Jim Shipley

1
The Mary Ann Binford Elem. Story
2
Mary Ann Binford Elementary All Students
Performance
3
Mary Ann Binford Elementary Students with
Disabilities Performance
4
Mary Ann Binford Elementary English Language
Learners Performance
5
Mary Ann Binford Elementary Students
w/Disabilities Highest Test Scores in Math
6
Mary Ann Binford Elementary Students
w/Disabilities Highest Test Scores in Reading
7
The Mary Ann Binford Elem. Story

• AUGUST 2005
• When hearing that the school had not made AYP
  because of Spec-Ed again, the JSA Consultant
  asked to work with the SPED team alone in order
  to do something different than the previous
  years.
• This team of teachers was so beaten down and
  depressed.
• After allowing them to express their struggles,
  fears and frustrations, they then moved on to a
  plan for change! They HAD to make some changes
  and they knew it!
• The JSA Consultant, Asst. Principal and
  Instructional Coach worked with SPED team alone
  for a two-hour block to develop a plan for the
  year.
• The team used a PDSA form to document their plan
  and completed the Study, Plan and Do sections.
• The plan included initial steps to deploying the
  use of the ACE strategy to answer constructed
  response questions in reading and math.

8
The Mary Ann Binford Elem. Story

• ON-GOING
• The Instructional Coach met with the team twice a
  month, reviewing their plans, checking for
  deployment, providing support, and monitoring
  student achievement results.
• The school 6-trait writing rubric was also used
  to score writing.
• IC consistently modeled guided lessons with the
  team, had them practice and then used those
  lessons with their students.
• Student results were consistently monitored
  during these bi-monthly collaboration times.
• Best-practices based on student results were
  discussed by the team and shared with all members.

9
The Mary Ann Binford Elem. Story

• MID-YEAR
• The JSA Consultant met with team to complete
  Study Act sections of PDSA plan for the year
  that was developed in August.
• Monitoring of the ACE strategy had begun with the
  use of one of the templates. Class goals started
  with meeting the A-Answer part of the strategy
  first, then moving on to C-Cite. Moving students
  to the expansion part of ACE didnt happen until
  Spring.

10
The Mary Ann Binford Elem. Story

• SPRING
• The Instructional Coach worked with the team on
  how to use the practice tests from the state.
  They consistently used these practice lessons
  with their students for 3 weeks before the state
  test.
• Students clearly understood the need to at least
  attempt to create a picture or write something
  expressing their answer. They understood CLEARLY,
  that if they didnt write anything at all, they
  didnt have a chance on the test.

11
The Mary Ann Binford Elem. Story

• END-OF-YEAR
• JSA Consultant was told at the May training.
• You should have seen our kids write on that
  test!!
• I couldnt believe itthey wrote and wrote and
  wrote!
• Im not sure what the quality was, but those
  kids sure wrote!
• Last year a large percentage of our kids wrote
  nothing, or if they did write it usually said I
  dont know or Nobody taught me this!
• Our kids were really prepared to take this test.

12
The Mary Ann Binford Elem. Story
Conclusions INSTRUCTIONAL COACH At first
teachers were skeptical, some angry and
resistance to put plans in place. They worried
that the expectations were unrealistic and that
they were being inhumane to their students. They
thought it unfair to set such rigorous
expectations for their students. But sooner than
later, they all got on board and went through
with their plans. They were so dedicated and
worked so hard.
13
The Mary Ann Binford Elem. Story

• ASSISTANT PRINCIPAL
• Contributions to success for all of our students
  included
• The culture created by Critical Friends program
• Use of reading and bilingual teachers during
  literacy block to cut the student ration by 1/3
• Unrelenting in-service that forced the use of
  curriculum and materials changes.
• School-wide focus on writing through the use of
  our writing assessment systemquarterly
  assessments in writing.
• Test accommodations.
• But ultimately, a systems approach and the
  accountability it brought us was much of our
  success. We had to get to that place where you
  sayENOUGH IS ENOUGH!!! Either get on board
  with us, or get off the ship. Dont just build
  this bridge, but cross it or jump off!!
• It took a good plan and the stamina and vision
  (from everyone) to carry it forward! Expectations
  for all of us have changed this year and now we
  just have to keep it up!