Fabens Middle School GRADES 6th,7th

1
Fabens Middle SchoolGRADES 6th,7th 8th

• Out in the west Texas, just east of El Paso

Luis A. Liano Myrna Gamboa Lisa Estrada Jaime
Montelongo Principal Asst. Principal ELA
Math
Region XIX
99 Hispanic, 52 at Risk,91 economic
disadvantage,30 LEP and 14 SPED (580 total
students)
2
No Fairys found out here in west Texas
Just tumbleweeds
3
The AYP Fairy Comes around only once a TAKS
release.
When she sprinkles her Meets AYP dust upon your
campus you rejoice with cheers of Joy
Should you miss her good fortunes, do not count
on your get out of jail card for free.
4
Does not meet AYP
Sodom and Gomorrah
5
Who dun' it

• Is this for real?
• Why us? We are a good campus!!!
• Whos fault is it?
• I am a new teacher, does that mean I will be out
  of a job?
• They wont get rid of us all, just those who did
  not do their jobs?
• This too shall pass!!

6
What does it All mean?
NCLB
IDEA
CIP
SIRC
TAP
School choice
Margret Kilgo
LEP
Scope and Sequence
AEIS IT
TEA
SBR
PGP
LEA
On time and on Task
Parent notification
CSI/PLC
IEP
Windfall of AYP money
7
Campus Climate
A Party It was not !!!!
8
What was the sentiment on the campus?

• We let the community down
• We failed
• Other campuses were being recognized and while
  others were receiving the Governors excellence
  awards
• We were all alone
• Like being on a

9
Fabens Middle School
10
Whos Stressing?
What if my data is not as good as yours?
What is all this paperwork?
Another Program, What is wrong with the one we
have?
PDAS, Whos next?
Benchmark, Benchmark, and more Benchmarks
When do we get our results?
Whos next?
11
Stress
12
Where do we go from here?
SAFE HARBOR
Meets AYP
13
TAP (Technical Assistance Provider)
Al Cogburn
Its Ok to ask for help
Charles Carter
Misty Parr
14
Needs Assessment

• Scope and Sequence
• Strengths and Weaknesses
• Common Assessments
• Data Desegregation
• Target Population

15
Change
Einstein's definition of insanity Doing the
something over and over and expecting different
results
16
What are your strengths?What are your weaknesses?

• What do you mean? I am a great teacher
• Use your Data (AEIS IT, Triand etc.)
• Identify your strengths and be willing to share
  them
• Accept your weaknesses and be prepared to make a
  CHANGE

17
I know what I am Doing
Ive been teaching for decades
18
Target Population
LEP STUDENT
10 INCREASE
19
Limited English Proficient

• English as a second language/Bilingual
• Parent Denials
• Monitor year 1
• Monitor Year 2

20
Math

• LEP students math performance
• Previous scores below state Indicator
• 10 increase
• Target 8th grade LEP population and find that
  10 who can get you over the top.

21
Reading

• LEP students reading performance
• Previous scores below state Indicator
• 10 increase
• Target 8th grade LEP population and find that
  10 who can get you over the top.

22
Magic potion/pill
23
Best Practices ELA
24
Math

• Margaret Kilgo (Scope and Sequence)
• Work smarter not harder
• On time and on target
• Focus on weaknesses

25
Reading

• READ-180
• Margret Kilgo (Scope and Sequence)
• Work smarter not harder
• On time and on target
• Focus on weaknesses

26
Classroom Culture

• Initially students felt as though they had no
  ownership of their education.
• Motivation based on the Attribution Theory was
• key to developing this sense of ownership
• and accountability.
• Once implemented, the students attitudes
• changed and thus began the initial shift in
• our classroom culture.

27
Attribution Theory

• When students have succeeded in the past, they
  are more likely to succeed in the future.
• When students believe that their lack
• of success is due in part to lack of
• preparedness, the are more likely
• to persevere.
• When students have previously
• experienced failure in a subject area,
• it is much more difficult to maintain the
• motivation needed to be successful.

28
Classroom Strategies Implemented

• The concept of Inclusive Practices was enforced
  and endorsed by core content teachers on the
  campus.
• Special Education students now
• felt they were an important part of
• the whole population, as supported
• by interviews and monitoring
• conducted by our Sp. Ed. Dept.

29
Classroom Strategies Implemented (contd)

• A heterogenous grouping project, otherwise known
  as TAKS BUDDIES, was initiated by the 8th Grade
  ELA teachers. This consisted of
• Reviewing student TAKS results
• per class and pairing them with
• partners that would be support
• their individual personality and
• cognitive needs.

30
Classroom Strategies Implemented (contd)

• Students were encouraged to get to know their new
  TAKS Buddy by answering various questions about
  their lives.
• Each pair of TAKS Buddies would
• then have to present their partner
• to the rest of the class.

31
Classroom Strategies Implemented (contd)

• Finally, TAKS Buddies worked on
• creating symbols that best represented them
• (Ex. Dallas Cowboys Star, Basketball
• for favorite sport, Tulips for favorite flower.)
• All symbols were created on one
• paper and hung in the hallway as
• a reminder of the special bond of
• trust and friendship created.

32
TAKS Buddy Responsibilities

• Helping each other with clarification
  comprehension of lessons
• If they are absent, they are to ask
• their Buddy for assignments
• or notes missed, etc

33
OUTCOMES

• Eventually, the evolution of the
• project consisted of students who
• genuinely cared, not only for
• themselves, but for others. Thus,
• the quality and caliber of their
• work ethic increased as this
• practice was carried on into other
• core classes. In turn, it helped
• create a positive culture of teachers.

34
Results
FABENS MIDDLE SCHOOL 041 ACADEMICALLY
UNACCEPTABLE MEETS AYP STAGE 1
35
Thank You

• Questions and Answers