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Sample Outcome Data from Makes Sense Strategies Research
Impact on WRITING
Impact on VOCABULARY
Impact on INFORMATION PROCESSING SKILLS
Impact on CONTENT LEARNING
Impact on CLASSROOM TEST SCORES
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
The study compared …Graphic Organizers depicting basic organization structures
vs. Essential Understanding Smart-sheets
vs.Generative Idea
Smart-sheets
The study measured…Breadth, depth, & accuracy of knowledge of 98 students
Impact on learning when different kinds of cues are embedded into graphic organizers
STUDY 1STUDY 1
16 high achieving students16 typical achieving students16 low achieving students16 low achieving students w/LD
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
TEXT RESOURCESCLASS
1
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
PHASE 1 PHASE 2 PHASE 3 PHASE 4
Teacher employed a different strategy during Teacher employed a different strategy during each phase of instructioneach phase of instruction
STUDY 1STUDY 1
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
Pre & Post measures of students’ Pre & Post measures of students’
Breadth of knowledgeBreadth of knowledge
Depth of knowledgeDepth of knowledge
Accuracy of knowledgeAccuracy of knowledge
TEXT RESOURCESCLASS
1
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
PHASE 1 PHASE 2 PHASE 3 PHASE 4
STUDY 1STUDY 1
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
Learning measured for each phaseLearning measured for each phase
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
TEXT RESOURCESCLASS
1
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
PHASE 1 PHASE 2 PHASE 3 PHASE 4
STUDY 1STUDY 1
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
2nd teacher used same strategies, but 2nd teacher used same strategies, but in a different orderin a different order
CLASS 2
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
TEXT RESOURCES
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
TEXT RESOURCESCLASS
1
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
PHASE 1 PHASE 2 PHASE 3 PHASE 4
STUDY 1STUDY 1
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
CLASS 2
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
TEXT RESOURCES
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
TEXT RESOURCES
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
CLASS 3
SMART-SHEETS featuring ESSENTIAL
UNDERSTANDINGS about a topic
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring
GENERATIVE IDEAS about a topic
TEXT RESOURCES
CLASS 4
3rd & 4th teachers used same 3rd & 4th teachers used same strategies, also in different ordersstrategies, also in different orders
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1RESULTSRESULTS
2-way analysis of variance to analyze interaction effects
GROUP X TREATMENT
Data analyzed using…
Tukey’s Post-hoc analysis of significant interactions
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
RESULTSRESULTS
ACCURACY OF KNOWLEDGEACCURACY OF KNOWLEDGE
Same pattern found, regardless of type of studentSame pattern found, regardless of type of student high achieving
typical achieving
low achieving
low achieving w/LD
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
Text Text ResourcesResources
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
NONO statistically significant differences found statistically significant differences found between each instructional approach on between each instructional approach on students’ students’ accuracyaccuracy of knowledge learned of knowledge learned
In other words, each treatment was equally effective (or not effective) for the different types of students on measures of accuracy
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gainsDEPTH OF KNOWLEDGEDEPTH OF KNOWLEDGE
RESULTSRESULTS
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Text Text ResourcesResources
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
DEPTH OF KNOWLEDGEDEPTH OF KNOWLEDGE
Again, each of type of Again, each of type of student responded similarly student responded similarly
to each type of instructionto each type of instruction
RESULTSRESULTS
Significant differences found Significant differences found between each instructional between each instructional approach on students’ approach on students’ DEPTHDEPTH of knowledge of knowledge
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Text Text ResourcesResources
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
DEPTH OF KNOWLEDGEDEPTH OF KNOWLEDGE
RESULTSRESULTS
Essential Essential UnderstandingsUnderstandings
Most beneficial to ALL Most beneficial to ALL groups of studentsgroups of students
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Text Text ResourcesResources
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
DEPTH OF KNOWLEDGEDEPTH OF KNOWLEDGE
RESULTSRESULTS
Basic Graphic Basic Graphic Organizers pretty Organizers pretty effective as welleffective as well
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gainsBREADTH OF KNOWLEDGEBREADTH OF KNOWLEDGE
RESULTSRESULTS
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Text Text ResourcesResources
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
BREADTH OF KNOWLEDGEBREADTH OF KNOWLEDGE
RESULTSRESULTS
Significant differences found Significant differences found between each instructional between each instructional approach on students’ approach on students’ BREADTHBREADTH of knowledge of knowledge
Again, each of type of Again, each of type of student responded similarly student responded similarly
to each type of instructionto each type of instruction
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1
Text Text ResourcesResources
Relative impact of strategy on knowledge gainsRelative impact of strategy on knowledge gains
GRAPHIC ORGANIZERS depicting basic ORGANIZATION STRUCTURES
SMART-SHEETS featuring GENERATIVE IDEAS about a topic
SMART-SHEETS featuring ESSENTIAL UNDERSTANDINGS about a topic
BREADTH OF KNOWLEDGEBREADTH OF KNOWLEDGE
RESULTSRESULTS
Essential Essential UnderstandingsUnderstandings
CLEARLY most CLEARLY most beneficialbeneficial
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 1STUDY 1RESULTSRESULTS
So how well do the different treatments reduce the achievement gap b/w typical learners & students w/LD?
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Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ BREADTH of relational knowledge via social studies instruction
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials High achievers mean level of BREADTH of knowledge
Gap between high & typical achievers
Gap between typical achievers & students w/ LD
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21% less
TA
HA
LALD
29% less
27% less
TA
HA
LALD
Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ BREADTH of relational knowledge via social studies instruction
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
TA
HA
LALD
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Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ BREADTH of relational knowledge via social studies instruction
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
TA
HA
LALD
4 % less
11 % less
9 % less 16 % pt reduction in
gap
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Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ BREADTH of relational knowledge via social studies instruction
25 % less
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
TA
HA
LALD
4 % less
Essential Understanding Smart-sheers
17 % less
HA
LALD
TA
9 % less 11 % less
13 % less
TA
HA
LALD
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HA
Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ DEPTH of relational knowledge via social studies instruction
21% less
TA
LALD
29% less
27% less
Traditional Text Materials
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TA
HA
LALD
21% less
TA
HA
LALD
29% less
27% less
TA
HA
LALD
Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ DEPTH of relational knowledge via social studies instruction
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
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TA
HA
LALD
Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ DEPTH of relational knowledge via social studies instruction
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
TA
HA
LALD
2 % less
20 % less 19 % less
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TA
HA
LALD
Impact of Graphic Organizers & Essential Understanding Smart-sheets on high school students’ DEPTH of relational knowledge via social studies instruction
11% less
21% less
TA
HA
LALD
29% less
27% less
Traditional Text Materials
Graphic Organizer Materials
TA
HA
LALD
2 % less
Essential Understanding Smart-sheers
16 % less
HA
LALD
TA20 % less
11% less
19 % less
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1st place
Teachers overwhelmingly preferred because… …Helped them focus on what was important
…Made planning lessons easier
…Resulted in more structured lessons & discussions
…Liked how student elaboration was prompted, thereby making learning of history more applicable to students’ lives today and prompting students to practice higher order thinking.
…Liked variety of uses and adaptability of the graphic organizers with topic-specific prompts across many classroom situations.
…Perceive them as are of benefit to all students regardless of ability level or disability status.
Most favored by teachers and students
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
Essential understandings Smart-sheets
STUDY 1STUDY 1RESULTSRESULTS
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STUDENTS overwhelmingly preferred because…
… Helped them focus on what was important
… Found this type to be interesting
… Valued the opportunities to elaborate
… Perceived that they enhanced their learning & studying
Most favored by teachers and students
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
GOs containing topic-specific “essential understanding” prompts
STUDY 1STUDY 1RESULTSRESULTS
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5th Grade Inclusive Classroom
How well do what teachers say were key ideas and important details they hoped students learned match with what students actually
reveal were learned?
MSS impact on teachers’ ability to successfully identify and teach relevant main ideas and important details
to students w/LD
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 2STUDY 2
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Before MSS After MSS
0 4 Ave. number of main ideas
about the lesson identified by students that matched with main ideas the teacher identified that she
intended students to learn
Ave. number of important facts
(or details) students identified by students that matched with facts the teacher identified
that she intended students to learn
2.4 12
5th grade students were interviewed immediately following social studies lesson. Interviewer webbed information as students identified ideas and directed interviewer where to note them on the web.
1. What was that whole lesson about?
2. What are some really important main ideas or different topics from the lesson? Why do you think they are important?
3. What are some specific things or facts from the lesson you think were really important? Why do you think they were important?
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 2STUDY 2
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
Impact on composition writing of 8th grade students with learning disabilities
Typical 8th grader
N=20
117 words
CONTROL group of students w/LD
N = 28
EXPERIMENTAL group of students w/LD N = 28
FLUENCY
Pretest Post-test Pretest Post-testTypical 8th grader produces an average of 117 words on high-stakes essays
8th students with LD typically produce about 27 words on the same task
Experimental Group Students w/LD29
words26
words
Control Group Students w/LD
STUDY 3STUDY 3
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
Impact on composition writing of 8th grade students with learning disabilities
Typical 8th grader
N=20
117 words
CONTROL group of students w/LD
EXPERIMENTAL group of students w/LD
FLUENCY
Pretest Post-test Pretest Post-test
Experimental Group Students w/LD29
words26
words
Control Group Students w/LD
On the post test, the control group of students w/LD produced slightly fewer words than they did on the pretest
24 words
STUDY 3STUDY 3
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
Impact on composition writing of 8th grade students with learning disabilities
Typical 8th grader
N=20
117 words
CONTROL group of students w/LD
EXPERIMENTAL group of students w/LD
FLUENCY
Pretest Post-test Pretest Post-test
29 words
26 words
24 words
Experimental group of students w/LD (received MSS instruction)
126words
+97 words more than pretest
+9 words more than typical 8th grader
STUDY 3STUDY 3
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9 Schools Extremely low
performance
8 Schools Low performance
7 Schools Moderate performance
2 Schools Good performance
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
High-Stakes Writing Assessment
This study examined the impact of MSS on schools with varying degrees of prior performance
This type of study shows what kind of school is likely to benefit the most from MSS
STUDY 4STUDY 4
Following 1 year MSS Following 1 year MSS implementation implementation
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9 Schools Extremely low
performance
8 Schools Low performance
7 Schools Moderate performance
2 Schools Good performance
21.6%before MSS
38.83%before MSS
58.39%before MSS
73.02%before MSS
MSS
62.41%
23.08 pt. gain
MSS
74.81%
15.67 pt. gain
MSS
49.24%
27.67 pt. gain
MSS
82.68%
9.79 pt. gain
Lower-performing schools definitely demonstrate the most dramatic improvements
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
High-Stakes Writing Assessment
STUDY 4STUDY 4
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9 Schools Extremely low
performance
8 Schools Low performance
MSS
62.41%
7 Schools Moderate performance
MSS
74.81%
2 Schools Good performance
MSS
49.24%
MSS
82.68%
21.6%before MSS
38.83%before MSS
58.39%before MSS
73.02%before MSS
23.08 pt. gain 15.67 pt. gain27.67 pt. gain 9.79 pt. gain
Moderate-performing schools closed the gap to within 9% pts
of Good-performing schools
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
High-Stakes Writing Assessment
STUDY 4STUDY 4
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23.08 pt. gain 15.67 pt. gain27.67 pt. gain 9.79 pt. gain
9 Schools Extremely low
performance
8 Schools Low performance
MSS
62.41%
7 Schools Moderate performance
MSS
74.81%
2 Schools Good performance
MSS
49.24%
MSS
82.68%
21.6%before MSS
38.83%before MSS
58.39%before MSS
73.02%before MSS
23.08 pt. gain 15.67 pt. gain27.67 pt. gain 9.79 pt. gain
MSS school gains when compared to the state-wide average
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
High-Stakes Writing Assessment
STUDY 4STUDY 4
State-wide average = .05 pt. gain during same period
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning
7th grade English Language Learners / ESL
2002-03 2003-04 Gains
24% 75%
51 pts
Makes Sense Strategies implementation
California Writing Assessment% students meeting standards
STUDY 5STUDY 5
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State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04
MSS #1 36.1%
28.08%
51.43%
MSS
implementation 1ST YEAR
23.35 pt gain!
16.59 pt gain
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation 1ST YEAR 2nd YEAR
29.57 pt gain!
1.61 pt gain
STUDY 6STUDY 6MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
2nd YEAR
81.0%
MSS #1 36.1%
28.08%
51.43%
MSS
implementation 1ST YEAR
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24%
1ST YEAR 2nd YEAR
52.24 pt gain!
71.0%8.76
pt gain
STUDY 6STUDY 6MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24%
1ST YEAR 2nd YEAR
71.0%
STUDY 6STUDY 6MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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MSS #3 11.2%
15.09%
63.63%
State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24% 71.0%
1ST YEAR 2nd YEAR
48.54 pt gain!
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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34.0%MSS #3 11.2%
15.09%
63.63%
State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24% 71.0%
1ST YEAR 2nd YEAR
29.63 pt LOSS!
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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22.4%34.0%MSS #3 11.2%
15.09%
63.63%
State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24% 71.0%
1ST YEAR 2nd YEAR
29.63 pt LOSS!
Why do you think this score dropped so drastically?
School thought they had “made it” in writing so emphasis switched to other issues
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
Alabama Writing Assessment (High-stakes) Elementary 5th grades (semi-rural)
% students meeting or exceeding standards
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 6STUDY 6
22.4%34.0%MSS #3 11.2%
15.09%
63.63%
State Ave 30.90%
01-02 40.8%
02-03 57.39%
03-04 59.0%
04-05
MSS #1 36.1%
28.08%
51.43% 81.0%
MSS
implementation
MSS #2 22.0%
10.0% 62.24% 71.0%
1ST YEAR 2nd YEAR
29.63 pt LOSS!Leadership & support for
using MSS disappeared!
Leadership expectations for fidelity & support must be on-going to ensure sustainability!
IMPLICATIONS
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MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 7STUDY 7
7th Grade Alabama Writing Assessment
2002-03 2003-04 Gains
Hi-performing school Comparison school 1
41.62% -2.17%43.79%
Comparison school 2
28.50% -7.05%35.55%
Makes Sense school
37.65% 60.51% 22.86%
92.64% 85.08% -6.66%
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7th Grade Alabama Writing Assessment 2002-03 2003-04 Gains
Hi-performing school Comparison school 1Comparison school 2
41.62%28.50%
-2.17%-7.05%
43.79%35.55%
Makes Sense school
37.65% 60.51% 22.86%
92.64% 85.08% -6.66%
Hi-performing school Comparison school 1Comparison school 2
15.56%3.13%
-3.79%-3.39%
19.35%6.52%
Makes Sense school
14.21% 20.00% 5.79%
64.00% 65.00% 1%
Hi-performing school Comparison school 1Comparison school 2
27.50%23.40%
-7.19%-10.07%
34.69%35.55%
Makes Sense school
27.08% 43.83% 20.75%
NA NA NA
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High School 10th grades (semi-rural) % students meeting or exceeding standards
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 8STUDY 8
53%
03-04
04-05
MSS High
School77% 26 pt gain!
2 pt gain
Non-MSS High School
MSS implementation
51%
51%
Both groups performed at the same levels in 2003-04
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Action Research by SchoolsAlabama Writing Assessment
% students meeting standards 2002-03 2003-04 Gains
Differentiating
Making information more learnable
Using brain-based pedagogy
curriculum
32.71%
57.84%
25.13%
Rural 7th GradeSuburb 7th Grade
38% 61% 23.00%
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96%
POST
84%
POST
85%
PRE
Control group of 6th grade typical achievers not receiving MSS
84%
PRE
Experimental group of 6th grade typical achievers receiving MSS
54%
PRE
Experimental group of 6th grade students w/LD receiving MSS
12 pt gain
87%
POST
33 pt gain
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 9STUDY 9Impact on vocabulary test scores 6th grade inclusion class
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Concept test scores of students with LD
Before After Gains 79
%92%93%
14 pts30 pts30 pts
High Soc Economic 6th grade
62%63%
65%Mid Soc Economic 4/5th grade
Low Soc Economic 4/5th grade
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 10STUDY 10
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97%
POST
81%
PRE
11TH grade typical achievers
71%
PRE
11th grade students w/LD
17 pt gain 26 pt gain
98%
POST
MAKES SENSE STRATEGIES MAKES SENSE STRATEGIES 4 Teaching & Learning4 Teaching & Learning STUDY 11STUDY 11
Impact on concept test scores
11th grade inclusion social studies class