WBT Book Club Chapter 16: Improving State Test Scores with the Super Improvers Team

As an educator, I am always looking for ways to improve my standardized test scores. I found several strengths in Chapter 16 that I can use with my history students. Practice is key! Students need daily practice questions, and this chapter outlined a way to help students practice the most basic to more complex strategies as the year progresses. The strategies are connected to the Super Improvers Team, which is definitely a strength. Stars can and should be awarded to students for getting questions correct and for proving their work. This is, most certainly, a plus in my book because I am always looking for opportunities to award stars. WBT test taking strategies are focused around the ‘fun factor.’ Just saying the words, “Doofus, Trickster, and Smarty” make learning fun. Finally, these strategies are specific and visible. Prove It, double underlining, and labeling provide detailed directions and expectations to students and a quick way for the teacher to assess student comprehension. On the flip side, I am concerned my middle school students will get bored with the Prove It strategy. My middle school and its feeder schools implemented a similar version of Prove It years ago. I know students as young as second grade using this strategy. I fear my students will become bored by the repetition. Plus, if my whole team uses these strategies, will students become uninterested because of frequent exposure? Hmmm? This is definitely a concern and a possible weakness. I did enjoy the chapter and definitely plan on putting ‘Doofus, Trickster, and Smarty’ into daily student practice.

BT Book Club Chapter 15: Super Improvers Team

WBTs Super Improvers Team strengths, most certainly, outweigh its weaknesses! Here are my top four strengths:

1. The Super Improvers Team is individualized. Children race against themselves as they work for stars. By removing the ‘competition among peers,’ students are highly motivated to break personal records. All students, no matter their ability or age, love setting and breaking personal records. 

2. It’s visible and color coded. I love the simple, yet brilliant fact, that the SIT is visible to everyone. When individual stars and levels are added, students receive immediate feedback, personal gratification, and success. Now, who doesn’t want to see themselves move up the ranks? All kids, no matter their ability, love to do well, and they love for others to know they are making progress. Everyone has areas they can improve in, but the challenging students will quickly advance because they have many areas for improvement. 

3. The Super Improvers Team has levels! There’s something mysterious about ‘levels.’ Even adults love a good game with levels. The SIT has 10+ levels, so there’s no end to the ability to progress. I loved the WBT book idea of taking photographs at various intervals with the finale of level ten students making it to the ‘forever photo wall of fame.’ SIT levels appeal to all learners.

4. The SIT is versatile. There are an infinite number of ways to award stars. Following classroom rules and procedures, correcting disruptive behaviors, improving handwriting and writing skills, completing homework, showing leadership, helping, and participating are only a few of the reasons for awarding stars. Teachers can even set ‘team goals. And, if you run out of ideas, teachers can ask their students to help. As WBT veteran, Kate Bowski suggests, your students can suggest and nominate their classmates for Super Improver stars. The possibilities are endless.

It was difficult to identify SIT weaknesses, but if I am completely honest, I was able to identify a one concern. As a middle school teacher, I only see each class 50 minutes per day. In the spring of 2013, I started my own SIT, and with the content that must be taught within one class period, I found it difficult to award stars. On a positive note, the SIT brought attention to the importance of ‘noticing the good’ in my students. Near the end of school, one student suggested many good ideas for awarding stars. I think consistency is key, and the more I reflect on the SIT, the more ideas I will have for awarding stars and promoting it with my students. This year, I am excited because my sixth grade team will be implementing WBT together. This will make all the difference when concerns arise. Four brains will be better than one!

The Super Improvers Team is a highly effective tool for helping extremely challenging students. I have seen, first hand, the usefulness of the wall with difficult, hard to reach students. These children crave attention, and unfortunately, it is usually negative. The SIT visibly rewards these students for positive behavior, one goal at a time.

Personal Note: I am currently using the Super Improvers Team at home with my 8 year old son. He loves the wall, and I have seen improvement in his behavior. He’s not a bad kid, but the wall has encouraged his kindness toward his younger brother and his helpfulness around the house. He loves the fact that I will not take stars away for poor decisions or behavior. He loves the stickers and the levels. It has been fun to work with at home this summer.

Super Improver Wall Update and WBT Certification

Originally posted-April 9, 2013

SIW Update:

So, again, I admit I am struggling with the Super Improver Wall.  I did work on adding specific goals (one academic and one behavior) for each student.  Today, I am blaming not being consistent with the fact that I only have 50 minutes per day with these students.  It is hard to focus on individuals (that's terrible to say) when I have so much to teach and complete.  I am going to try to do better, and I will not give up!  The wall does work!  Even as I write this post, a student asked if she could help me move several students cards to the next level because they had earned enough stars.  She is helping me, and I gave her a star for "keeping me on track with the wall."  

On a positive note, my own son, a 7 year old, whispered in my ear and said this to me at home several nights ago, "Mom, can you start me a wall like the one you have at school?"  I have printed the cards and have it ready to go.  He as already earned 3 stars.  WAY TO GO, EAN!  

WBT Certification:

I have set up a blog through blogger.com for my classroom.  It's gonna be 'a little bit of this, and a little bit of that,' but I want one focus to be my WBT journey.  My plan is to copy and paste a great deal of my online posts from this workshop because we have definitely been learning, and it has all be a journey.  If you have not thought about earning WBT Certification or had no clue this even existed, I encourage you to visit their website at wholebrainteaching.com to find out more.  I am so excited to about earning WBT Certification.

Spring Break-Super Improver Wall and Action Research Updates

Originally posted-April 2, 2013

Well, this week brings a much needed spring break (hence the day late in posting a blog entry). :) I am continuing my use of WBTs the five classroom rules, Class/Yes, Teach/Ok, Switch, Mirrors, and the Scoreboard. My students do not take their Third Nine Week Quarterly Assessment until April 12, so it's important that I continue with my WBT habits (WBT is my life now!!!) We were originally told that our assessment must be cumulative, but as details unfolded, we have been allowed to only test nine week material. It is important to note, though, that there are about 8 questions that are cumulative and cover material from the whole year. With that said, I am still anxious to see how my first nine week assessment compares to the third nine week test results. WBT, no matter the outcomes, has made a positive difference in my teaching and to student learning. I still love how the Scoreboard can encourage the most reluctant learner to participate. It's COOL! Last week, I decided to move my Super Improver Wall levels to 5 stars instead of 10. There's only 8 weeks left of school, and if I don't make that change, no student will advance. :( This has made all the difference. Making individual goals for students has been positive, also. Each child was given a behavior goal and an academic goal. This really gave students a focus and helped out a great deal. I have also allowed students to earn a star for completing homework well, as this has been a problem area with this particular class, especially as spring and warm weather sets in. This was also a great motivator for the class. I am continually looking for reasons to give stars, and most recently I added reading a history related novel and passing the Accelerated Reading test for the book. When they show me a passing score, they get a star. Since many of the students do not like reading, this is an extra incentive for doing so. I had my first student move from level one to level two, and he was so excited. This student often has difficulty focusing, and following class rules, so it was exciting to see him advance. Finally, last Friday, I did give two students index cards with their own personal Scoreboard. They both beat my score, and they both wanted to know 'what they got' for beating my score. I said, 'the privilege of knowing you beat the teacher.' And, for now, they were are satisfied with this! I will continue this approach for at least one more week. So far, so good. I hope to enjoy a restful Spring break and be energized for the remaining part of the school year. :)

Action Research Cycle-Week 10 (The Super Improver Wall Update)

Originally published-March 15, 2013

I am happy to report, I used a whole sheet of stars with students and the Super Improvers Wall this week! Well, almost!

Photo Credit: Melinda Sprinkle      

Now, I am still struggling with what to award stars for, and honestly, I am going to have to force myself to take the time to make specific goals for each individual student in this class. As I think about each boy and girl and try to narrow my focus to one student who is struggling academically or socially, I have two that the Super Improver Wall is making a difference with this week. On Wednesday, I awarded two stars to one student for following Rule 3: Raise your hand for permission to leave your seat. The second was given because I was able to read his handwriting, a task I have not been able to do this whole year. How awesome is that? The second student was given a star for staying on task and completing work in his notebook. This particular student also let me know he had all of his supplies. I should have had him show me and given a star for that, too. Both of these students were so excited they were given stars, and now they are ahead of their classmates. I'm predicting they will move to Scoreboard Level Two before the others. I really need to create specific goals for each student! It is difficult to monitor this when I only see them for 45-50 minutes per day. But, everyone does have at least one star. Since it is hard to monitor, writing specific goals will help me focus more on what I am suppose to look for. I would also like for the Paraprofessional (aide) in my class to help me set student goals as well. I want her to feel she, too can award stars. 

I have not had to use Scoreboard Level Two (Practice Cards) yet. But I feel I need to focus on this as well. I have the bulletin board set up with clothes pins (see previous blog post). I have, honestly, seen an improvement since I introduced the SIW and do not feel anyone has merited practice. So, that is a great thing. I'm sure it is on the horizon though. 

This particular class has went from not working together to mastering a beautiful "YES, SWITCH, and OK." There were many days I felt like giving up and the WBT techniques were just not going to work with this class. I am a total convert. My persistence paid off, and WBT does work well with my challenging students. 

I can't wait to see how next week's WBT World War II review goes and find out the test results.

Action Research Cycle Week 9-Module 5

Originally posted-March 11, 2013

Ok, I have decided to conclude my Action Research. Action Research Question “Does the consistent use of Whole Brain Teaching's CoreFour and Five Classroom Rules produce increased enthusiasm and improve learning outcomes for all students?” Now, this does not mean I am finished. This is an every day, class by class cycle that will continue to evolve and repeat itself for as long as I teach. I will continue modifying my use of WBT CoreFour and using the 5 classroom rules with all of my classes consistently, and I will be using my the next two assessment tests to help determine student outcomes. The first test will cover material learned during our World War II study, and the second test will cover material during the third nine weeks. I have been informed, however disappointing, I must include questions on this assessment from each of the nine weeks. This was a recent change. Since I was not using WBT consistently at the beginning of the year, results will not be 100% accurate. So, my main goal is to look closely at the WWII test data. I have started a new research question, "Will the use of WBTs Scoreboard Level Two and the Super Improvers Wall improve learning outcomes for all students? Remember, I already stated I was only going to implement this with one of my classes. I think I made the right decision. Rules are being followed (for the most part in the other three classes), and I think the SIW would be very difficult to use with 80+ students. Honestly, since I discussed how the SIW and Scoreboard Level Two works, I have not had to use practice times with any students. I have also been struggling with awarding stars. I love my board set up, and the kids are very interested in getting stars. Who would have thought 11-12 year olds would still enjoy that. I think it's more about the levels and moving up the wall than anything else. I know I have control over what I give stars for, but it has not been easy. I am hoping once I a three week habit of using the wall, it will get easier. It also does not help that I only see the kids 50 minutes a day. I did see motivation in one student, though. One challenging student told another student to be quiet (in a polite way), and I saw this. I quietly told the student, I was proud of him for doing so, and I gave him a star. He was thrilled. I don't think he gets the praise he needs, and this worked. He continued using rule numbers with his fingers to tell other students when they were breaking rules 2 and 3. He stayed on task for the rest of class, too. I should have given him another star for that, but I did not. Does anyone have a list of Super Improver Wall ideas for awarding stars? I sure could use one! The photo below shows my Super Improver Wall, Five Classroom Rules, and Scoreboard Level Two. The rules came from wholebrainteaching.com and the SIW from teacherspayteachers.com. The clothes pin idea came from an idea found on Pinterest and recommended by a friend. My school mascot is a knight, so I chose yellow shields cut from a die cut machine at my school. Each clothes pin has velcro circles on the back. You can clip the Scoreboard practice cards to students that need them. I also keep cards and stickers clipped to one of the clothes pins, too. I love the look and feel of the whole set up!

Photo Credit: Melinda Sprinkle

Week 8-It's Time for Levels

Originally published-March 3, 2013

Action Research Question “Does the consistent use of Whole Brain Teaching's CoreFour and Five Classroom Rules produce increased enthusiasm and improve learning outcomes for all students?” This next week, my focus will be on adding Scoreboard Level Two: Practice Cards. Will the use of Practice Cards improve learning outcomes for some students? Well, this past week proved to be interesting. Three of my four classes are doing really well with the WBT strategies I have implemented since January 2013, and one class, well, let's just say, "It's time for levels!" Now, the other three classes are not perfect, no class is, but I will say what I am doing is working. They are responding well to WBT, they are reminding each other of the rules, they get upset when I get a point, they are doing their homework to earn a point, and they love the free minute they can earn if they are ahead of me in the scoreboard. There's an old saying that goes, "It it ain't broke, don't fix it!" This is the case with three of my four classes, and outside of my continual 'tweeking' of strategies, I'm not going to add levels if I do not need to. But, for my fourth class, that is not the case. I have students that are making noises, up out of their seats, talking, and it drove me up the wall last week. So, I am introducing Scoreboard Level Two to this class. I'm a bit apprehensive about doing so, but something has to be done. Individuals need practice with the rules. If anyone has implemented the Practice Card level of the Scoreboard and are willing to share your set up with me (what works/what doesn't), please do so because I'm looking for ideas. I have watched Coach B.'s Scoreboard video and read from the WBT manual, and this is what I am planning: 1. Assign each student a card (in a pocket). 2. Give white practice cards (placed in student pocket) when rule practice is needed. 3. Students must come to me during 7th period (what we call connections class and Fun Friday on Fridays) to practice the rule for two minutes (saying and gesturing). 4. A note must go home for students to alert their family they needed practice following a rule. 5. If student brings their family note back signed the white practice card is removed, if not the card remains. (If the card remains, do I have them practice the rule again or not?) 6. If students are following the troublesome rule, they get a purple card, and a positive note will be sent home. 7. Green cards are used to place on students desk if they need a reminder of following a rule. If students have parents that do not send notes back, they may be assigned a 'foster parent' at school to share notes and have them signed so they can return them to me and the white practice card can be removed. Note: No more than two practice cards will be given per day. Here is my concern: I'm concerned families will think I'm singling out their child. I have a class during seventh period, so that means, they will be practicing the rule while I have students in my class. For three of these days, they will be practicing the rule among students who rarely break rules. A fourth day would be practicing among students in their class, and on Friday's they would be practicing at our recess time we call "Fun Friday" time. I guess I will just see how it works. I could have them see me during my second period planning time, but it would be the next day. That is an option, too. If you have had success with practice time or have ideas for making this work well in a middle school setting, please let me know! My plan is to start small and work my way up these seven steps. I will work to use the white cards first and see how they go. I am also going to introduce and back up Scoreboard Level Two with the Super Improver Wall with this class. I really do not see how it would be possible for me to complete the SIW with all 85 of my students, so I have decided to use it with this class as well. I have my bulletin board set up with our 5 classroom rules, the Super Improver Wall levels (compliments of Teachers Pay Teachers), and a nice bright yellow shield (my school mascot is a knight) with student names on them. I purchased lots of stickers from Michaels, and the wall is ready to go. I had students write down 3-5 ways (on an index card) they, as an individual, can improve on. They gave me the index card, and they have the same information on a Post-It note in their interactive notebooks. I know I need to tell them, specifically what I want them to work on. I think having homework could be a good one for everyone in this class, and many need to specifically work on one of the rules, especially Rules 1, 2, and 3. Does anyone have any suggestions for when to award stars, especially for me because I teach middle school, and every minute is important to learning? I do not want to interrupt 'prime time' for learning. Also, would it be ok to award multiple stars to one student for the same objective--let's say, because they did really well staying in their seat. So, I guess one of my biggest concerns is the time factor. Since I only see students for about 50 minutes per day, I'm concerned about time. With all that said, I'm so excited about the possibility of the Scoreboard Level Two and the SIW working together to help my students learn more and do better than ever before! Oh, Yeah!!!