Dr. E. Susanne Richert (Ph.D. Brown University) and her staff have developed formative assessment and professional development services that use authentic, developmentally appropriate, and integrated teaching strategies. These strategies are designed to evoke the maximum intellectual, emotional and ethical potential of teachers and students of all abilities, demographics and grade levels.
Dr. Richert has spent decades in the fields of educational research, and training, and has provided services to schools with extensive demographics and diversity.
Global Instituteís research tested formative assessment, professional development and alignment services have helped schools to dramatically raise scores on high-stakes state assessments.
A very large urban NJ middle received a $100,000 award from NJDOE for achieving AYP for all of their demographic groups for 2 consecutive years, after failing for the 4 previous years. From 2006-2008, they benefited from intensive alignment, formative assessment, and professional development services. Just as gratifying were the significant increases of over 12% in advanced proficiency as measured by NJís very difficult ASK tests in grades 7 and 8. After just 2 years of services, over 40 more students achieved advanced proficiency in mathematics or language arts literacy. Two students, for the first time ever, achieved perfect scores on the mathematics assessments.
2008 NJASK IMPACT
All but one of the schools in a large NJ urban district has consistently failed to achieve AYP at the middle school level, as measured by NJís very demanding NJ ASK tests. After just 6 months of services, the largest middle school (DMS) moved from lowest to highest place in the percentage of its students achieving proficiency in mathematics on NJASK. The improvements in grades 6, 7, and 8 ranged from 15-22%. Not only did all demographic groups improve significantly, but advanced proficiency increased 3-4%. For the first time, 14 students achieved advanced proficiency.
Global Institute was the provider of Comprehensive School Reform services for a culturally diverse, large urban NJ high school. After just one year of Global Institute services, all demographic groups made significant improvement on the NJ high school (HSPA) test.
Most notable is the spectacular improvement among special education students from 2006 to 2007 on the HSPA, in both math and literacy: 42% increase in proficiency in literacy; 46% increase in proficiency in mathematics.
This means that in just one year, the gap between special and general education was reduced by 48% in mathematics and by 37% in language arts literacy
Other subgroups showed significant improvements. In Language Arts Literacy, from 2006 to 2007 on the HSPA, 4% more African American students achieved proficiency; 7% more economically disadvantaged students achieved proficiency, 11% more LEP students achieved proficiency, and 12% more Hispanic students achieved proficiency.
2006 GEPA IMPACT
Three very diverse districts in southern NJ had spectacular improvements in the percent of students achieving proficiency on NJís very difficult Grade Eight Performance assessment (GEPA) which was given in March of 2006. Improvements ranged from 17-26% after less than 6 months of services.
2006 LAL IMPACT
An urban elementary school with a diverse Title I population including many African American and Hispanic students received Global Instituteís Comprehensive School Reform services from 2004-2006. Before receiving Global Institute services, no third grade student had ever achieved advanced proficiency in LAL. After receiving Global Institute services, 33% more students achieved proficiency on NJDOEís difficult grade 3 assessment and more than 19% of students achieved advanced proficiency, which was 4 times the district factor group average.
ne large urban elementary school with a highly diverse Title I population, and the districtís special education magnet, received a range of Global Institute services including special education inclusion and comprehensive school reform services. On NJís demanding grade 4 math assessment, the total population increased 30%, advanced proficiency increased 30%, and special education increased 33%. After 2 years of services, the school achieved state standards for all demographic groups.
2002 GEPA IMPACT
In 2002, an urban school which received the most intensive services from Global Institute of all the schools in district (80 days of services) achieved a phenomenal 91% passing Math, representing a gain of 356% from last year! Scores in both Language Arts Literacy, and Science also increased at least 10% in each subject. Such gains were achieved through great effort on the part of staff, students, building leadership, and Global Institute recommendations and services.
2001 GEPA and ESPA
In 2001, our urban schools averaged 87% passing in Math, versus 59% in "control" schools. In Math, the targeted subject, there were 28% more passing students on average.
The same urban middle school [see 2000 below], which was one of the few schools to have more than 75% of its students passing both Literacy and Math in the 2000 GEPA, continues to have more than 80% of its students passing both subjects. Another urban school (see chart below) which we started working with in 2001 increased its score on the Math section from 57% to 94%! This represents a 65% rate of gain in less than one year!
2001 ESPA IMPACT
On the ESPA, one school gained 22% in Math [a 60% rate of gain]; 44% in Literacy, which was the targeted subject [a 60% rate of gain and their first time ever passing!]; and 16% in Science [a 25% rate of gain and their first time passing!].
2000 GEPA IMPACT
Columbus Middle School in Union City, NJ was the only urban NJ school that passed both the Math and Literacy sections of the 2000 GEPA [NJDOE's Grade Eight Performance Assessment]. Staff and students deserve recognition for the hard work required for this impressive achievement!
But effort alone is not always enough. Customized Global Institute services were used at Columbus Middle School to identify, target and improve performance in weak areas, integrate Core Curriculum Content Standards (CCCS) across the curriculum, align authentic assessment with CCCS, develop a positive classroom environment, increase studentsí responsibility for learning, evoke studentís intrinsic motivation to achieve maximums, improve self esteem, and reduce discipline problems. Richertís Maximizing Potential Strategies have been improving studentsí scores on performance and norm-referenced tests for over a decade; across schools of all demographics.
The chart below shows the impact of our services in the three schools in Union City, NJ with which we worked that year, (Columbus MS among them) compared to three control schools that did not receive services. MATH: Schools we worked with had 19-81% rates of gain, with an average 45% rate of gain, compared to (minus) -20 % for the other schools; a net improvement of 64%. LITERACY: Schools we worked with averaged a 13% rate of gain, compared to 2.5% for the other schools; a net improvement of 10%. One school gained 27%.
1999 EWT IMPACT
The results in Union City replicate successes in 15 Jersey City schools in 1997-1999, in comparison to 9 control schools there.
MATH and Schools we worked with had 20% rates of gain, compared to (minus) -2% for the 9 other schools; a net improvement of 22% . Two schools most effectively using Maximizing Potential Strategies gained 29% and 38%.
READING: Our 15 schools averaged a 10% rate of gain in achieving MLP, compared to (minus) -2 % for the other schools; a net improvement of 12%. Three of the schools we worked with made gains of 20-27%.
WRITING: While our major focus for the district was math, four schools effectively using our strategies for writing had 8%, 25%, 41%, and 49% rates of gain in writing scores. [Avg. scores went down 3% for the other schools in the district.]