OPERATION PUBLIC EDUCATION School Case Study St.Monica Catholic School Indianapolis, Indiana Overview St. Monica Catholic School (SMCS) is a K-8 school that serves 473 students. 69% of its students are White, 13% are African-American, 7% are multi-racial and 6% are Hispanic. The school is not very diverse with regards to socioeconomic status; only 1% of students qualify for free or reduced price lunch. There are 38 full-time equivalent teachers, resulting in student/teacher ratio of 12:1. St. Monica Catholic School is also characterized by its consistently high pass rating on the Indiana Statewide Testing for Educational Progress Plus (ISTEP+) exams. The average pass rating across all grades and exams is 86%. The Giffin Model St. Monica Catholic School began using the Giffin model after recognizing that the way organized its students and faculty did not present the optimal learning environment for students. Noting the wide range of student knowledge and performance within grades, Principal Michelle Boyd, working through the Archdiocese of Indianapolis, voluntarily adopted the Giffin model at SMCS. Component 1: Use learning growth data to assign each student to an effective teacher for each subject When the Giffin model was first implemented, SMCS did not have a data system in place that could tie teachers directly to their students. Students were only linked to their homeroom teacher, not to who taught them a specific subject. As a result, for the first year the Giffin model was piloted, teachers effectiveness was tied to students that resided in their homeroom. In the second year, the school s data system was upgraded so that students were linked directly to the teacher who instructed them in the specific course. OPERATION PUBLIC EDUCATION 1
Once the linking of data was feasible, SMCS assigned teachers to the range of layers for which the data indicated they would be most successful at teaching. Test score data from the state administered ISTEP+ exams were used to determine teaching assignments. The assignments were discussed in meetings with the principal and assistant principal. Teachers remain with their assigned level(s) across years based on the initial student growth data. After assigning teachers to their appropriate layers, the task of scheduling was undertaken. The assistant principal at SMCS created the master schedule for the school using Microsoft Excel. The schedule was built piece by piece, without the use of formulas. This was cited as the most difficult task concerning the implementation of the Giffin model. Component 2: Employ a Multi-layered, Differentiated Curriculum The Giffin Model differentiates curricula in order to tailor teaching to student s specific needs. By grouping students according to achievement level, curricula can be targeted in order to pace student learning appropriately. Advanced students can be taught at a faster pace, and require less individualized instruction. Low-performers require more targeted, individualized learning at a less rigorous pace. The multi-layered differentiated curriculum allows for this. To provide education more aligned to specific student needs, the Giffin model employs a multi-layered, differentiated curriculum. SMCS uses the Giffin model for grades 5-8. The school employs a multi-layered curriculum for language arts and math. Following the original plan of the Giffin model, on average each grade level has 3 layers. Due to the low student-teacher ratio, SMCS was able to add additional layers in order to have a smaller range of achievement in each classroom. SMCS administration decided on the number of layers after conducting an audit of their resources, including building space (number of classrooms), and the number of faculty. Attention was also paid to the distribution of student scores. Regardless of placement, all students are still held to the same standards. OPERATION PUBLIC EDUCATION 2
Component 3: Develop and Individualized Education Plan The Giffin Model requires that schools create educational teams for each student. The teams are comprised of school staff and faculty who know the student best. Each team is tasked with reviewing the student s file, determining the appropriate placements, and designing an education plan to fit each student s needs. At St. Monica Catholic School the School the initial placement decisions for students are made by educational teams comprised of teachers, the assistant principal, and other staff who are familiar with the student. Data from both state assessments (ISTEP+ and formative assessments given by teachers throughout the year are relied on for the placement decisions. The initial placements are based on test scores from ISTEP+. Classroom based assessments administered throughout the year are also used as a resource for placement decisions (see component 4 below). If a parent or guardian feels that the placement does not fit their child s learning needs or is not matched to the student s current ability, a meeting is scheduled to discuss the placement. During this meeting, the data that was used to make the placement decision is presented to and explained to the parent(s). The value of trusting the data to tailor instruction to the student s specific needs is emphasized during these meetings. However, a change in placement is granted if a parent still feels that their child would be better served in a different layer. Students are also afforded the opportunity to voice their concerns with placement throughout the course of the year. These situations however, rarely occur at SMCS as students and parents have seen the benefits (i.e., improved student outcomes) of adhering to the placement decisions. Component 4: Monitor Student Progress Ability grouping under the Giffin Model is flexible. Students are assessed numerous times throughout the school year. The continuous re-evaluation better informs student placement decisions and allows the education teams to make adjustments during the course of a school year as needed. After initial placement, SMCS the educational teams create education plans for each student. Parents are also invited to discuss their child s education plan. The education plan dictates what interventions, if any, are needed to aid student OPERATION PUBLIC EDUCATION 3
learning. To track student progress SMCS conducts exams approximately once a month. St. Monica Catholic School uses an online data management system, My Student Progress. Teachers and students have full access to the software to keep track of grades in all classes. The education team meets and, using the results of the assessments, re-evaluates placements and adjusts the education plan if needed. Because there are monthly assessments, the system is fluid; students changing layers within the same year is not uncommon. Presenting the Giffin Model Faculty/Staff St. Monica Catholic School has a Professional Learning Committee (PLC) comprised of teachers, staff and the assistant principal. This group was tasked with introducing the model to all parties involved, including teachers and staff. In the time teachers have during the course of the day for professional duties outside of teaching, the PLC held a series of meetings to introduce to Giffin model. The introductory videos were shown, and ample time was given for discussion of the various components of the Giffin Model. The announcement of the Giffin model was well received by the majority of teachers. Small groups were also taken on day-long retreats to discuss the model at length. Approximately 5% of the teachers voiced continued dissatisfaction with the ideas behind the Giffin model. Many of those teachers chose to find employment at another school. Parents/Guardians and Students SMCS first sent a newsletter home to families informing them that the school would be implementing the Giffin model. The newsletter and all subsequent information about the model heavily emphasized how the model tailors a students education to their specific needs in order to maximize their learning potential. Before the school year began a Back to School Night was held. The model was formally introduced to parents/guardians at this event. Individual meetings were also held with the School Leadership Team prior to the school year to further OPERATION PUBLIC EDUCATION 4
discuss the model and inform parents and student of group assignment (see section on Education teams). Overall, the Giffin model was well received by parents and students. Most accepted the initial placement of their child and those who felt strongly that their child should be in a different curriculum layer had their child reassigned. Resources http://www.youtube.com/watch?v=kxec-dykfnu -The video provides a detailed introduction to the Giffin Model http://www.mystudentsprogress.com/ -Website for My Student Progress, the online portal that teachers and students use to keep track of grades OPERATION PUBLIC EDUCATION 5