SCHOOL SUCCESS DATA
“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API”, and I have not sent a single student to the office all year. Time To Teach-Classroom Management Training has helped me successfully teach second language learners, children with ADD, ADHD, Tourettes, leaning disabilities, disenfranchised youth, and impoverished students.”
J. T. Middle School Teacher, California
“The number of student referrals in our middle school has dropped 30% on average, every year over the past three years. It is because of the strategies shared with me that I can say with pride, “Every day I teach!”
K. J. Teacher/Technology Director, Michigan
“The training provided a discipline system that sets predetermined boundaries with a positive approach. Students are accountable for their actions. It is built on a mutual respect for the teacher and student that ensures that teachers can teach and students can learn. It creates a positive classroom environment.”
Dr. B. B., Principal, SC
Only Two Discipline Referrals in Six Weeks!
“During my first two years as principal of this Elementary School, we experienced over 300 office referrals and over 150 out-of-school suspensions! This year we fully implemented the seminar strategies and so far we have only had two office referrals in six weeks!”
J. H., Elementary Principal, North Carolina
The Story of Glenn Livingston Elementary
The Chart below demonstrates the drastic transformation in office referrals Time to Teach had on Livingston K-5th Grade Elementary School in Cody, Wyoming. Even with a mid-year implementation you can see the dramatic effect and the ongoing benefits provided to this school. The first full-year of implementation of the teaching strategies resulted in only 51 referrals vs. the 379 referrals without Time to Teach strategies.
No more low-level referrals were sent because the teachers knew how to deal with them in the classroom. The principal and assistant principal had more time to deal with other educational matters.
No longer was the office referral utilized for low-level behavior. The office staff enjoyed a calmer environment with only one child seen every three days rather than the two per day before.
What could your school do with a program like this? (Click on Figure to enlarge)
“Lawton Public Schools is a lower socioeconomic school district in Oklahoma that services 17,000 Pre-K through 12th grade students; over half of which are minority. Twenty-nine of our thirty-five schools were trained using these strategies, affecting more than 11,000 children. Following training, we experienced a 16% decrease in suspensions and office referrals, and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen a 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.”
B.D. , Executive Director Elementary Education,Oklahoma
“At our Middle School the referral numbers for class disruption were reduced by 62% using the seminar strategies, and our High School’s referral numbers were lower than those of the rival high school for the first time ever.”
C. C., High School Counselor, Hawaii
In-House Suspensions Cut in Half!
“Our school has our district’s highest number of at-risk 11th and 12th grade students. Using the seminar blueprint, we saw school suspensions drop from 39% to 18% over a three year period, in-house suspensions cut in half, and significant increases in passing rates on the California High School Exit Exam and other student achievement measures. Overall, the school has experienced a positive, systemic cultural change.”
E. P., High School Principal, California
Students in Special Education and Title Programs Achieve Grade Level Performance!
“I have seen some of my students move up from Special Education and Title Programs to achieve at grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency. After 19 years as an educator, I finally have time to teach with care and compassion.”
L. S., Elementary Teacher, Oregon
A study conducted at Kastner Intermediate
Kastner Intermediate School Fresno, CA began “Time To Teach” by hosting a training in 2009. The following charts demonstrate the results following the “Time To Teach” training.
Kastner Intermediate School is a middle level school (Grades 7-8) with nearly 1,200 students .
The results shown in these charts represent Semester 1 comparisons over the past four years. The base year is 2008-2009 prior to “Time To Teach”. (Click on Figures to enlarge)
This chart demonstrates that the upper-end students are continuing to learn and be successful. The number of 4.0 students has risen from 213 in 2008-09 to 258 in 2011-2012.
Figure 1: Number of 4.0 Students
Each student can earn up to 6 grades in a semester. This chart shows that in 2008-09 there were 735 grades of D or F during the first semester. In 2011-2012 the number had dropped to 440 D or F grades (a 40% decline in D’s & F’s)
Attendance is up…..Academics are up.
Figure 2: Number of D and F Grades
The number of discipline referrals decreased from 787 the first semester of 2008-09 to 180 for the first semester of the 2011-12 school year. Low-level discipline issues were being dealt with In the classroom and teachers and students were learning and following behavioral expectations.
Figure 3: Number of Discipline Referrals
Student to student issues may include a number of items, including bullying, fighting, threats, etc.) In 2008-09 there were 62 reported student to student issues. In 2011-12 the number was 18.
Figure 4: Number of Student to Student Issues (such as bullying)
The Academic Performance Index (API), the state report card of California (a range of 200-1000 points), showed a gain of 24 points from 2008-09 to 2010-11.
Figure 5: Statewide Academic Performance Index