Teachers Talk About AYP: Why District Scores Soared
Early analysis of data indicates that students at every Putnam City School scored high enough on standardized tests to meet or exceed federal and state adequate yearly progress (AYP) targets. In a district with 27 schools and more than 19,000 students, that’s no small task. How was it accomplished?
To teachers at three schools, we asked three questions:
- What do you think contributed to your school making AYP?
- What did you do differently or better to really make a difference?
- How do you go about meeting the needs of each student in your classroom?
Below are some of their answers. Our thanks to each of the teachers who shared their thoughts.
What do you think contributed to your school making AYP?
"Having a vision would probably be the one thing that contributed to our school making AYP. All of us working together and moving in the same direction. We all build off each others strengths. If I'm low in a specific area, I'll find someone who was high in that area and ask what they did differently."
Carrie Hayes, 4th Grade, Hilldale Elementary
"I think all the support contributed to Hilldale doing well. We had EDIT meetings every month. We had professional development, which helped us constantly learn new things that would help us with testing. We were continuously praised for the good job we were doing, which lifted our spirits throughout the year to keep us going."
Duston Lambakis, 4th Grade, Hilldale Elementary
"I think our school was able to make some gains because we changed our mindset to re-teach if our kids weren't getting the concept the first time. We had to realize that not all kids are the same and really individualize our teaching."
Maggie Oaks, 4th Grade, Tulakes Elementary
"Things that I believe contributed to Western Oaks Middle School making AYP include dedicated teachers across the curriculum who bought into the plan to encourage reading in all disciplines. The recently implemented A+ computer reading program at Western Oaks is an important part of improving reading in all curriculum areas. Programs in English, science, math, and history can be accessed in the reading lab as well as on teachers' computers."
Janice Witten, 6th, 7th and 8th Grade Language Arts, Western Oaks Middle School
"As a school we decided to do "whatever it takes." We got together with elective teachers and talked about the need for extra tutoring. Those teachers were willing to let us have the kids that needed some extra tutoring, so we pulled in those who needed more time on basics of math and English."
Joy Bjerk, 8th Grade Math, Western Oaks Middle School
"Our school worked together, as an entire faculty and administration, to try new programs we felt would improve student performance. We used before and after-school coaching and even re-arranged students' schedules, which allowed them to attend extra reading enrichment classes taught during our personal plan time."
Anne-Marie Oestriecher, 8th Grade English, Western Oaks Middle School
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Teachers attribute some increased student achievement to team planning. Here (from left to right), Tulakes Elementary teachers Sarah Jones, Joann Rogers, Maggie Oaks, Elizabeth Williams and Brett Payne plan lessons. |
What did you do differently or better to really make a difference?
"We began the Literacy First process, which included extensive training on and off campus, focusing on the students' strengths and confusions and adjusting our instruction constantly to meet their needs. The Literacy First on-going assessments helped us consistently keep track of each student's progress. We made every moment count by reducing transition time and increasing academic learning time by adding more inclusion, more hands-on activities and even engaging students in quick oral lessons while waiting in lunch and restroom lines. We did more small group instructions, included fiction and nonfiction in read-alouds, more teacher modeling, and think-alouds, and increased writing instruction. We strongly encouraged reading every night at home using a book log with parents' signatures. We also started a 3rd - 5th grade after-school tutoring for math and/or reading or a Homework Club."
Cindy Brower, Literacy Coach, Hilldale Elementary
"I really try to broaden my own teaching methods to reach all of my students. Not all children learn the same way, so I may have to teach the same lesson several different ways in order to cater to their needs."
Robbyn Shook Glinsmann, 3rd Grade Teacher at Hilldale Elementary
"Teaching classes of 35 or more students, teachers find it challenging to work one-on-one with a poor reader. Last year I was able to work with individual students who were assessed at grade levels and assigned specific lessons to enhance their lowest areas. Being able to look daily at individualized lessons/assessments allows us to keep up with a student's missing or inadequate skill performance and try to streamline the instruction more effectively."
Janice Witten, 6th, 7th and 8th Grade Language Arts, Western Oaks Middle School
"In math we used a CRT review booklet that we put together. We went through the PASS objectives and item specs and came up with our own problems as practice worksheets."
Joy Bjerk, 8th Grade Math, Western Oaks Middle School
"We spent time teaching students how to take a test. The ‘unravel’ teaching technique was something used in English classes that helped out in test-taking strategies. Subject matter and content is important, but test-taking strategies are becoming more important each year for improving test scores."
Renie Whittern, 8th Grade History, Western Oaks Middle School
"Our grade level came together and worked as a team. We planned together, brainstormed together, problem-solved together and reaped the benefits together. We mapped out the year and taught with goals in mind."
Kirk Gibbons, 3rd Grade Teacher, Hilldale Elementary
"We did a lot of team planning. We shared resources and each came up with a different way to teach the topic and shared. That way we would teach and re-teach in different ways. Also, directly following the PASS objectives and Literacy First definitely played a role in targeting certain specific skills for each child."
Duston Lambakis, 4th Grade, Hilldale Elementary
"I would say the number one reason for the increase at Tulakes is that teachers have begun to take a more involved role with the students at our school. We have teachers do before-school and after-school activities such as tutoring, athletic programs, and going to student activities. "
Brett Payne, 5th grade, Tulakes Elementary
"I
believe as grade levels in our school we tried to really make a connection with our students. We took an interest in them outside of the classroom, allowing us to have a better perspective of where they are and where they were coming from."
Maggie Oaks, 4th Grade, Tulakes Elementary
"I truly believed the students could improve and I praised and encouraged them daily. I worked daily to boost their self-esteem and prompted them to believe in themselves. I was open to using new and different strategies that we felt could improve reading performance."
Anne-Marie Oestriecher, 8th Grade English, Western Oaks Middle School
How do you go about meeting the needs of each student in your classroom?
"We assess students regularly to determine weak spots in their growth process. We then teach according to the results."
Kirk Gibbons, 3rd Grade, Hilldale Elementary
"I use ongoing assessments to find my students' strengths and weaknesses so I can give them the individual help they need."
Robbyn Shook Glinsmann, 3rd Grade, Hilldale Elementary
"The staff used assessments and test data to determine the strengths and weaknesses of all students."
Elizabeth Willliams, Title 1, Tulakes Elementary
"I carefully monitor each student's performance. We also assess in many different ways throughout the year, which gives me an insight to each student's level and that helps me find strategies to improve their individual performance."
Anne-Marie Oestriecher, 8th Grade English, Western Oaks Middle School
"We work as a team. We meet and listen to ideas, and discuss our successes as well as failures. This helps us find different ways to improve our classroom ideas. We are all about taking what works in one room and using it in another room. Teaming is a huge advantage to meeting the needs of each student."
Joy Bjerk, 8th Grade Math, Western Oaks Middle School
"I think a big advantage is having eighth-grade teams and being to work together in meeting the needs of each student. It’s a huge advantage to be able to discuss with other teachers what different strategies that they are using in their classrooms that you may have missed in your own classroom. I believe that if you don't work together with each other to improve your teaching techniques and ways to reach each student, that you are doing a disservice not only to your self, but the students as well."
Renie Whittern, 8th Grade History, Western Oaks Middle School
"Our school tried a tutoring program after school and felt that it was a great way to help those individually where they needed help."
Maggie Oaks, 4th Grade, Tulakes Elementary