Star Pilot Project Review of Year 1

STAAR Pilot ProjectReview of Year 1

Kathleen BethkeACE Training Consultant

STAAR Lead

Objectives

• Review criteria/requirements of SPP• A look at preliminary Year 1 results• Review of how findings will impact the future

of ACE• A look at NYOS

Celebrate

• Total SPP Students• Total New Students• Preliminary Results

SPP Requirements

• Data-Driven Design• Intentional Recruitment• Targeted Scientifically-Based Intervention• Targeted, Intentional Enrichment• SMART Goals• Research Questions• Fidelity Tools• Pre- and Post-Assessments

SPP Programs

Mixed FTF/Online FTF Only Online Only0123456789

10 9

3 3

ELA & Math ELA Only Math Only0123456789 8

6

1

Types of Interventions

Content Focus

Total SPP StudentsGrantee Proposed Students Students Served 30+ days New Students

Austin 120 120 70

CIS SA 72 63 27

CIS SEHC 100 83 78

Ft Worth 6 72 72 35

Ft Worth 7 72 55 14

Harlingen 450 255 326

HCDE 140-280 177 1

NYOS 40 45 13

Reg 13-Bartlett 50 59 14

Richardson 442 364 37

Sherman 270 208 187

Snyder 120 15 71

Taylor 160 164 96

Temple 126 126 88

Valley View 280 210 3

TOTAL 2602 1812 1051

Preliminary Results• Sherman ISD – Power Reading

2490 months of reading improvement in 4 months, an average of 11 months with a range of 2 months to 24 months of improvement (24 months is equivalent of 2 ½ school years!)

• Taylor – Istation, Think Through Math 85% of SPP students improved reading proficiency 69% of SPP students improved math proficiency 56% of SPP students who were “on the bubble” in January were “off the bubble” in May resulting in significant increases in STAAR

assessment passing percentages (as high as >70% exceeding State Stds in Reading at both campuses and >45% exceeding State Stds in Math at Passman

• Temple – Sylvan ACE It! When compared to non-SPP students of similar demographics, SPP students scored 6.02 points higher on STAAR Reading

Assessments. When compared to non-SPP students of similar demographics, SPP students scored 10.44 points higher on STAAR Writing

Assessments SPP students had 44% lower absences and 43% lower disciplinary referrals when compared to non-SPP students of similar

demographics.

• CIS – SEHC – Kids College 79% of the students participating in SPP for math either passed or improved their score on the STAAR math assessment. 56.5% of the 108 Regular SPP students passed the STAAR test for the subject in which they were tutored. 31% of the 108 SPP

Students passed at least one additional STAAR subject test. 11.25% of the SPP students did not pass any STAAR subject, but improved from last year’s scores.

Common Barriers

• Secondary Student recruitment and retention• Providing intentional enrichment for SPP students• Getting parents to allow students to stay for

enrichment (or only planning 1 hour of intervention)• Getting core day to see the importance of

intentionally aligned enrichment• Managing SPP and traditional ACE program• Managing the requirements from State Evaluators

Common Themes

• Computer-based Interventions (Think Through Math, Achieve 3000, etc.)

• Computer-based Interventions with Reciprocal/Guided Learning

• Reciprocal/Guided Learning Intervention• Student Centered Learning (giving students a voice in

learning)• Highly Qualified Staff• Lack of Staff:Student Interaction in some interventions• Low Staff:Student Ratios• More purposeful planning

Best Practices

• Alignment to student need for both academic intervention and enrichment

• Campus:Afterschool Collaboration• Highly Qualified Teachers• Low Staff:Student Ratios• Intentional Recruitment• Engaging Learning Environment (Reciprocal

Learning, Guided Learning, Student Voice, Intentional Enrichment)

What SPP Findings Mean For The Future

• Intentional academic interventions• Academically aligned enrichment• Intentional recruitment• Scientifically and/or evidence-based learning

strategies embedded in every activity• Fidelity measurement tools • More coaching/mentoring to help programs

reach desired quality goals• Everything is connected

A Look At NYOS

NYOS Charter School, Inc.

STAAR Pilot ProgramAlyssa Moore

Project [email protected]

APPROACH TO DESIGN

• Cognitively Guided Instruction– SMART Boards

• Essential Skills and Mentoring Minds software– Student and Parent Laptops

• Parent Math Numeration Classes and software classes

• Mentoring Program

Intervention Rotations

CGI Small Group Intervention

Students work together to develop and verbalize their own strategies to solve problems using manipulatives.

SMART Board Instruction & Games

MEASURES OF FIDELITY OF IMPLEMENTATION

• Benchmarkso BOY, MOY, EOY campus developed STAAR assessments

• Progress monitoring datao Essential Skills software

• Students, parents and teachers may track progresso Mentoring Minds software

• Teachers monitor student progress TEK by TEK

• Attendance Records• Laptop check-out logs• Mentor Logs

MEASURES OF FIDELITY OF IMPLEMENTATION

• Training sign-in sheets• ACE program leader observation forms• Principal observation forms• Lesson plan review by Site Coordinator• Center leaders and school leaders meet monthly to

review progress• Center leaders, school leaders and teachers meet every

9 weeks to analyze data

RECRUITMENT

Beginning of Year Benchmark (BOY)

• All students that scored a 70 or below on math benchmark were referred into the program

• Teacher referral

FORMATIVE ASSESSMENT RESULTS

• BOY (Beginning of Year) Math Benchmark: 53% of NYOS K-3rd graders were BELOW level in Math.

• MOY (Middle of Year) Math Benchmark: 21% of NYOS K-3rd graders were BELOW level in Math

• EOY (End of Year) Math Benchmark: 12% of NYOS K-3rd graders were BELOW level in Math

FORMATIVE ASSESSMENT RESULTS

2013 201271% 84%

STAAR Passing

INTENTIONAL ACTIVITY DEVELOPMENT

Enrichment ActivityWhen I Grow UpCollege and Career Readiness

ENRICHMENT INTENTIONAL ACTIVITY DEVELOPMENT

• Needs Inventory• How can we relate math to career readiness?• Reviewed STAAR Math Reporting Categories 1 & 2 and

started to brainstorm how we could “sneak” those TEKS into fun, hands-on enrichment lessons

• Chose an experienced counselor to lead activity development

ACTIVITY PLANNING• Google “School Career Days” for original pool of

careers as examples for students to choose from• Google “Crafts for Careers” to see if fun, hands-on

activities already existedo Counselor tweaks the activity to meet our program needs

• Appropriate grade level• Align with STAAR Math Reporting Categories 1 & 2

o All students participated in the same activities for the 2 weeks so that students and activity leaders could gain a sense for how the activity is implemented

o At the end of the 2 weeks students were asked to choose which activities they wanted to learn about

STUDENT CHOICE• Students asked to write down their top 5 careers that

they would like to learn about

• All choices were graphed as a class

• The 5 most popular careers were the winnerso Students voted on the order in which they would learn about each career

STUDENT CHOICE• Activity leaders discuss career with students• Students are asked what math skills they think would

be used in that particular career• Activity leader compiles a list of the math skills and

turns that list over to the counselor planning the activity

• The counselor researches the projects/activities and gives the activity leaders and students a foundation to build ono The counselor provides the students with a topic but the students come up

with the activities- math problems, games, reflections, etc.

STUDENT CHOICE• Once activity is implemented with the students the

activity leader completes a reflection feedback form and turns that in to the counselor

• Counselor makes revisions to the activity based on student and teacher feedback

ENRICHMENT INTENTIAL ACTIVITY DEVELOPMENT

• All activities are project-based

• Students experience first-hand how the math they are learning in school can relate to their future careers

ACE LESSON PLAN• Follow 1 “E” per day• Monday

o Students learn about their career

• Tuesday – Thursdayo Students work on aligned

activities• Math Problems• Projects• Games• Arts and Crafts

o Parent Involvement

• Fridayo Project completion

WHEN I GROW UP• Career Activity Examples

o Dancer- dance studioo Photographero Detectiveo Construction worker

• Engineers• Popsicle stick city

o Veterinariano Fashion Designero Artist- sculptureso Police officero Librariano Business owner- hats and shirts

Questions?

Kathleen [email protected]

Alyssa [email protected]