Sue Szachowicz, Principal, Brockton High School

Results 47

SIOP® has also improved performance for students across the board, according to Principal Szachowicz. “SIOP® increases the achievement of all of our students, particularly our ELs,” she said.

Based on these improvements, the Rennie Center for Education Research & Policy in Cambridge, Massachusetts, designated the bilingual program at Brockton High as the most effective EL program among urban high schools in the state.

• practice/application: Practice with hands-on materials, integrated language skills development

• lesson delivery: Meeting language and content objectives, student engagement, appropriate pacing

• review/assessment: Review of key vocabulary and concepts, regular feedback on student output, informal assessment

Results

Between 2003 and 2009, as Brockton High consistently implemented the SIOP® model, the percentage of ELs passing the MCAS improved dramatically, with a 255% increase in English language arts and a 158% increase in math.

“ SIOP® increases the achievement of all of our students, particularly our ELs.”

— Sue Szachowicz, Principal, Brockton High School

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Pass Rate for ELs Increases by 255% in ELA and 158% in Math on State Tests

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Percentage of Brockton High School ELs passing the Massachusetts Comprehensive Assessment System (MCAS)

48 Pearson

English Learners Make AYP for the First TimeLittle Rock School District, Little Rock, ArkansasSheltered Instruction Observation Protocol (SIOP®)

Demographics

› 28 Title 1 schools

› 25,600 students



› 19% Caucasian

› 9% Hispanic

› 8% EL district-wide; up to 39% on some campuses


Challenge

As of 2007, the English learner group in the Little Rock School District had never made AYP at the district level, according to Dr. Karen Broadnax, director ESL/multilingual services.

Forty-two languages are spoken in the district. English learners are in inclusion classrooms and receive no instruction in their native language. Most are mainstreamed at the elementary level and take the same tests as their peers throughout the grades, with very few accommodations.

“Our goals have always been to help students master English language skills and content area concepts, so they can participate in the regular program as quickly as possible, and to provide them with the cultural literacy to participate in school and the community. But it became clear that we needed a more structured approach to help us achieve these goals,” said Dr. Broadnax.

Implementation

In 2007, the district selected Pearson’s Sheltered Instruction Observation Protocol (SIOP®) to provide teachers with a highly structured model that helps ELs learn difficult concepts presented in their course areas (such as math, science, and social studies) and a new language at the same time.

At a three-day district institute in 2007, a Pearson SIOP® consultant began to train the first cohort of teachers, drawn from one elementary school, one middle school, and one high school, with the elementary school facing the greatest need for improvement. Each school had a high population of ELs. The three schools already shared a connection since the elementary and middle schools were feeder schools. “We felt it was important that these teachers already knew each other before the training began,” said Dr. Broadnax.

During 2008 and 2009, teachers attended after-school SIOP® trainings on a monthly basis and one six-hour session every two months. But when the middle school became state-directed for school improvement, only two middle school teachers were left in the cohort, and the district decided to train three new cohorts and expand to more schools.

“Now we had a new level of complexity. It was impossible to manage 16 schools with just after-school training,” said Dr. Broadnax. “So we began to provide lesson coaching and after-school meetings on our campuses with a high percentage of ELs. We identified teacher leaders in each building who could take their skills back and train others. The structured SIOP® professional development model facilitated this process.”

The district set a schedule with the Lesson Preparation module as the first priority. “Teachers struggle with this the most,” said Dr. Broadnax. “But with SIOP®, teachers learn to write language objectives to match content regardless of the curriculum area. They get a sense of how to reach students and move them forward. We’re working toward a consistent approach—not hit and miss—that helps teachers understand where outcomes are coming from.” During her classroom visits, Dr. Broadnax makes sure that the SIOP® language and content objectives are posted on the wall. “This forces teachers to be aware of the objectives at all times,” she said.

“With SIOP®, teachers learn to write language objectives to match content regardless of the curriculum area.”

— Dr. Karen Broadnax, Director ESL/Multilingual Services, Little Rock School District

Results 49

The district has continued to work with the same Pearson consultant, who provides coaching on a regular basis. Although Dr. Broadnax is well versed in the SIOP® Model, she feels that the impartiality and continuity provided by the consultant are invaluable. “Teachers see our Pearson consultant as credible external expertise, and that’s what makes the difference. They’re working with someone they know and trust, and it’s not tied to their annual evaluation,” she said. Dr. Broadnax stresses to teachers that SIOP® is about developing lessons—not about their performance.

“ Teachers see our Pearson consultant as credible external expertise, and that’s what makes the difference.”

— Dr. Karen Broadnax, Director ESL/Multilingual Services, Little Rock School District

Results

Teachers and students have responded very positively to the SIOP® Model. “I hear comments like ‘I’ll never teach the old way again’,” said Dr. Broadnax. “Teachers who have taken the SIOP® training are constantly integrating the important questions into their thinking—how are my students going to demonstrate that they know this content and show progress toward mastery?” Students have commented that the approach is tailored to their needs and that the consistent pattern makes it easier to understand the content. One student said to his chemistry teacher, “I really like how you taught this lesson because it’s like how my other teacher teaches, and she’s a really good teacher.”

In 2009, district ELs made AYP as a band—literacy in grades 3–8—for the first time, with improved scores on the Arkansas state assessment. In 2010, ELs made AYP for literacy and mathematics for the first time across all grade spans. “There’s a high level of awareness that when teachers have received the SIOP® training, their students are more able to access the content they need,” said Dr. Broadnax.

Percentage of students rated proficient or above in mathematics on the Arkansas state assessment

Percentage of students rated proficient or above in literacy on the Arkansas state assessment

ELs Narrow the Achievement Gap in Math on State Test ELs Make Continuous Gains in Literacy on State Test

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50 Pearson

Building Literacy Skills for a Broad Range of English Learners

Washoe County School District, Reno, NevadaSheltered Instruction Observation Protocol (SIOP®) and Words Their Way®

Demographics

› Mixed urban/rural district

› 63,300 students


› 54% white

› 33% Hispanic

› 7% Asian

› 18% EL

Challenge

According to Diana Walker, secondary EL program coordinator in the Washoe County School District, the district needed to meet the varying needs of different EL groups in order to build academic vocabulary and bring struggling students to grade level as quickly as possible.

Students in the first group, “long-term ELs,” have received most of their education in the U.S., many of them in Washoe County, but still struggle with residual second language acquisition challenges and literacy skills in English. This group often has gaps in Tier 1 (basic vocabulary) words. Students in the “short-term EL” group, who have been in the U.S. for less than five years, are divided into two subgroups, students with a strong academic background in their native language and those without such a background. All short-term ELs are acquiring English as an additional language and require instruction in English language development, but students who come in with a limited academic background also often require additional literacy and content support.

Implementation

“What I really appreciate about Words Their Way® is that it provides a directed approach for the short-term group, plus backfill and some very specific skills for the long-term group,” said Ms. Walker about the district’s use of Words Their Way®. Teachers are using the diagnostic assessments to analyze learning gaps and place students at their correct developmental level.

Washoe County began its professional development program with optional word study training for groups of EL teachers. After three years, a Words Their Way® trainer came on board and the training became more formal. Now a year-long professional development plan begins before school starts, organized around the sequence of word study steps and any implementation challenges.

Teachers are required to attend 15 hours of training and can opt to attend an additional 15 hours for in-service credit. Coaching is then available during monthly training sessions, after site visits, and on request. Some schools have site-based coaches, and others use district implementation specialists.

“The mandatory training builds the basics and the vocabulary,” said Ms. Walker. “Then teachers need time to work through the bumps with structured support. Some teachers need help placing students in the right group, and some need help organizing daily tasks.”

Every EL high school and middle school teacher now has a copy of Words Their Way®: Word Study for Phonics, Vocabulary and Spelling Instruction, and each school has a set of Words Their Way®: Word Sorts for Within Word Pattern Spellers. The EL department purchased Pearson SIOP® (Sheltered Instruction Observation Protocol) texts to guide the training of instructional coaches, who provide day-to-day support in content area teaching. SIOP® complements Words Their Way® by giving teachers a highly structured model that helps EL students learn academic concepts and a new language at the same time.

Ms. Walker works with 40 EL high-school teachers, and their response to the program has been positive. “Words Their Way® offers great flexibility,” she said. “Teachers are using it with classes of about ten students with a wide range of skills and providing appropriate instruction to every student.” Teachers appreciate that Words Their Way® combines teacher-directed and student-centered learning and includes discussion and oral language. “Students come to generalizations about words through carefully scaffolded teacher talk, which improves academic language while teaching content,” said Ms. Walker.

Results 51

Results

Words Their Way® is helping students in the short-term group build their word knowledge and language structure skills and students in the long-term group expand their academic vocabulary and fill in gaps in their language skills. “Year one was all about changing instruction, but we’re seeing the impact on student scores in year two, with significant growth across the board, especially in the spelling inventory,” said Ms. Walker. “And we’ve noticed that our student subgroups do better in schools that implement Words Their Way® with a high degree of fidelity.”

The district plans to ensure that all the Words Their Way® steps are in place, including structured teacher support, accountability, and a two-to-three year plan. Writing samples and MAP (Measures of Academic Progress), an adaptive online assessment of achievement data, will be added to the implementation.

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Percentage of students in Grades 6–8 rated proficient or above in reading on the Criterion Reference Test

Cristal Cisneros, SIOP® implementation specialist at Dilworth S.T.E.M. Academy, coaches middle-school teachers in the district. “Teachers like that Words Their Way® is a real word study curriculum, not just a cut and paste or sorting activity, that shows you where every student is in their development,” said Ms. Cisneros. “You start from there and follow a road map that teaches word study very systematically.”

Student feedback has also been very positive. Comments have ranged from “I didn’t realize that all those strange words in English have rules and patterns” to “Now I know how to break down words, and it’s easier to understand.” According to Ms. Cisneros, “It’s amazing to see 8th graders get so excited. Students are identifying patterns and applying them in other contexts, and that means they’re integrating what they’ve learned into a wider literacy-based context.”

“ We’re seeing the impact on student scores in year two, with significant growth across the board, especially in the spelling inventory.”

— Diana Walker, Secondary EL Program Coordinator, Washoe County School District

“ Students are identifying patterns and applying them in other contexts, and that means they’re integrating what they’ve learned into a wider literacy-based context.”

— Cristal Cisneros, SIOP® Implementation Specialist, Dilworth S.T.E.M. Academy

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District ELs Match State ELs in Reading Proficiency

District District EL State State EL Annual Measurable Objective (AMO)

52 Pearson

Innovative Rural District Improves Teaching Effectiveness with New Evaluation SystemBeresford School District, Beresford, South DakotaTeacher Compass™

Demographics

› Small rural district

› 10% Title I

› 650 students


› 95% white


Challenge

Before the Beresford School District began a pilot implementation of Teacher Compass in the fall of 2010, each of the three principals in the district conducted classroom observations in different ways. “There was no common focus,” said Beresford Middle School principal, Tim Koehler. “We were each looking for different things and asking different questions.”

This lack of consistency meant that the principals could not compare findings—even though the schools share teachers in art, music, and language arts—and there was no way to track data over time. “We didn’t know if we were seeing the same things or different things across our schools,” said Mr. Koehler, who also serves as the curriculum director and professional development director for the district.

In addition, Mr. Koehler found the old system very time-consuming. “And, we spent a lot of time looking for supplemental materials to address any weaknesses we noticed during the observations,” he said.

Implementation

So the district decided it was time for innovative problem solving. After Mr. Koehler worked with Teacher Compass to build online rubrics customized to district needs, he and the high school principal got together to create an additional rubric and link it to the others. “It only took us two hours to build our own rubric even though we were new to the program,” said Mr. Koehler. “It’s amazing how intuitive and user-friendly the program is.”

Mr. Koehler and his colleagues then added sub-items with explanations and tips to help teachers implement the suggestions. According to Mr. Koehler, “This information helps teachers understand the meaning of each item in the rubric and provides practical guidance and relevance.”

Now Mr. Koehler takes his iPad™ along on every classroom visit, accessing Teacher Compass to work through the online rubrics, make comments, and email notes to teachers. “My observation and feedback time has been reduced by over 50%,” he said. “I have more observation time in the classroom, and the quality of the feedback is much better.”

“The rubrics alert me to what to look for,” said Mr. Koehler. “I don’t have to worry about trying to remember everything—it’s all right in front of me. The rubrics are easy to work with and very complete. And it’s much easier to maneuver around the building. I just check off boxes in the rubric and enter information on my iPad. It’s fast.”

The Teacher Compass reports on individual teachers and rubric items are providing insights and ensuring completeness. For example, administrators can easily see how many teachers are providing closure on a lesson. “The items that teachers are not doing well on stand out clearly,” said Mr. Koehler. “I feel confident now that we are not overlooking anything.”

Beresford administrators are using the Teacher Compass data to develop three drop-in evaluations a year and one summative evaluation at the end of the year, as required by the district. “It’s easy to do summative evaluations from all the data collected throughout the year,” said Mr. Koehler, “because everything is in one place.”

Sophisticated data collection is not only helping the district identify individual areas of weakness, but it’s also helping to build personalized coaching plans. Administrators are using the Teacher Compass online

“My observation and feedback time has been reduced by over 50%.”

—Tim Koehler, Principal, Beresford Middle School

Results 53

library of over 5,000 professional development videos to locate training materials correlated to individual observation recommendations, freeing up valuable time for other activities.

“Videos are more effective than print materials in demonstrating best practices,” said Mr. Koehler. “And they are very popular with our teachers. When teachers see a demonstration, it gives them something to build on and match to their own situation.”

Results

In one year, the Teacher Compass observation system has radically altered the way teacher evaluations are managed in the Beresford School District, and the improved feedback has impacted teaching quality.

“Our teachers are becoming more effective because the feedback they get is so much better,” said Mr. Koehler. “Now we have stronger teaching, and that’s key to improving student performance.”

In the future, the district plans to compile evaluation data across all three schools. This will be big,” said Mr. Koehler, “because it will give us insights into trends over time.” Mr. Koehler plans to continue to improve the district’s professional development program by linking the rubrics to the data and trend analyses. “This will become even more meaningful as we get a second and third year of data,” he said.

As the district initiates another innovative program—one-to-one computing at the high school level with an iPad for every student—Mr. Koehler plans to create a new rubric based on iPads and 21st century learning. “One of the really useful things about Teacher Compass is that you can add multiple rubrics for different observations and schedule them as needed,” he said.

“Now we have stronger teaching, and that’s key to improving student performance.”

—Tim Koehler, Principal, Beresford Middle School

Building on the first year of implementation, the Beresford team plans to continue improving the rubrics, developing new ones, and linking them together, with no outside help needed. “It’s so easy to continue developing rubrics, adapting to new situations, and refining the details,” said Mr. Koehler.

54 Pearson

New Assessment Practices Improve School Culture and Increase AchievementMiles Elementary School, Erlanger, KentuckyAssessment Training Institute (ATI)

Demographics

› School in greater Cincinnati area

› Title I school

› Grades K–5


› 14% minority

› 15% ELL

Challenge

In 2003, shortly after Bryant Gillis became the principal at Miles Elementary, the student population at the school began to change dramatically. The number of transient families in the area increased, and the percentage of students eligible for free and reduced lunch jumped from 15% to 53%.

According to Mr. Gillis, “Faced with a changing student population, we had to take a hard look at what was not working in our school as regards the Kentucky core content. We came to the conclusion that our unit-driven approach, with a test at the end of each unit, meant that teachers were out of touch with what students were learning on a daily basis.”

Implementation

Already familiar with the ATI professional development model of collaborative learning teams, Mr. Gillis decided to bring the whole staff together to talk about change. “Change was a tough concept for some people,” said Mr. Gillis, “but most teachers quickly recognized we could not continue the same old way. They saw that our system was outdated and we had to adapt to new circumstances.”

Following ATI guidelines, Mr. Gillis began by setting up learning teams of teachers at each grade level to discuss ideas and divide up tasks. The teams worked together to review the curriculum and standards, identify classroom learning targets, plan student involvement, and build quality classroom assessments aligned to the targets.

This was the first step toward forming professional learning communities organized by grade level. The PLCs now meet every week to study a chapter of the Assessment Training Institute materials, talk through the learning targets, and narrow down assessments to fit the targets. In addition, the grade level teams meet monthly with the principal, special education teachers, counselors, and other stakeholders to refine the program for RTI students.

“The ATI books gave us a pattern of how to scaffold lessons,” said Mr. Gillis. “When we provided the right books and the right training, the fire caught on.”

In addition to embedded professional development, teachers attended statewide ATI workshops and conferences sponsored by the Kentucky Department of Education over a two-year period, as well as workshops in other states. “They always came back excited,” said Mr. Gillis. “As a result of the workshops, our teachers started a new program whereby they routinely provide targeted intervention for any student who is one grade level or more behind and enrichment for those who are doing well.”

As part of the Assessment Training Institute program, Miles Elementary began to involve students in setting their own academic goals, to target the MAPS assessments conducted three times a year in the district. The objectives were to respond to individual needs, keep students motivated, and track progress.

“Students like being involved, and they’re good at it,” said Mr. Gillis. “And it has an impact—attitudes have changed.” The school has seen increased levels of self-confidence and motivation as students have become more responsible partners in the assessment process.

In addition, parent-teacher conferences have become student-parent-teacher conferences at Miles Elementary. Staff agree that involving students in their own learning has helped them build the skills they need to take increased responsibility for their academic performance.

“When we provided the right books and the right training, the fire caught on.”

— Bryant Gillis, Principal, Miles Elementary School

Results 55

Results

State test scores have improved significantly at Miles Elementary despite the changing demographics. According to Mr. Gillis, “The ATI program has had a huge impact on student performance. Our scores have increased from 70% to 83% proficiency rate in reading and from 75% to 85% in math, and we are consistently beating the district and state averages.”

“The ATI program has had a huge impact on student performance.”

— Bryant Gillis, Principal, Miles Elementary School

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ATI Boosts Proficiency Rate in Math by 10 Percentage Points

ATI Raises Proficiency Rate in Reading by 13 Percentage Points

Percentage of students rated proficient or above in mathematics on the Kentucky state test

Percentage of students rated proficient or above in reading on the Kentucky state test

Working with a parent committee, the school has also moved to a new report card format that indicates the level of mastery for every skill in the standards. “Now we have no grades, no extra credit, and no guesswork,” said Mr. Gillis.

The ATI program has bonded the teachers together and changed the culture of the school. “Our teachers have gone from anxiety about change to asking where do we go from here to meet each child’s needs,” said Mr. Gillis. “We’ve moved from looking for the answer to finding the answer. We now have a truly assessment-driven curriculum that continually builds on ongoing formative assessment.”

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56 Pearson

Collaborative Teaming and Innovative Assessment Strategies Improve Math Estimation Scores by 31 Percentage PointsSorrento Springs Elementary School, Ballwin, MissouriAssessment Training Institute (ATI)

Demographics

› School in greater St. Louis area

› Title I School

› Grades K–5


› 74% white


› 6% Hispanic

› 6% Asian

› 5% Multiracial


Challenge

In the fall of 2010, the principal and the three third grade teachers at Sorrento Springs Elementary School met with the district professional learning facilitator, Dan Tripp, to identify consistently low areas of student performance and work on closing the gaps.

Principal Jennifer Martin had previously facilitated a book study group, based on the ATI learning team model, around the ATI textbook Classroom Assessment for Student Learning: Doing It Right—Using It Well, which the team used as their basis for their work. “We’ve moved away from the traditional ‘sit and get’ staff meeting toward a university style course where teachers have ‘homework’ to study, read, or put into practice,” said Dr. Martin..

As part of this program, teachers had studied formative assessment. “We knew this was the direction we wanted to take,” said teacher Allison Love. “Our goal was to create common formative assessments to monitor student needs.” The team identified math, specifically estimation, as the first area of focus, since this was an area of difficulty for many students.

Implementation

The first step was to create “anchor papers,” based on the Assessment Training Institute model, so that students could see a continuum of strong and weak work and move toward self-assessment. The third graders were given a sample estimation problem with two numbers and asked to estimate the sum and explain their thinking, with no prior teaching. Students had previously studied rounding, with one number.

The teachers sorted the papers to create a continuum and a rubric with four levels, each illustrated by one anchor paper—Level 1: Student needs help estimating; Level 2: Student can round but cannot estimate; Level 3: Student can estimate to find the sum; and Level 4: Student can explain how he or she solved the problem.Students then reviewed the anchor papers and self-assessed where they fell on the continuum. “This was very powerful,” said teacher Maureen Stasen. “Students were able to build a deeper understanding of their errors. They could see what they needed to do next time around.”

Learning targets were set for each student, and the anchor papers were used to facilitate a class discussion on estimation. Following the ATI model of differentiated instruction, students at Level 1 received primarily teacher-led instruction, students at Levels 2 and 3 practiced on their own with some help from the teacher, and students at Level 4 were assigned enrichment activities.

With the anchor papers posted on the walls, the teachers continually engaged students in conversation about any errors. “Students might be able to see their errors one time, but they needed practice in a variety of settings to integrate into their understanding,” said teacher Emily Walkenhorst.

“Students were able to build a deeper under-standing of their errors. They could see what they needed to do next time around.”

— Maureen Stasen, third grade teacher, Sorrento Springs Elementary School

Results 57

improved by 31 percentage points. “Our goal was to help every student reach Level 3 or 4,” said Ms. Walkenhorst, “and we were able to accomplish that. Our students are all spread out in proficiency, but once they become proficient at the learning target, they can move on.”

“The anchor papers and scoring guides have changed our teaching practice in setting up students for success,” said Ms. Love. The ATI model has proven to be motivating for students, including the quieter ones, who stepped up because they were able to take learning into their own hands. “Students now decide what constitutes the different levels and sort the papers themselves,” said Ms. Walkenhorst.

As a next step, Mr. Tripp plans to address the goal setting and reflection strategies from Seven Strategies of Assessment for Learning in upcoming professional development sessions at Sorrento Springs.

Students were then given a performance task to connect the concept of estimation with the real world, in which they first selected five books from the familiar Scholastic book order form and estimated the total number of pages, and then estimated the retail price for each book and found the difference between the Scholastic price and the retail price. “This allowed us to see who could really transfer the concept,” said Ms. Stasen. Finally, students were each given 750 teacher bonus points and asked to estimate how many books and which books they could buy.

The third grade team started a professional learning community, and, through the work of the PLC, extended their practice across the math curriculum and into other subject areas, integrating concepts from another ATI textbook, Seven Strategies of Assessment for Learning. Throughout the implementation, Mr. Tripp and his team supported the school at a variety of levels, providing job-embedded professional development in the classroom and supporting the principal with professional learning needs.

Results

Six months after the Assessment Training Institute implementation began, students’ district assessment scores on estimation items

“ The anchor papers and scoring guides have changed our teaching practice in setting up students for success.”

— Allison Love, third grade teacher, Sorrento Springs Elementary School

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Percentage of students answering estimation items correctly on district pre-assessment and post-assessment

58 Pearson

Challenge

Omaha Public Schools (OPS) is a diverse, urban district of approximately 46,000 students in eastern Nebraska. In 2006, OPS district off icials sought to expand and improve their initiative to promote teacher collaboration.

Implementation

The district chose Pearson Learning Teams (LT) as its partner to develop a teacher collaboration model that would be implemented and supported in-house, thereby building the district’s capacity to sustain the work. In 2007–2008, 8 Title I elementary schools and 1 middle school (Group One) introduced the Learning Teams program to their staff. A dedicated Pearson LT advisor met monthly with each principal to train him or her in supporting the LT program at his or her school. The advisor also led monthly Regional Administrator Meetings (RAMs) with participating principals to solidify the foundation for collaboration across all buildings. In 2008–2009, a second group of 8 Title I elementary schools (Group 2) joined the program, for a total of 17 LT schools.

During the first two years, Pearson also worked closely with OPS district staff to identify one or two individuals to serve as in-house LT advisors, employed by the district and trained by Pearson to become certified LT advisors. Over the next two years, Pearson transitioned all school-site services from Pearson advisors to two certified in-house advisors, thereby solidifying continuous on-site support for all participating schools.

Results

Both cohorts of LT schools made achievement gains on the Grade 4 Nebraska math and reading tests in 2009. Although it usually takes up to three years for students to exceed the normative rate of growth, 7 of the 8 Grade 4 classes in Group One surpassed the rate after two years and at least half of the Grade 4 classes in Group Two exceeded it after just one year.

“We are hearing [principals] say, ‘I have never seen my staff talk together about instruction the way that they are now, even in the hallways, even at lunch.’ It’s happening across the grade level, but not just at the grade level. It’s also happening across the building.”

—Kelly Young, In-House Learning Teams Advisor

Title I Schools Surpass the Normative Rate of Growth in Reading and MathOmaha Public Schools, Omaha, NebraskaLearning Teams

Group One (8 elementary schools: 2007–2008 cohort)

• The number of students at a proficient or advanced level in reading rose in all 8 elementary schools by an average of 12.8 percentage points, with 6 schools surpassing the overall district growth rate of 5.25 percentage points and 1 school reaching 100 percent proficient/advanced.

• The number of students at a proficient or advanced level in math rose in 7 of the 8 elementary schools by an average of 5 percentage points, with 5 surpassing the overall district growth rate of 2 percentage points.

Group Two (8 elementary schools: 2008–2009 cohort)

• The number of students at a proficient or advanced level in reading rose in 5 of the 8 elementary schools by an average of 13 percentage points, with 3 schools surpassing the overall district growth rate of 5.25 percentage points.

• The number of students at a proficient or advanced level in math rose in 5 of the 8 elementary schools by an average of 6.9 percentage points, with 3 schools surpassing the overall district growth rate of 2 percentage points.

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60 Pearson

High-Minority District Sees Dramatic Improvement in EL Proficiency after Just One Year

Fowler Elementary School District #45, Phoenix, ArizonaA+RISE®

Demographics

› Grades K–8

› 4,600 students

› 90% minority

› 81% Hispanic

› 9% white


Challenge

In 2006, Fowler Elementary School District reported that out of its 1,429 students classified as English learners (ELs) in Grades K–8, only 15% were making progress, and the district was unable to make adequate yearly gains as outlined by the state of Arizona.

Cindy Bradley, bilingual coordinator for Fowler ESD, set out to locate a resource that was proven to dramatically impact student achievement and that teachers could use immediately without a lot of preparation. After reviewing several options, Ms. Bradley selected A+RISE® (Aligned Research-based Instructional Strategies for English) to meet her goals. A+RISE® distills thirty years of research and language acquisition theory into easily accessible instructional strategies that meet the needs of students.

Implementation

Ms. Bradley began by implementing an in-depth professional development plan. She provided support and training to a pilot team of teachers working with the district’s EL population, using A+RISE® as the tool to supplement instruction in EL-specific resource classrooms.

The pilot program showed promising results and was very popular with the pilot team of teachers, so Ms. Bradley went on to train the entire district in 2007, beginning with coaching teams. According to Ms. Bradley, the coaching teams were an essential component in the district’s success. “Many of the coaching teams really took ownership of the A+RISE® strategies and integrated them throughout the school. They became a daily routine, which is really why A+RISE® has been so positive for our kids,” said Ms. Bradley.

Ms. Bradley went on to work with small teams from each building, who were responsible for implementing the A+RISE® strategies, training other teachers, and integrating the strategies into instructional planning throughout the year. Ms. Bradley turned to her school-based teams to train and increase the use of the A+RISE® strategies across the district.

“ Many of the coaching teams really took ownership of the A+RISE® strategies and integrated them throughout the school.”

— Cindy Bradley, Bilingual Coordinator, Fowler Elementary School District

Results 61

English Language Proficiency Report for Title III AMAO Proficiency,

Fowler Elementary School District #45

1. Student has improved by at least one proficiency level over prior year.

2. Student has successfully achieved English fluency according to AZ DOE AZELLA proficiency exam.

Overall EL Student Population FY07 FY08 % Increase

GRADES K–5

Making Progress 1 46% 87% 89%

Reclassified 2 18% 29% 61%

GRADES 6–8

Making Progress 1 39% 75% 92%

Reclassified 2 12% 23% 92%

“ The impact on students’ comprehension and engagement was immediate.”

— Cindy Bradley, Bilingual Coordinator, Fowler Elementary School District

District Achieves Gains of 92% on English Language Proficiency Exam

The teams conducted frequent sessions designed to coach and model strategies, gathered student artifacts and samples for use in their teacher trainings, and demonstrated best practices for classroom implementation. Educators throughout the district soon began to notice changes and improvements in student performance. “The impact on students’ comprehension and engagement was immediate,” said Ms. Bradley.

Results

Just one year after implementing A+RISE®, Fowler ESD saw a dramatic and systemic improvement on the AZELLA (Arizona English Language Learner Assessment) proficiency test. In 2008, 120 more K–5 students were reclassified as proficient than in 2007, and a remarkable 75% of students in Grades 6–8 advanced at least one proficiency level, up from only 39% in 2007.

English Language Proficiency Report for Title III AMAO Proficiency, Fowler Elementary School District #45

62 Pearson

Challenge

Prince George’s County Public Schools (PGCPS), located in metropolitan Washington, DC, is the second largest school system in Maryland and the 18th largest in the country. With more than 134,000 students, it is among the most diverse as well.

The majority of schools in PGCPS struggled with low achievement scores in literacy and mathematics. In many of its high schools, students passed their algebra courses, but did not pass the state assessment.

Implementation

In the 2006–07 school year, America’s Choice worked with schools in Prince George’s County to provide professional development support. In the following school year, PGCPS began full implementation of the America’s Choice Intensive School Design on a large scale in its lowest-performing schools. A laser-like focus on instruction and student achievement resulted in remarkable, across-the-board gains in test results.

Initially, America’s Choice worked with 11 middle schools that faced corrective action or restructuring and 22 elementary schools (two feeder schools for each middle school). In addition, America’s Choice worked with 16 high schools serving large numbers of students who had not passed the state high school assessment in algebra. Six other middle schools used America’s Choice Ramp-Up to Middle Grades Literacy, Ramp-Up to Pre-Algebra, and Ramp-Up to Algebra to accelerate learning for students who are two or more grade levels behind in reading and/or mathematics.

Outstanding professional development from America’s Choice helped the district build its instructional capacity. In the summer of 2008, America’s Choice trained 565 educators—60 school administrators, 20 district administrators, 250 literacy teachers, 200 math teachers, and 35 science teachers—over a three-week period.

Results

In just the first year, 70 percent of the America’s Choice schools increased proficiency on the state assessments by at least 5 percentage points in either reading or mathematics. Of these, 64 percent increased proficiency on the state assessments by at least 5 percentage points in both subjects.

Five middle schools were “top gainers” in reading—schools the district identified as achieving at least 10 percentage points of growth on state assessments from 2007 to 2008. All five were America’s Choice schools. Seven middle schools were “top gainers” in mathematics; six of them were America’s Choice schools. Three America’s Choice middle schools had double-digit percentage point gains in both subjects. Ten America’s Choice schools exited school improvement status.

Ten Schools Exit School Improvement StatusPrince George’s County Public Schools, MarylandSchool Improvement

Results 63

Students Exceed State Growth: Mathematics

10

8

6

4

2

0

Ave

rage

ann

ual i

ncre

ase

in p

erce

nt p

rofic

ient

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Average annual increase in percentage of students proficient on the Maryland State Assessment, 2005–2006 to 2007–2008

America’s Choice Maryland

2.51.8

7.1

3.2

5.0

3.6

6.1

5.1

3.84.1 4.3

3.4

Students Exceed State Growth: Reading

10

8

6

4

2

0

Ave

rage

ann

ual i

ncre

ase

in p

erce

nt p

rofic

ient

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Average annual increase in percentage of students proficient on the Maryland State Assessment, 2005–2006 to 2007–2008

America’s Choice Maryland

3.22.4

6.8

3.3

8.9

5.1

6.8

4.9

7.1

5.0

2.8 2.9

64 Pearson

Demographics

James McHenry Elementary School


› 670 students

› 59% economically disadvantaged


› 26% Hispanic

Suitland Elementary School


› 673 students



Ridgecrest Elementary School


› 706 students


› 57% Hispanic


Challenge

Many students were coming to Prince George’s County schools with a set of misunderstandings about many key mathematics concepts. The district needed a program that would help correct these misconceptions and work well with students in third grade and up. The staff at Prince George’s County Public Schools (PGCPS) recognized the pivotal role of early intervention and how it affects children as they progress through their school careers.

Implementation

PGCPS supplemented the America’s Choice Intensive School Design with Mathematics Navigator modules for students who needed focused support in specific mathematics topics. The modules were identified based on the results of a screener test, and targeted instruction was implemented for students in grades 3 and up.

Results

The first-year results from three schools exemplify the positive results that were achieved using Mathematics Navigator coupled with the design.

Students Surpass the State’s Proficiency Rate by Almost 12 PointsPrince George’s County Public Schools, Maryland Mathematics Navigator®

“This program has really taken off. Kids who take Mathematics Navigator are showing other kids how to learn that way. We had double-digit gains on the Maryland State Assessment. … We’re expanding the program to the 4th-, 5th-, and 6th-grades this year. The Mathematics Navigator teacher is raring to go.”

—Dan Heller, Principal, Ridgecrest Elementary School

Results 65

70

100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results on the Beginning Place Value module

Students Achieve Sizable Gains with Mathematics Navigator Grade 3 Students Narrow the Gap with State

Grade 3 Students Surpass the State in ProficiencyStudents Make Dramatic Gains with Mathematics Navigator

100

75

50

25

0 P

erce

nt p

rofic

ient

2006–07 2007–08

One-year change in proficiency on the Maryland State Assessment in mathematics

100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results on the Knowing Addition and Subtraction module

Grade 3 Grade 3 Maryland

31.3

63

38

78.6 82.676.5

91.9

100

75

50

25

0 P

erce

nt p

rofic

ient

2006–07 2007–08



78.682.6

66.6

80.0

James McHenry Elementary School, Lanham, Maryland

Suitland Elementary School, Suitland, Maryland

66 Pearson

Grade 3 Students Achieve Double-Digit Gains on State Assessment

Students Make Double-Digit Gains with Mathematics Navigator

Ridgecrest Elementary School, Hyattsville, Maryland

100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test


33.8

100

75

50

25

0 P

erce

nt p

rofic

ient

2006–07 2007–08



78.682.6

46.3

63.5

62.7

Results 67

68 Pearson

Writing Program Increases Proficiency Rate by 17 Points on State Test

Jefferson Middle School, San Gabriel, CaliforniaWriting Aviator

Demographics

› Grades 6–8

› 1,200 students


› 50% Asian

› 37% Hispanic

› 8% white

Challenge

Jefferson Middle School in San Gabriel, California, realized that student performance in writing on district and state assessments was not as strong as it could be. With one-third of its student population classified as English language learners and 10 percent classified as special needs students, the school wanted a solid writing program to improve both instruction and student achievement.

Implementation

After a competitive search, Jefferson Middle School selected America’s Choice Writing Aviator. The school implemented the program with fidelity for three years, beginning in 2005. America’s Choice also helped the school align the program with California English language arts standards and assessments, using the Depth of Knowledge model developed by Norman Webb at the University of Wisconsin.

Results

This Title I school made consistent gains on district benchmark assessments, on the California Standardized Test in English language arts (which includes writing and reading), and in other subjects.

Almost without exception, Jefferson Middle School steadily increased the percent of students at every grade level scoring “advanced” or “proficient” on the state test—and reduced the ranks of students scoring “basic,” “below basic,” or “far below basic.” This positive trend holds up for English language learners. The school exited Program Improvement status in 2008.

“The good writers have gotten great. The struggling writers have gotten good. America’s Choice really promotes critical thinking as well as the skills needed to be good writers and to be good learners.”

—Heather Wolpert-Gawron, Language Arts Teacher, Jefferson Middle School

“At first, many of the Latino students didn’t think they had much to say or much to write about. But studying literature that spoke to their worlds empowered them. They just came to life, raising their hands and contributing in meaningful ways.”

—Kenna McRae, Language Arts Teacher, Jefferson Middle School

Results 69

California Standardized Test ELA Performance: All Students Percent Proficient and Advanced

California Standardized Test ELA Performance: English Language Learners Percent Proficient and Advanced

70

60

50

40

30

20

10

0

70

60

50

40

30

20

10

0

70

60

50

40

30

20

10

0

70

60

50

40

30

20

10

0

Perc

ent

profi

cien

t an

d ad

vanc

edPe

rcen

t pr

ofici

ent

and

adva

nced

Perc

ent

profi

cien

t an

d ad

vanc

edPe

rcen

t pr

ofici

ent

and

adva

nced

17

47

20

47

31

64

34

64

7

38

9

43

13

47

10

49

2008

2008

2008

2008

2005

2005

2005

2005

Jefferson Middle School California




6th grade

6th grade

7th grade

7th grade

70 Pearson

Literacy Program Boosts Reading Levels by One to Two YearsEwa Beach Elementary School, Ewa Beach, HawaiiLiteracy Navigator®

Demographics

› Grades K–6

› 360 students


› 72% Asian/Pacific Islander

› 22% white

Challenge

Ewa Beach Elementary School needed an intervention program for elementary students who were struggling to read at grade level.

Implementation

Ewa Beach implemented Literacy Navigator in an after-school program for a targeted group of 6th-graders, using Level 5/6 of the program.

Results

In less than one year, from October 2007 to May 2008, many of these 6th-graders approached the performance level of their grade on the Developmental Reading Assessment, a widely used standardized test. Results from six students exemplify the program’s success. All six students increased their reading levels by at least one year, with most moving up by two years. Student 6 is a special needs student.

Results 71

8

6

4

2

0

R

eadi

ng g

rade

leve

l bas

ed o

n D

RA

Literacy Navigator Quickly Increases Grade-Level Proficiency

Student 1 Student 4Student 2 Student 5Student 3 Student 6

4

5

4

2

4

5

6 6 6

3

6

7

Reading Level, October 2007 Reading Level, May 2008

72 Pearson

Literacy Intervention Program Accelerates Achievement by More Than One YearLexington Senior High School, Lexington, North CarolinaRamp-Up Literacy®

Demographics

› Grades 9–12

› 782 students



› 26% white

› 17% Hispanic


Challenge

At Lexington Senior High School, a diverse school with large numbers of English language learners and special needs students, half of the 250 incoming 9th-graders were reading at least two grades below grade level. The Piedmont community’s declining industrial base spurred the school’s efforts to reduce its dropout rate and prepare more students for college.

Implementation

The high school implemented Ramp-Up Literacy in six classrooms. A veteran master teacher and a first-year teacher taught three classes each of the comprehensive intervention in the 2007–08 school year.

Results

By the end of one school year, all six classes of Ramp-Up Literacy students exceeded expected growth on the Gates-MacGinitie Reading Test. All things being equal, students are expected to stay at the same level from year to year on the normal curve equivalent scale. Lexington’s Ramp-Up students beat those odds across the board. These results show acceleration of achievement beyond one year’s growth.

“America’s Choice is a philosophy of learning, a way of doing things that better equips our students to be prepared to succeed in all their classes. The literature the kids read is good literature. The kids love it. They want to read it. The master teacher says, ‘I’ll use these strategies in all my classes.’ The new teacher says, ‘The structure of Ramp-Up Literacy really helped me.’” —Greg Newlin, Principal, Lexington Senior High School

Results 73

All Six Ramp-Up Literacy Classes Exceed Expected Growth

Fall Spring

Teacher A Class 1

Teacher B Class 1

Teacher A Class 2

Teacher B Class 2

Teacher A Class 3

Teacher B Class 3

School Total

35

30

25

20

15

10

5

0

Nor

mal

cur

ve e

quiv

alen

ts

2426

15

17

2019

20

3032

30

24

32

3029

Increase in normal curve equivalents on the Gates-MacGinitie Reading Test, Fall 2007 to Spring 2008

74 Pearson

Demographics

Pajarito Elementary School


› 506 students


› 70% Hispanic

› 15% white

Wherry Elementary School

› Urban


› 506 students


› 71% Hispanic

› 13% white

› 8% American Indian/Alaska Native


Challenge

The New Mexico Public Education Department developed an educational plan for student success, which included a goal of helping schools statewide increase the number of students scoring proficient on the New Mexico Standards Based Assessment in mathematics. The state recognized that English language learners, American Indians, and special education students achieved significantly lower levels of proficiency than other student groups.

Implementation

In 2007–2008, the state selected Mathematics Navigator to help students, particularly those in targeted groups, improve their achievement in mathematics.

Results

Schools throughout the state that used the intervention achieved statistically significant gains, as illustrated by the results shown here.

Students Achieve Statistically Significant GainsAlbuquerque Public Schools, Albuquerque, New Mexico Mathematics Navigator®

Results 75

Pajarito Elementary School, Albuquerque, New Mexico

Wherry Elementary School, Albuquerque, New Mexico

100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results on the Understanding Division module

100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test


100

75

50

25

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results on the Knowing Multiplication and Division module

58.2

58.2

39.7

68.4

73.3

61.4

76 Pearson

Demographics

› Grades 6–8

› 133 students


› 53% American Indian/Alaska Native

› 41% Hispanic

› 7% white

Challenge

Cuba Middle School is a rural school in an 800-student district with only three schools—an elementary, a middle, and a high school. It decided to target 6th-graders who were performing below grade level in mathematics.

Implementation

In the spring of 2007, Cuba Middle School implemented four Mathematics Navigator modules for about 40 6th-graders. The modules were delivered by a math teacher and two education assistants, with support from a special education teacher for the special needs students. The school used a 90-minute mathematics block during the school day—60 minutes for on-grade instruction and 30 minutes for small-group instruction—for Mathematics Navigator.

Results

With an intervention that lasted less than a year, 6th-grade Mathematics Navigator students, including special needs students, nearly doubled the expected annual growth on a national, norm-referenced test.

For 6th-grade students, the national norm growth for a full year is approximately 7 points on the RIT scaled score used in the Measures of Academic Progress (MAP) assessment. (MAP, from the Northwest Evaluation Association, is a widely used norm-referenced assessment that is an accurate, reliable, and valid measure of students’ growth from one year to the next.) Cuba Middle School’s 6th-graders who took Mathematics Navigator grew by 14 points from fall to winter.

Underperforming Students Nearly Double Expected Growth Projections in MathCuba Middle School, Cuba, New MexicoMathematics Navigator®

Results 77

6th-Grade Mathematics Navigator Students Exceed Growth Projections on National Norm-Referenced Assessment

15

10

5

0

Cha

nge

in R

IT V

alue

s

National Norm Growth for 1 year

6th-grade Growth Fall 2007–Winter 2008

6th-graders’ growth on the Measures of Academic Progress (MAP) assessment in mathematics

7.2

14

78 Pearson

School Makes Huge Gains on State TestsGardner-Strong Elementary School, Strong, ArkansasMathematics Navigator®

Demographics


› 226 students



› 37% white

› 5% Hispanic

Challenge

Gardner-Strong, a rural school in a southern Arkansas district so small that its entire 704-student K–12 population is contained on one campus, needed an intervention to help all students improve their understanding of mathematics. The school was one of the lowest performing in the state.

Implementation

The school implemented Mathematics Navigator in 2007–08 with “anybody who works in the building” receiving training and delivering various modules—including the art, music, and physical education teachers, the librarian, the technology coordinator, and the school nurse. The school carved out a 45-minute period at the end of every day for the intervention.

Results

On the Arkansas Benchmark Exam in mathematics, 65 percent of the 3rd-graders achieved proficiency in 2008, up from 26 percent in 2007; 60 percent of the 4th-graders achieved proficiency, up from 45 percent; and 64 percent of the 5th-graders achieved proficiency, up from 38 percent. The school had similar huge gains with Literacy Navigator.

In longitudinal analyses of these data (see next page, top graph), 4th-grade students improved by 34 percentage points over their own 3rd-grade levels and closed the gap with the state. The state showed no longitudinal gains for students from their 3rd- to their 4th-grade scores. The bottom graph on the next page shows that 5th-grade students performed at a level that is close to that of the state in 2008, closing the gap from nearly a 40 percent point difference in 2006.

“The kids were so excited when they saw the state test results. They are learning so much faster. They are not as frustrated in class. There’s less stress, tension, and tears. There aren’t so many kids who want to go home just because it’s time for math class.” —Toni Barnett, Principal, Gardner-Strong Elementary School

Results 79

Mathematics Navigator Helps 4th-Graders Narrow the Gap with State

5th-Graders Nearly Erase the Gap with State

100

75

50

25

0

Pe

rcen

t pr

ofici

ent

2006–07Grade 3

2007–08 Grade 4

Change in proficiency from 3rd to 4th grade on the Arkansas Benchmark Exam in Mathematics

100

75

50

25

0

Pe

rcen

t pr

ofici

ent

2005–06 2006–07 2007–08

75 75

26

60

Arkansas

Arkansas

Mathematics Navigator Implemented


Gardner-Strong

Gardner-Strong

50

11

61

38

68

64

5th-graders’ proficiency on the Arkansas Benchmark Exam in Mathematics, 2006–08

80 Pearson

Demographics


› 342 students



› 14% white

Challenge

Marvell Primary School is a rural school in the Arkansas Delta. It is located so far off the beaten path that it qualifies for “isolation funding” from the state. The school needed an instructional solution to strengthen student achievement in mathematics.

Implementation

Marvell implemented Mathematics Navigator during the school day because most students cannot attend after-school programs. All students in grades 3– 6 took at least one module in the 2007–08 school year. The art teacher, the librarian, the principal, and other school staff delivered the modules. First, they used pullout sessions. Then, once the impact became evident, they used regular classroom instruction time.

Results

Instruction in Mathematics Navigator translated into dramatic gains on the 2008 Arkansas Benchmark Exam in mathematics for students at every grade level.

In a cross-sectional analysis (see next page, top right), 94 percent of the school’s 3rd-graders in 2008 reached proficiency, whereas only 43 percent of the school’s 3rd-graders reached proficiency in 2007. This growth pattern far exceeded the growth made by 3rd-graders statewide. Implementation of Navigator clearly made a difference for the 3rd-graders at Marvell.

Students in grades 4–6 at Marvell also finished with double-digit gains. Forty-five percent of the 4th-graders in 2008 reached proficiency, up from 17 percent of the 4th-graders in 2007. For 5th-graders, 38 percent of them reached proficiency in 2008, up from 21 percent in 2007. For 6th-graders, 46 percent reached proficiency in 2008, up from 12 percent in 2007.

A longitudinal analysis of these data (see next page, bottom) shows an impressive reversal of a pattern of decline. The scores of 6th-graders were compared with their scores for the two previous years, when they were 4th- and 5th-graders, respectively. Before implementation, student performance for this group was in decline; 32 percent reached proficiency in 2006 and only 21 percent reached proficiency in 2007. After implementation, student proficiency for this group shot up to more than double that low point, with 46 percent reaching proficiency in 2008. This pattern far exceeded the statewide growth.

Students Make Double-Digit Gains on State TestsMarvell Primary School, Marvell, ArkansasMathematics Navigator®

“We knew our children had weaknesses. The children knew that they needed help. Once they were screened, we could see exactly what they needed. Mathematics Navigator worked wonders for us. The children were cooperative and eager to tell us, ‘Now I understand! Now I get it!’”

—Elizabeth Johnson, Principal, Marvell Primary School

Results 81

Mathematics Navigator Yields Consistent Results Navigator Helps Move School from Incremental to Dramatic Growth (cross-sectional analysis)

100

80

60

40

20

0

Pe

rcen

t of

item

s co

rrec

t

Class A Class B

Statistically significant results in two classes on the Beginning Place Value module

100

80

60

40

20

0

Pe

rcen

t pr

ofici

ent

2005–06 2006–07 2007–08

100

80

60

40

20

0

Pe

rcen

t pr

ofici

ent

2005–06Grade 4

2006–07Grade 5

2007–08Grade 6

45.6

36

32

67

60

43.6 43

21

75

61

82.8

98.694

46

79

72

Pre-Test Post-Test Arkansas

Arkansas



Marvell

Marvell

3rd-graders’ proficiency on the Arkansas Benchmark Exam in mathematics, 2006–08

Trend analysis of proficiency on the Arkansas Benchmark Exam in mathematics, 2006–08

Navigator Reverses a Precipitous Decline before Middle Grades (longitudinal analysis)

82 Pearson

Students Exceed Growth Expectations on State TestJohn Stockton Elementary School, Jacksonville, FloridaMathematics Navigator®

Demographics

› Grades K–5

› 493 students


› 76% white


› 5% Hispanic

Challenge

John Stockton Elementary School was searching for an intervention for students who needed targeted assistance with specific mathematics topics.

Implementation

The school implemented two Mathematics Navigator modules in a before-school program for 5th-graders.

Results

Students posted double-digit growth from pre- to post-tests in Mathematics Navigator modules—and dramatically bested growth expectations on the end-of-year Florida Comprehensive Achievement Test in mathematics.

“Mathematics Navigator is eye-opening for many different students. There is a lot of collaboration, with kids working together and coming up with different strategies. We have many low socioeconomic and special education kids. It gave them a lot more confidence. It took the kids so far.” —Maryanne McDonough, Former Instructional Coach, John Stockton Elementary School

Results 83

400

300

200

100

0 S

cale

sco

re p

oint

s

One-year growth in scores for six 5th-grade Mathematics Navigator students on the Florida

Comprehensive Achievement Test, 2007–08 (Based on the Developmental Scale Score (DSS) from

Florida FCAT mathematics, average student growth is expected to be 109 points for 5th-graders.)

Mathematics Navigator Boosts Conceptual Understanding

Students Exceed Growth Expectations on State Test

80

60

40

20

0 P

erce

nt o

f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results for 5th-graders on the Knowing Multiplication and Division module

41.4

155

1 2 3 4

5th-grade students

5 6

194

227 236

321365

Actual growth

Expected growth

77.1

84 Pearson

Student Performance Doubles after 20 Days of Targeted InterventionWaianae Elementary School, HawaiiMathematics Navigator®

Demographics


› 626 students



› 8% white

› 5% Hispanic

› 8% English language learners

Challenge

When Waianae Elementary School examined its results on the Hawaii State Assessment, it knew that many students had difficulty with critical math operations, including addition and subtraction.

Implementation

In 2007–2008, the school selected Mathematics Navigator to address identified student needs with a targeted intervention.

Results

In just 20 days, students achieved statistically significant gains—nearly doubling their pre- to post-test results—as shown here for the Understanding Addition and Subtraction module.

In 20 Days, Student Performance Nearly Doubles

100

75

50

25

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f ite

ms

corr

ect

Pre-test Post-test

Statistically significant results on the Understanding Addition and Subtraction module

40

78

Results 85

Independent Evaluation Confirms Effectiveness of America’s Choice as Turnaround PartnerDepartment of Education, ArkansasSchool Improvement

Challenge

The Arkansas Department of Education recognized that it needed to take action to support schools across the state that were identified as in corrective action or facing restructuring for consistent low performance.

Implementation

After a competitive bidding process, Arkansas selected America’s Choice as its turnaround partner to assist the state’s lowest-performing schools. The work began in targeted schools in the summer of 2006.

Results

Growth rates in America’s Choice schools exceeded state growth rates in both literacy and mathematics. In literacy, America’s Choice schools experienced a 7.3 point increase in the percentage of students proficient at the elementary grades on the state test from 2006 to 2007, compared with a 3 percentage point increase statewide. In mathematics, America’s Choice schools had a 17.4 point increase in the percent of students proficient at the elementary grades on the state test, compared with a statewide result of 11 percent.

An independent evaluation by WestEd, a national research agency, examined results from 34 elementary, middle, and high schools in Arkansas that had implemented the America’s Choice School Design in the 2006–07 school year. It found that:

• After one year, students in America’s Choice elementary and middle schools had achievement gains on the Arkansas Benchmark Examinations that were more than twice as high as the gains of their peers in schools with comparable demographics.

• African-American and economically disadvantaged students in America’s Choice schools performed better on state literacy assessments than their peers in comparable schools. As a consequence, the performance gaps between America’s Choice students in these subgroups and other students statewide narrowed to a greater extent than they did in comparison schools.

• America’s Choice elementary, middle, and high schools increased average daily attendance during the first year of implementation.

In One Year, Elementary Schools Exceed State Growth Rates

20

15

10

5

0

I

ncre

ase

in p

erce

nt p

rofic

ient

Literacy Mathematics

Increase in percent proficient on the Arkansas Benchmark Examinations, 2006–2007

11

3

17.4

7.3

America’s Choice Arkansas

86 Pearson

40

30

20

10

0

Nor

mal

cur

ve e

quiv

alen

ts

Increase in normal curve equivalents on the Gates-MacGinitie Reading Test, 2006–07

6th-Graders Ramp Up Their Literacy Achievement, Gaining More Than One Year’s GrowthDepartment of Education, ArkansasRamp-Up Literacy®

Challenge

The Arkansas Department of Education realized it needed to address an adolescent literacy problem across the state with a solution for middle school students who were seriously behind in literacy.

Implementation

Arkansas chose the America’s Choice School Design, which includes the Ramp-Up Literacy program, for its lowest-performing schools.

Results

The 282 6th-grade students who had scored at the 20th percentile on the Gates-MacGinitie Reading Test were post-tested after participating in the course. By the end of one school year, Ramp-Up Literacy students exceeded expected gains on the Gates-MacGinitie.

All things being equal, students are expected to stay at the same level from year to year on the normal curve equivalent scale. Ramp-Up students’ performance improved by 5 points on the normal curve equivalent scale. These results show acceleration of achievement beyond one year’s growth.

In One Year, Ramp-Up Students’ Performance Exceeds Growth Expectations

37

32

Expected Actual

Results 87

60

45

30

15

0

M

edia

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Reading Mathematics

Growth in median percent proficient on the Hawaii State Assessment, 2002–07

Schools Make AYP for the First TimeDepartment of Education, HawaiiSchool Improvement

Challenge

Hawaii’s low-performing schools were struggling to improve students’ proficiency levels in literacy and mathematics. The Hawaii Department of Education was determined to make progress.

Implementation

America’s Choice began working with the state’s lowest-performing schools to help them break the cycle of failure and establish a pattern of success.

Results

After multi-year support from America’s Choice, 12 alumni schools—schools that continued to work with America’s Choice building on long-standing relationships—made steady improvement. Over five years, the median percent of students proficient in reading, as measured by the Hawaii State Assessment, increased by 23 points in these elementary and middle schools. The median percent proficient in mathematics increased by 27.5 points.

Three schools that had been in restructuring and worked with the America’s Choice Intensive School Design met their 2007 AYP goals.

Alumni Schools Continue to Improve Student Achievement

35.5

51

8

28

2002 2007

88 Pearson

Urban School Increases Reading Proficiency by 50 Percent and Makes AYPWilliam E. Doar Jr. Public Charter School for the Performing Arts, Washington, DCSchool Improvement

Demographics

› Urban


› 495 students



Challenge

The William E. Doar Jr. (WEDJ) Public Charter School for the Performing Arts opened its doors to 153 students in September 2004 with a mission to provide both a college preparatory, standards-based curriculum and professional-grade artistic instruction and practice.

Implementation

WEDJ selected the America’s Choice School Design as its instructional model and integrated the design’s standards-based approach across all content areas, including the arts.

Results

In a district where many schools were struggling, WEDJ made AYP for the first time in its third year of operation. Of the students who had been in the school for the three years since it opened, 65 percent were reading at or above grade level in 2007, compared with 15 percent of them when they arrived. With this strong academic progress, the school had a long waiting list for admission.

“We’re thrilled with the America’s Choice School Design. It allows us to work with the population we chose to work with—urban youth. It gives us the ability not to ‘track’ students, but to respond to different learning styles by working with flexible learning groups in one classroom. It really lends itself to working with the arts. We like the workshop model. The idea of practicing what you’re learning—in the arts, in social studies, in reading, in math, in science—really appealed to us.”

—Mary Robbins, Arts Partnership Director and Co-Founder, William E. Doar Jr. Public Charter School for the Performing Arts

No Child Left Behind Report Cards

YES

Reading Mathematics

2007 Made AYP

2006 Made AYP NO

YES

NO

Results 89

90 Pearson

Proficiency Rates Rise in Schools in School Improvement StatusNewark Public Schools, Newark, New Jersey Learning Teams

Challenge

School Leadership Team III (SLT III), located in the south ward of Newark, New Jersey, and covering the poorest sector of the city, had the highest proportion of schools in school improvement status in Newark. A state review found SLT III to be substantially lacking in school-based professional development.

Implementation

As a result of the state review, Pearson’s Learning Teams (LT) began collaborating with the Newark Public Schools and SLT III in 2005, implementing Learning Teams in 8 schools and expanding to 13 elementary, K–8, and middle schools in 2006–2007. Almost all of the 13 LT schools were in school improvement status, and many were in the fifth year of school improvement. In the second year of implementing LT, Pearson trained an in-house advisor in order to build Newark’s internal capacity for sustaining the LT program over time. The individual, an SLT III literacy coach, became a full-time, certified LT advisor while remaining a Newark employee.

Results

Over the course of the four-year partnership, district and SLT III administration, building principals, and subsequent state reviews determined that the LT program noticeably improved school-based professional development in almost all of the 13 schools.

Literacy and math data from the New Jersey Assessment of Skills and Knowledge (NJ ASK) for Grades 3–5 and from the Grade Eight Proficiency Assessment (GEPA) provide evidence of the achievement gains made by LT schools. In Grades 3–5 math, for example, the LT schools had an average gain of 27 percentage points in proficiency, twice the average 13 percentage-point gain of the Newark Public Schools and 8 points higher than the average 19 percentage-point gain of the comparison schools. In Grade 8 math, only the LT schools showed an average gain (9 percentage points), whereas the comparison schools and the district showed losses (-2 percentage points and -1, respectively). In literacy, the LT schools outperformed the comparison schools and the district in Grades 3–5 and Grade 8.

The graph on the next page shows changes in literacy and math proficiency from 2003–2004 to 2006–2007. Baseline data prior to the Learning Teams implementation come from 2003–2004 and 2004–2005. Data for the first two years of LT implementation in the first cohort of 8 schools come from 2005–2006 and 2006–2007. The 5 schools in the second cohort did not use LT in 2005–2006 and had just begun to implement LT in 2006–2007, making them an appropriate comparison group.

“We’re getting a change in the conversation in our schools, better lessons for our youngsters. …We’re getting results for students. It is all translating to student performance.”—Gayle Griffin, Assistant Superintendent, Newark Public Schools

Results 91

Learning Teams Schools Increase Proficiency in Literacy and Math

8 SLT III schools implementing LT 5 SLT III schools in comparison group Newark Public Schools district

30

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Average change in percentage of students scoring in the proficient range in literacy and math on the New Jersey Assessment of Skills and Knowledge (NJ ASK) for Grades 3–5 and on the Grade Eight Proficiency Assessment (GEPA)

from 2003–2004 to 2006–2007

Grades 3–5

Literacy Math

Grades 3–5Grade 8 Grade 8

92 Pearson

100

75

50

25

0

Pe

rcen

t of

item

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Statistically significant results on the Knowing Multiplication and Division module

Special Education Students Make Dramatic Gains

90

49

Special Education Students Make One Year’s Worth of Progress

Chets Creek Elementary School, Jacksonville, FloridaMathematics Navigator®

Demographics


› 1,133 students


› 75% white


› 7% Hispanic


Challenge

Using a highly predictive school diagnostic test that forecasts failing scores on Florida’s Comprehensive Assessment Test, Chets Creek Elementary School recognized that some students were unlikely to pass the mathematics test. This included students from both the general and special education populations.

Implementation

In 2006–2007, the school used Mathematics Navigator to shore up students’ conceptual understanding, skills, and problem solving in specific mathematics topics.

Results

Even though the diagnostic test predicted that they would fail, one-third of the school’s special education students passed the state test—and 75 percent exceeded expectations by making a year’s worth of progress on a developmental scale. These students face exceptional challenges, yet Mathematics Navigator positioned them within reach of their regular curriculum.

In the general population, 100 percent of the students who received Mathematics Navigator passed the state test.

Post-testPre-test

Results 93

In One Year, Students Enrolled in Intervention Program Outpace Others on State TestWarren City School District, Warren, OhioRamp-Up Mathematics®

Challenge

In 2006, few students in the Warren City School District in northeastern Ohio scored well enough on the Ohio Achievement Test to meet proficiency levels. This instructional challenge was coupled with a major organizational challenge—opening new schools and transitioning from elementary and middle schools to a K–8 structure. The district wanted instructional solutions that would work in the existing middle schools in the 2006–07 school year and in the new K–8 schools in 2007–08.

Implementation

America’s Choice helped the district address both sets of challenges with instructional solutions and professional development that built a seamless instructional system. The district implemented Ramp-Up Mathematics in three middle schools.

Results

After one year in Ramp-Up Mathematics, students in all grades made impressive, double-digit gains in proficiency on the Ohio Achievement Test. Their performance stands in stark contrast to that of students in the same schools not enrolled in Ramp-Up, whose proficiency declined—and actually plummeted for 7th- and 8th-graders. The results were based on approximately 750 Ramp-Up students and 450 non-Ramp-Up students.

For students enrolled in Ramp-Up Mathematics, the percentage scoring in the lowest category on the Ohio Achievement Test decreased by more than 10 percent, while those not enrolled showed little to no change.

Ramp-Up Mathematics Students Make Double-Digit Gains on State Test

25

12

0

-12

-25

C

hang

e in

per

cent

pro

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Increase in proficiency on the Ohio Achievement Test, 2006–07

-3.7

21.7

-14.7

20

-9.2

23.3

Non-Ramp-Up Students

Ramp-Up Mathematics Students

6th grade 7th grade 8th grade

94 Pearson

Urban Elementary Schools Outpace State in English Language Arts and MathNew York City Department of Education, New York, New YorkSchool Improvement

Challenge

Throughout the metropolitan area, the New York City Department of Education had many severely underperforming elementary schools.

Implementation

With the department’s recommendation, almost 40 elementary schools in the district adopted the America’s Choice School Design. These schools included high proportions of economically disadvantaged students, special education students, and English language learners.

Results

America’s Choice schools outpaced state gains on English language arts and mathematics assessments, annually and cumulatively.

Over Seven Years, Schools Top State Gains in English Language Arts and Mathematics

35

28

21

14

7

0

Incr

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English Language Arts Mathematics

Increase in percent of students proficient on New York’s 4th-grade English language arts and

mathematics assessments, 1999–2006

30.1

27.2

20.5

12.9

America’s Choice New York State

Results 95

Low-Performing Students Exceed Growth Expectations in ReadingNew York City Department of Education, New York, New YorkRamp-Up Literacy®

Challenge

The New York City Department of Education needed a proven instructional solution to help low-performing students reach proficiency in reading and become engaged, independent learners who could succeed in school and beyond.

Implementation

New York City selected America’s Choice Ramp-Up Literacy to tackle the challenge, beginning in the 2003–04 school year. Thousands of students throughout the nation’s biggest school system (over 1,500 schools and 1.1 million students) were enrolled in Ramp-Up Literacy courses.

Results

Using the Gates-MacGinitie Reading Test as a pre- and post-test measure, America’s Choice tracked the performance of 167 6th-graders and 240 9th-graders who were enrolled in Ramp-Up Literacy.

By the end of one school year, the students in the sample exceeded expected gains on the Gates-MacGinitie. All things being equal, students are expected to stay in the same level from year to year on normal curve equivalents for their grade levels. Middle school students grew by 7 points on the normal curve equivalent scale, while high school students grew by 4 points. The results show acceleration beyond one year’s growth.

In One Year, Ramp-Up Literacy Accelerates Learning

40

30

20

10

0

Nor

mal

cur

ve e

quiv

alen

ts

Middle School High School

Increase in normal curve equivalents on the Gates-MacGinitie Reading Test, 2005–2006

3638

3231

Expected Actual

96 Pearson

Instructional Solutions Pay Off: School Makes AYP and Increases Graduation Rate by 20 Percent

Chattooga High School, Summerville, GeorgiaSchool Improvement

Demographics

› Rural

› Grades 9–12

› 740 students


› 80% white


› 22% special needs students

Challenge

With a dropout rate of almost 60 percent and no college-bound culture within the community, overall achievement levels at Chattooga High School were low. The school knew it had to take action to give students in its rural, largely disadvantaged community better options for postsecondary success.

Implementation

Chattooga began by offering Ramp-Up to Advanced Literacy and Ramp-Up to Algebra in the 2004–05 school year and then implemented the full America’s Choice School Design in 2005–06. In doing so, the high school joined the districts’s elementary and middle schools that had already adopted the America’s Choice design, which created a K–12 districtwide solution that involved the entire community.

Results

Chattooga experienced nearly a 20 point increase in the percent of students graduating between 2004 and 2006.

Designated as a school “in need of improvement” in 2004–05, Chattooga made AYP in 2005–06 by improving the percentage of students meeting and exceeding standards on the Georgia High School Graduation Test for 11th-graders. Gains made by students with disabilities, who averaged 12 percent of the test-taking population, were particularly notable.

In addition to test score gains and improved graduation rates, the school improved attendance and reduced disciplinary issues.

In Two Years, Graduation Rate Jumps Almost 20 Percentage Points

75

60

45

30

15

0

Per

cent

gra

duat

ing

Chattooga High School graduation rate, 2004–06

43.1

50.8

62.5

2003–04 2004–05 2005–06

Results 97

Student Performance Improves on Graduation Tests

Students with Disabilities Improve on Graduation Tests

100

80

60

40

20

0

Pe

rcen

t pas

sing

English Mathematics Social Studies Science Writing

Percent passing Georgia High School Graduation Test

100

80

60

40

20

0

Pe

rcen

t pas

sing

English Mathematics Social Studies Science

Percent passing Georgia High School Graduation Test

2003–04 2004–05 2005–06

2003–04 2004–05 2005–06

97

100

92

82

63

88

80

50

80

98

100

92

92

71

80

78

72

8280

78

78

40

50

43

62

12

70

98 Pearson

Project Assist: After Hurricane Katrina, Mississippi Schools Beat the Odds with Math ProgramProject Assist, MississippiMathematics Navigator®

Challenge

During the 2005–06 school year, many Mississippi schools were overwhelmed by a sudden influx of displaced students from Louisiana, Alabama, and all over the Mississippi Delta. Overcrowded classrooms, coupled with the social and emotional toll of upheaval, resulted in many instructional challenges. Inadequate staffing and a shortage of materials exacerbated the difficulty of addressing these issues. Many staff members and school families were sleeping in shelters or government-issued trailers while they tried to rebuild their lives.

Implementation

The Mississippi Department of Education, in collaboration with America’s Choice, proposed supporting these schools with a targeted program of technical and material assistance. Supported by a grant from the Bill and Melinda Gates Foundation, America’s Choice focused on 50 of the hardest-hit elementary, middle, and high schools in 20 districts through “Project Assist.”

In addition to receiving America’s Choice coaching support and professional development, Project Assist schools were among the first to use the newly released Mathematics Navigator in the spring of 2006. Because Mathematics Navigator is a flexible, modular program, schools were able to fit it into their schedules as part of regular classroom teaching, tutoring sessions, and after-school programs. They were able to assess each student’s needs and deliver appropriate modules of instruction. To help students catch up for the 2006–07 school year, some schools offered summer school—for the first time ever. They anchored their programs with Mathematics Navigator.

Results

Across the board, the Project Assist schools that used Mathematics Navigator with their lowest-performing students showed gains in the percent of items correct between the pre- and post-tests. Many special needs students did particularly well.

ModulePercent Correct Pre-test

Percent Correct Post-test

Knowing Addition and Subtraction Facts

49% 79%

Understanding Addition and Subtraction

57% 84%

Knowing Multiplication and Division Facts

47% 81%

Understanding Multiplication 51% 73%

Results 99

100 Pearson

Randomized Study Proves That Mathematics Program Is EffectiveTylertown Upper Elementary School, Tylertown, MississippiMathematics Navigator®

Challenge

Tylertown Upper Elementary School, like many of the Project Assist schools, was overwhelmed as it tried to accommodate students who had been displaced by Hurricane Katrina in 2005. Assessments of the new students revealed that they needed to catch up in mathematics.

Implementation

Tylertown students were identified as needing two Mathematics Navigator modules. To meet students’ needs, the school offered Mathematics Navigator during summer school in 2006.

The Study

America’s Choice viewed this as an opportunity to evaluate the effectiveness of the program. Students were randomly assigned to one of two groups. All students received instruction in both modules in the course of two instructional sessions.

During the first instructional session, Group 1 received Module A, Knowing Multiplication and Division Facts, and Group 2 received Module B, Understanding Multiplication. During the second instructional session, Group 1 received Module B and Group 2 received Module A. All students were post-tested on both modules at the end of the first and second instructional sessions, meaning that students were tested on modules that they had not yet taken.

Results

Both groups demonstrated success in both modules. These results provide evidence that Mathematics Navigator raises achievement.

Results 101

Study of Mathematics Navigator’s Effectiveness

0

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75

100

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25

50

75

100

Perc

ent o

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Group 1 Group 2

53.3 52.9

Module A Post-test (2)Module A Post-test (1)Module A Pre-test

Perc

ent o

f ite

ms

corr

ect

90.0

61.2 58.3 59.1

78.7

Instructional Session OneGroup 1 received Module A.Group 2 received Module B.Both groups demonstrated success on the modules received.

Module B Post-test (2)Module B Post-test (1)Module B Pre-test

69.266.7

91.4

68.0

94.0

Pre-testGroups have not received either module.

Instructional Session TwoGroup 1 received Module B. Group 2 received Module A. Both groups demonstrated success in both modules.

Module A: Knowing Multiplication and Division FactsModule B: Understanding Multiplication

102 Pearson

“Mississippi’s Choice” Schools Outpace State Gains, Exit Priority ListsDepartment of Education, MississippiSchool Improvement

Challenge

The Mississippi Department of Education identified its 10 lowest-performing schools as “priority” schools. Other low-performing schools were concerned that they would be assigned to that list as well because of low performance in reading, language arts, and mathematics on the Mississippi Curriculum Test.

Implementation

The Mississippi Department of Education decided to recommend America’s Choice and its school design as a proven approach to school improvement. Forty schools across the state implemented the “Mississippi’s Choice” design initially, and more followed. Eight of the 10 “priority” schools joined the America’s Choice network.

Results

Over three years, the America’s Choice schools exceeded the state growth rate in reading, language arts, and mathematics.

Because of improved performance, seven of the eight original America’s Choice schools were removed from the “priority” list after the first year.

“Mississippi’s Choice” Students Exceed State Growth Rate

5

4

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Average annual growth in the percent of students scoring proficient and above on the Mississippi Curriculum Test,

2003–2005

3.4

4.8

0.1 0.0

2.7

1.1

Reading Language Arts Mathematics

America’s Choice Mississippi

Elementary Schools

Results 103

Niagara Falls Schools Outpace State Growth Rate Achievement Gap between Niagara Falls and State Narrows

District Closes Gap with StateNiagara Falls City School District, Niagara Falls, New YorkSchool Improvement

Challenge

Determined to overcome poor performance in its schools, the Niagara Falls City School District sought a turnaround partner that could address their students’ literacy needs.

Implementation

The school district began implementing the America’s Choice School Design in some of its elementary schools, incrementally adding more until all of its elementary and middle schools were using the design.

Results

Districtwide, America’s Choice schools achieved a 13 point growth in percent proficient on the state’s 4th-grade English language arts assessment, compared with an 8 point growth for the state. In the process, America’s Choice schools closed the gap with the state.

8

6

4

2

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Gap

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2003–04 2004–05

Difference between Niagara Falls and New York in percent proficient and above on New York’s 4th-

grade English language arts assessment

0.6

5.2

20

15

10

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Inc

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per

cent

pro

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Niagara Falls New York State

Increase in percent of students proficient on New York’s 4th-grade English language arts assessment,

2004–05

8

13

104 Pearson

Steady Growth in Reading and Math Leads to Recognition as Most Improved DistrictDuval County Public Schools, FloridaSchool Improvement

Challenge

Duval County Public Schools (160+ schools), located in the Jacksonville metropolitan area, was seeking a systems approach to schoolwide improvement. The superintendent wanted to establish a districtwide standards-based instructional system that focused on high expectations for all students.

Implementation

The district implemented the America’s Choice School Design in more than one-third of its schools and adopted key elements of the design for all of its schools.

Results

Duval County had the highest percentage increase in “A”-rated schools of any district in Florida from 2004 to 2005. Duval was the only large district with no public schools with an “F” rating.

From 1998 to 2005, the percent of Duval’s schools rated “A” or “B” rose from 12% to 63%, and by 2005, 92% of Duval’s schools were rated “C” or above.

In 2005, the district tied for first place for the highest annual growth in proficiency in the state for middle school reading. It also had the third highest annual growth for elementary reading, the fifth highest for middle school math, and the third highest for elementary math.

The state recognized Duval as the most improved school district in 2005.

Increase inpercent proficient

Reading 12.6

Mathematics 8.8

Growth in Proficiency in Schools over Four Years

Growth in proficiency on the Florida Comprehensive Assessment Test from 2001–2005

“We had continuous improvement with America’s Choice as the framework for all of our schools. In 2005, we accelerated improvement at all levels. Our gains occurred in a year when the bar was raised. When a district has massive learning gains, it’s symptomatic of real, systemwide performance.” —John C. Fryer Jr., Former Superintendent, Duval County Public Schools

Results 105

Striving Readers Make Statistically Significant Gains vs. Control GroupJefferson County Public Schools, Louisville, KentuckyRamp-Up Literacy®

Challenge

The 97,000-student Jefferson County Public Schools district in Louisville, Kentucky, faced an adolescent literacy crisis. Many students did not have the reading skills they needed to succeed in their academic classes. Inadequate student performance on the state’s 10th-grade reading test underscored the need for an effective instructional solution. Jefferson County wanted a districtwide plan to improve literacy.

Implementation

In 2005, eighteen of Jefferson County’s 21 high schools adopted Ramp-Up Literacy to help striving readers break the cycle of failure and to establish a pattern of success. The district was impressed with Ramp-Up Literacy’s research-based instructional strategies and intensive support for secondary teachers in teaching literacy across the curriculum.

Results

Jefferson County’s focus on literacy resulted in statistically significant differences and stronger growth on reading assessments for Ramp-Up Literacy students compared with a matched control group of students.

The district broadened its Ramp-Up Literacy implementation, adopting a comprehensive approach to build reading comprehension and motivation for all students in all subjects. America’s Choice professional development for teachers and literacy coaches with content-area expertise contributed to this initiative.

Reading Assessment Growth Language Assessment Growth

65

60

55

50

45

Adj

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Before Course After Course

50

50

60

Average Ramp-Up student

Average control-group student

65

60

55

50

45

Adj

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ore

Before Course After Course

50

50

62

Average Ramp-Up student

Average control-group student

106 Pearson

Literacy Intervention Program Helps High School Boost Proficiency on State TestWoodland High School, Cartersville, GeorgiaRamp-Up Literacy®

Demographics

› Suburban

› Grades 9–12

› 1,660 students


› 87% white


› 12% special needs students

Challenge

Like many high schools, Woodland High School in suburban Georgia realized it had an adolescent literacy problem, with many students unable to read grade-level material in their classes. Even teachers of 9th-graders in pre-International Baccalaureate classes found they had to read aloud to help students understand their texts. The school recognized that low literacy among 9th- and 10th-graders was highly correlated with dropout rates—and administrators vowed to do something about it.

Implementation

Woodland High School enrolled about half of its 9th-graders in Ramp-Up Literacy to help them become strong readers and effective writers across the curriculum—and to boost graduation rates.

Results

The percentage of Woodland students passing the 9th-grade Georgia End-of-Course Tests from 2004 to 2005 increased by almost 10 percentage points, while the state increased by only 4 points during the same period.

With these gains, the school narrowed the achievement gap with the state. In 2005, 80 percent of Woodland’s 9th-graders passed these tests.

The school credits Ramp-Up Literacy and other America’s Choice solutions, including Ramp-Up Mathematics and a two-year implementation of the America’s Choice School Design, with helping students stay in school, become successful, and pass high-stakes tests. Graduation rates have risen dramatically.

Increase in Passing Rate More Than Doubles That of State

12

9

6

3

0

Inc

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per

cent

pas

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Increase in percent passing 9th-grade Georgia End-of-Course Tests in literature and composition,

2004–05

9.8

4

Woodland High School

Georgia

Results 107

Students in Math Intervention Program More Than Double State GainSummerville Middle School, Summerville, GeorgiaRamp-Up Mathematics®

Demographics

› Rural

› Grades 6–8

› 418 students


› 73% white


› 5% Hispanic

› 16% special needs

Challenge

Summerville Middle School was tackling difficult performance issues in mathematics, especially with subgroup populations. The staff at this small, rural school wanted to address this issue and prepare all students for success in high school.

Implementation

Summerville Middle School students who were seriously behind were enrolled in Ramp-Up Mathematics.

Results

Ramp-Up students’ 15 percentage point increase in proficiency from 6th to 7th grade on the Georgia Criterion-Referenced Competency Test was more than double the state average growth of 7 percentage points.

Summerville is a model school that implemented the America’s Choice School Design with fidelity. It is a feeder school to Chattooga High School, which also achieved excellent results with America’s Choice solutions (see page 96).

In One Year, Ramp-Up Students More Than Double State Growth

20

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Incr

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Increase in proficiency on the Georgia Criterion-Referenced Competency Test, 2004–05

15

7

Ramp-Up Mathematics Students

Georgia

108 Pearson

Math Intervention Program Increases Proficiency Rate on State TestPutnam County Middle School, Eatonton, GeorgiaRamp-Up Mathematics®

Demographics

› Grades 6–8

› 628 students


› 46% white


› 8% Hispanic

› 17% special needs

Challenge

Putnam County Middle School had a history of low expectations for students—especially special education students—in mathematics. As a result, performance was low. The rural school was determined to turn that around and improve achievement.

Implementation

Students who were significantly behind peers at their grade level were enrolled in Ramp-Up Mathematics to help them make progress and catch up.

Results

From 5th to 6th grade, Ramp-Up students showed an increase of 7.9 percent of students who met or exceeded mathematics standards on the Georgia Criterion-Referenced Competency Test. During this same period, state results fell 10 percentage points.

From 5th to 6th Grade, Ramp-Up Students’ Proficiency Rate Rises; State’s Rate Falls

12

6

0

-6

-12

Cha

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Change in percent of students proficient on the Georgia Criterion-Referenced Competency Test,

2004–05

7.9

-10

Ramp-Up Mathematics students

Georgia

Results 109

Thirty “Georgia’s Choice” Schools Achieve Long-Term Gains in Proficiency on State TestsDepartment of Education, GeorgiaSchool Improvement

Challenge

The Georgia Department of Education challenged all schools statewide to get at least 50 percent of their students to proficiency in English language arts and mathematics on a new state test within three years.

Implementation

The state selected America’s Choice as its turnaround partner, making more than 100 of the state’s low-performing schools “Georgia’s Choice” schools. America’s Choice specialists focused on strengthening school leadership and instructional practices in literacy and mathematics.

Results

The 30 America’s Choice middle schools improved at an average annual rate of 6 points in percent proficient in English language arts, compared with a 4 percentage point change for Georgia middle schools as a whole.

In mathematics, these schools improved at an average annual rate of 6.6 percentage points compared with a 5 percentage point rate in Georgia middle schools overall. America’s Choice schools outpaced the state growth in English language arts and mathematics over four years. By 2004, America’s Choice students had met the department’s challenge.

“Georgia’s Choice” had an enormous impact on the state’s education system. A culture of high expectations became evident in the state’s new performance standards, which replaced their content standards. America’s Choice supported the Georgia standards-setting process—and the America’s Choice schools served as exemplary models of standards-based teaching and learning for the rollout of the new standards.

Over Four Years, Average Annual Growth in 30 Middle Schools Outpaces State in English Language Arts and Mathematics

8

6

4

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perc

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English Language Arts Mathematics

5

4

6.66

America’s Choice Georgia

Average annual growth in the percent of middle school students meeting or exceeding proficiency levels on the 8th-grade Georgia Criterion-Referenced Competency Tests,

2001–04

110 Pearson

Economically Disadvantaged Students Exceed ExpectationsEast Orange School District, East Orange, New JerseyRamp-Up Mathematics®

Challenge

As one of New Jersey’s Abbott districts, the East Orange School District was under court order to improve education for economically disadvantaged urban children. (Abbott districts were created after the New Jersey Supreme Court found education for urban students inadequate. These districts are in the lowest socioeconomic stratum and have histories of systemic failure to provide quality education.)

Implementation

East Orange implemented Ramp-Up Mathematics with 5th- and 6th-graders in the 2003–04 school year and included students who were at, below, and above grade level.

Results

After one year, students in Ramp-Up Mathematics exceeded expected gains on the district’s TerraNova mathematics assessment. All things being equal, students are expected to stay at the same level from year to year on the normal curve equivalent (NCE) scale. Ramp-Up students who began well below grade level increased their performance on the TerraNova assessment by 8.1 NCEs, which indicates an acceleration of achievement.

After Only One Year, Ramp-Up Mathematics Helps Students Exceed Expectations

Below-grade-level students

Expected 2003–2004 Actual 2003–2004

65

52

39

26

13

0

Nor

mal

cur

ve e

quiv

alen

ts

Ramp-Up students’ achievement growth on the TerraNova mathematics assessment, 2003–04

35.3

43.4

Place, State

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