UNMS CASE STUDIESUNMS CASE STUDIES

TinaTina

& &

JeremyJeremy

How These Students Were How These Students Were ChosenChosen

• Entered the 7Entered the 7thth grade in 2006 at the grade in 2006 at the same timesame time

• Have had the same Humanities Have had the same Humanities teacher for two years teacher for two years

• Valuable lessons learned from Valuable lessons learned from comparing to one another comparing to one another

• Receive SETSS for Humanities & MathReceive SETSS for Humanities & Math

Student SnapshotsStudent Snapshots

JeremyJeremy

• Talented writerTalented writer

• Strong oral and auditory Strong oral and auditory communication skillscommunication skills

• Loves to read realistic Loves to read realistic fiction and graphic fiction and graphic novelsnovels

• When applies himself, he When applies himself, he is a class leaderis a class leader

• Well respected among Well respected among his peershis peers

TinaTina

• Very self aware and Very self aware and metacognitivemetacognitive

• Loves to read about Loves to read about teen issues like love, teen issues like love, gossip, cheating and gossip, cheating and betrayal, friendshipbetrayal, friendship

• Likes to write poetry Likes to write poetry about colors, the street about colors, the street and being a teenagerand being a teenager

UNMS 2006 Schoolwide UNMS 2006 Schoolwide DataDataTina’s 2006 ELA Tina’s 2006 ELA ScoreScore

582582

Jeremy’s 2006 ELA Jeremy’s 2006 ELA ScoreScore

641641

Tina’s 2007 ELA Tina’s 2007 ELA ScoreScore

641641

Jeremy’s 2007 ELA Jeremy’s 2007 ELA ScoreScore

645645

Comparing ELA GainsComparing ELA Gains

TinaTina

0.96 Gain0.96 Gain

JeremyJeremy

0.07 Gain0.07 Gain

How Each Student Entered the How Each Student Entered the 77thth Grade Grade

TinaTina

• Came in with a lot Came in with a lot of socioemotional of socioemotional baggage from the baggage from the 66thth grade grade

JeremyJeremy

• Came in fairly Came in fairly focused and ready focused and ready to workto work

• Started off strongStarted off strong

How Each Student Entered the How Each Student Entered the 88thth Grade Grade

TinaTina

• Came in with a Came in with a better attitudebetter attitude

• Participated in a Participated in a Summer Dance Summer Dance Program, which Program, which boosted her self boosted her self identityidentity

JeremyJeremy

• A change in A change in behavior/attitude behavior/attitude starting to developstarting to develop

• Focus on school Focus on school not as strongnot as strong

Each Student NowEach Student Now

TinaTina

• Amount of Amount of independent reading independent reading time has increasedtime has increased

• Has found genres and Has found genres and authors she’s authors she’s interested ininterested in

• Participates in Student Participates in Student Council & Talent Council & Talent ShowsShows

JeremyJeremy

• Attendance and Attendance and lateness an area of lateness an area of major concernmajor concern

• Does not produce work Does not produce work on a consistent basis on a consistent basis across content areasacross content areas

• Depressed due to home Depressed due to home life and has gradually life and has gradually been tuning out of been tuning out of schoolschool

Potential reasons why one students Potential reasons why one students has improved and the other has not: has improved and the other has not: Contributing Factors to SuccessContributing Factors to SuccessTinaTina

1.1. Nearly perfect attendanceNearly perfect attendance2.2. Has strong parental supportHas strong parental support3.3. Can identify role models in her Can identify role models in her

lifelife4.4. Has a strong sense of selfHas a strong sense of self5.5. Increased motivation in Increased motivation in

HumanitiesHumanities6.6. Has a positive relationship with Has a positive relationship with

a couple adults at schoola couple adults at school7.7. Conferenced with by Humanities Conferenced with by Humanities

& SETSS teachers on a regular & SETSS teachers on a regular basis to monitor readingbasis to monitor reading

8.8. Outside tutoring servicesOutside tutoring services9.9. Is Part of Student CouncilIs Part of Student Council10.10. Participates in Talent ShowsParticipates in Talent Shows

JeremyJeremy

1.1. Attendance is an area of major Attendance is an area of major concern (absences and latenesses concern (absences and latenesses are high)are high)

2.2. Parental support is a big area of Parental support is a big area of stress for Jeremystress for Jeremy

3.3. Unable to identify someone he can Unable to identify someone he can look up to on a consistent basislook up to on a consistent basis

4.4. Very self aware emotionally, Very self aware emotionally, socially and academically but socially and academically but lacking in self esteem; Still trying lacking in self esteem; Still trying to find identityto find identity

5.5. Lacks self motivation; too many Lacks self motivation; too many other factors occupy his energyother factors occupy his energy

6.6. Has rapport with Counselor and Has rapport with Counselor and Humanities TeacherHumanities Teacher

7.7. Conferenced with by Humanities, Conferenced with by Humanities, SETSS Teacher & Counselor on a SETSS Teacher & Counselor on a regular basisregular basis

What the school has done to What the school has done to support each studentsupport each student

TinaTina JeremyJeremy

Collaboration between Collaboration between General Ed Teachers & General Ed Teachers & SETSS TeacherSETSS Teacher

88thth grade team held a grade team held a Student Intervention Student Intervention Meeting with student and Meeting with student and created Intervention Plancreated Intervention Plan

Regular Conferencing Regular Conferencing with Parentwith Parent

An understanding with An understanding with the School Counselorthe School Counselor

Reading Conferences on Reading Conferences on a regular basisa regular basis

In class In class supports/accomodations supports/accomodations in Humanitiesin Humanities

Opportunities/Interventions to Opportunities/Interventions to Promote Student Academic & Promote Student Academic & Social GrowthSocial GrowthTinaTina• Purchased classroom library Purchased classroom library

books to hook her into books to hook her into reading morereading more

• Monitor her reading progress Monitor her reading progress with conferenceswith conferences

• Receives counselingReceives counseling• Offer opportunities to shine Offer opportunities to shine

with Student Council & Talent with Student Council & Talent Show involvementShow involvement

• Feels like she has a voice and Feels like she has a voice and is a leader in the schoolis a leader in the school

JeremyJeremy• Held an Academic Held an Academic

Intervention Meeting Jan. 31Intervention Meeting Jan. 31stst with 7 teachers, his counselor, with 7 teachers, his counselor, and Jeremy himselfand Jeremy himself

• Developed a weekly contractDeveloped a weekly contract• Has a separate place in the Has a separate place in the

classroom where he keeps his classroom where he keeps his materials and workmaterials and work

• Purchased classroom library Purchased classroom library books to keep Jeremy readingbooks to keep Jeremy reading

• Uses the computer for writing Uses the computer for writing assignments and projectsassignments and projects

• Uses a tape recorder to record Uses a tape recorder to record his thinking about what he his thinking about what he reads independentlyreads independently

What can we learn from this What can we learn from this study?study?What worksWhat works1.1. Looping classes may be Looping classes may be

why we have had literacy why we have had literacy gains- allows for more gains- allows for more progress earlier in the progress earlier in the yearyear

2.2. Offering extracurricular Offering extracurricular activities to promote self activities to promote self identityidentity

Where we can improveWhere we can improve1.1. Creating more Creating more

opportunities for boys to opportunities for boys to shineshine

2.2. Purchasing more Purchasing more classroom library books classroom library books for boysfor boys

3.3. Splitting Advisories by Splitting Advisories by Boys & GirlsBoys & Girls

4.4. Tracking and Tracking and encouraging student encouraging student activities over the activities over the SummerSummer