on Socratic Method
Dear Dr. Wenger,
I have some more recent data as well as an explanation and some new developments of which to inform you. First, I'll talk about the newest data results from my class and how the growth is calculated.
Our high stakes test is called the ISTEP+ and this assessment is administered in April with expected results the latter part of July/early August. This is our state accountability test. In addition to this test we also assess the scholars quarterly with Predictive tests, which are designed to predict their performance on the ISTEP+.
Since our school uses an accelerated model, we also assess scholars quarterly through Interims exams which cover grade level and above grade level standards. When comparing the results of these assessments, we are able to see significant growth trends. After our most recent and final round of testing before the ISTEP+ and drilling down the data and tracking the growth on the Predictive and Interim assessments, my students are on track to grow an average of 44 points in reading (more than 4 times the average), where the expected and desired growth from the state is only around 10 points.
The math assessed different math skills than those taught, hence the drop. This was consistent across nearly all grade levels and classes statewide. The -3 is one of the lowest drops among an average of nearly -9. The (math) data has evened out a little since then, with both growth projections around 4 times the state average.
Additionally, based on performance on the aforementioned assessments in math, my students are on track to grow district leading 99 points where expected growth is only around 24 points. Again these are based on predictive tests and I fully expect these numbers to be confirmed after we conclude the high stakes testing at the end of the month. Let me know if this explanation will suffice. I have a fantastic data team and they will happily answer any questions that have to do with data or how things are calculated.
Our team at FusiK MusIQ continues to grow and we have just made some new additions that will without question help us advance our academic mission. It looks like we are headed to Atlanta! We have some new partners in Georgia and we are in the process of writing a proposal for the Gwinett County School District, the largest district in Georgia. We have spoken with officials on the board level and we have good reason to believe that our proposal will be looked upon favorably once complete.
We will be taking the next 6 months to customize the programs for the Gwinett Cty District and our intent is to roll out programming in the summer of 2014. Your research is at the forefront of our programs and it is our intent to bring more positive attention to Project Renaissance and your work while of course saving dozens of thousands of young lives in the process. I will certainly keep you abreast as new developments come to light.
I am interested in bringing a small team where you are to get more direct training. Please advise. I know that my results are decent but they can be much better. More classrooms besides mine will be implementing the techniques next year as well in both Indianapolis and Atlanta and I have already begun implementing the techniques with much more fidelity now that I am more familiar with the system at the network in which I teach. Next year will be a breeze and I'm sure our results will be even more impressive.
The handful of classrooms that will be implementing the strategies here and in Georgia are doing so as a result of my encouragement. They are also tied to FusiK MusIQ in some way as well. It is our intent that next year we will have some hard data from at least one cohort per grade and gender level (in Indy the network of schools is based on gender up through middle school) and we will submit another proposal to the board to adopt the tactics across the network.
As far as the demographic at the network where I teach, it is 99% African American in inner city Indy and we have the highest scores in the state for that particular demographic. It is a Blue Ribbon school also, and please feel free to visit The Charles A. Tindley Accelerated School for more in depth information.
As far as media, I have begun video recording the 3 Easy Tactics in action with my boys as we work through lessons. I will continue to collect media, edit and send to you for your approval to upload to YouTube, Facebook, Twitter, etc.
Finally, as my team gets familiar with The Einstein Factor, 3 Easy Tactics, and Beyond Teaching and Learning, some questions have arisen regarding how years of growth were calculated for St. Andrews Country Day School. I understand that it was measured using "value added" Terra Nova standardized test. Is there any additional information that you can provide as far as how the years of growth were assessed and calculated?
Shy Quon Ely II, MBA
Principal and founder
of the school of FusiK MusIQ, Inc.
Win Wenger comments:
The significance of these scores, multiple years per year of intellectual gain in two populations so different from each other of these two schoolsFusik MusIQ school for inner city youth at risk, and first and second generation American worker families of east and central European derivation in St. Andrews middle school in Buffalo, NYplus the surprising thriving of pre-school children at St. Andrews and the expected thriving of graduate students and doctoral candidates in dentistry studies at University of Maryland Baltimore Campus, not only support the case that this approach is the answer to diversity among students, but demonstrate an apparently universal applicability of this modern maieutic Socratic Method.