Five year overall CST English Language Arts
Overall, grade levels increased in English Language Arts scores during the 2004-05 which was the first full year of Thinking Maps^® implementation. 

All subgroups also showed improvement during the school year 2004-05 except the English Language Learner subgroup in 2^nd grade.  We must acknowledge that this group of students in 2^nd grade was greatly affected by the District decision to only instruct students in English beginning this school year.  Previously in kindergarten and first grade, this group of students was learning how to read and write in Spanish. 

The data from 2005-06 supports that Thinking Maps^® training, coaching and implantation have significantly improved the student results on the California State Test for all subgroups in all grade levels.

The graphs are viewable in a larger format by clicking on the individual map(s)
and
you can click here to view the whole set of graphs as a pdf file.

California State Test 2007—Mathematics
Overall
McKinley student Math scores increased by 8.4% over the last three years.  The target in 2007 was 26.5%.  The average number of students who met the target goal in Math was 35.8%.  McKinley met and exceeded the target in Mathematics by 9.3%!

English Language Leaners and Mathematics
The ELL subgroup also increased their scores by 11.8% over the last three years in Math.  The target goal was 26.5% and the ELL population exceeded that goal by 6.5%. 
Click on the above graph or here for a pdf file of the graph
Click on the above graph or here for a pdf file of the graph


Click on the above graph or here for a pdf file of the graph

English Language Arts
Overall
Upon receiving the results from the CST test administered in  the Spring of 2007, the staff was disappointed and frustrated by a seventeen point decrease in the overall score.  McKinley students increased 3.6% in English Language Arts (ELA) over the last three years.  The target was 24.4% for 2007.  McKinley missed the target by 8.4%. 

English Language Learners and English Language Arts
ELL students increased 2.6% on the CST test over the last three years.  The target goal was 24.4%.  In 2007, 9.4% of the ELL students met the goal. This means that we were 15% short of the target goal.

In analyzing the individual student scores, the staff recognized that our students are continuing to struggle with reading comprehension and academic vocabulary.  At the beginning of the school year 2007-2008, it was determined that the school wide focus needs to be reading comprehension and academic vocabulary development in content areas such as reading, math, science and social studies. 

In order to meet the teachers’ needs in staff development, the Principal, Aurora Garcia, determined that the staff should receive differentiation in the Thinking Maps^® training.  In the “next steps” section, there is a description of the plan for focused, differentiated staff development at McKinley for the school year 2007-2009.

Click on the above graph or here for a pdf file of the graph


Click on the above graph or here for a pdf file of the graph

District Writing Assessment Scores
Because the majority of the students at McKinley School were scoring ones and twos on the District Writing Rubrics, the staff decided to create a -school-wide goal to improve student writing.  Franklin-McKinley School District requires three writing prompts throughout the school year.  In order to reflect and modify or re-teach writing skills, the teachers decided to give six writing prompts yearly. 

Teacher training with the Thinking Maps began in the Spring of 2005.  During the school year of 2005-06, teachers developed fluency with Thinking Maps, particularly in the areas of Reading and Language Arts.  At the end of the school year 2005-2006, it was apparent that student writing was not improving.  As a result, staff development began with Write From the Beginning at the beginning of the new school year in the Fall of 2006.  Staff development in writing with Write From the Beginning^® continued through the school year 2006-2007.  In the following grade level graphs you will observe that the overall writing skills of students at McKinley increased. 

 

It is very clear from the student scores on the writing prompts during the school year 2006-07, that Thinking Maps^® and Write From the Beginning^® gave the teachers the tools they needed to more effectively teach writing to all students including English Language Learners. By looking at student writing, the higher-level thinking  processes such as application and synthesis are present in their work.

When acquiring a second language, writing is the most difficult skill to master.  Thinking Maps and Write From the Beginning (WFTB) have provided teachers with the tools they need to improve the writing efficacy of our ELL students.  WFTB has given McKinley teachers the confidence and strategies to more effectively guide our ELL population to become descriptive and on-topic writers.

See the Menu on the left column at the top of this page for more sections in this case study on McKinley Elementary School in San Jose, California.

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Download the Complete Final Report on McKinley Elementary School as a PDF file.