Meet Dr. Susanne Richert
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.

 RAISING TEST SCORES  

Global Instituteís research tested formative assessment, professional development and alignment services have helped schools to dramatically raise scores on high-stakes state assessments.

Global Institute's Formative Assessment Solutions© provides schools with state-of-the-art formative assessment programs in both Mathematics and Writing. They incorporate the latest in research findings and combined with the efforts of a hard working staff have been shown to improve test scores on high-stakes state assessments from 5% - 75% in less than nine months.

The Formative Assessment Solutions© program in mathematics employs rigorous short cycle, medium cycle, and long cycle assessments (Wiliam, 2007). Unlike other assessment programs that claim to be "formative," the Global Institute's formative assessment instruments meet the criteria identified by experts in the field (Black and Wiliam, 1998; Sadler, 1998; Afflerbach, 2005; National Center for Fair and Open Testing, 2007; Wiliam, 2007; Popham, 2008; Tuttle, 2008). Organized around current state learning standards, they create an ongoing and regular classroom process that provides student and teacher feedback to generate student self-reflective cognition and greater student involvement, understanding, and achievement. Using 23 weekly quizzes, 4 cluster assessments, 1 cumulative test and a series of three student workbooks, the Formative Assessment Solutions© program in mathematics is a coherent assessment program that evokes students' latent potential and combined with teacher's efforts results in rates of gain from 5% to 75% in less than nine months. Please see the Raise Test Scores page to review the achievement gains realized by many diverse school districts.

The Formative Assessment Solutions program increases the numbers of students achieving proficiency and advanced proficiency and provides immediate gains in the current school year as well as longitudinal gains in subsequent grade levels. As schools institutionalize the Formative Assessment Solutions© program and instructional strategies, they see each successive grade level build upon the gains achieved in previous grade levels. After three years, it is not unusual for schools to achieve over 90% proficiency levels. Our formative assessment instruments in mathematics employ both paper-and-pencil and web-based assessments for grades 3 through 11, and provide weekly reporting on student progress and achievement. Through the Formative Assessment Solutions© program, classroom teachers learn to use data-based decision making to differentiate instruction, and school administrators learn to use data-based decision making and data-analysis for curriculum modification and professional development.

IMPACT OF GLOBAL INSTITUTE SERVICES ON STATE PERFORMANCE ASSESSMENTS

Global Institute Services© have an incredible track record in improving students' scores on norm-referenced and performance tests. Customized Global Institute services identify, target and improve performance in targeted areas; integrate and align Core Curriculum Content Standards across the curriculum; develop a positive classroom environment; increase students' responsibility for learning; improve student's self esteem; reduce discipline problems; and evoke student's intrinsic motivation to achieve maximums! Our services now impact over 84,000 students nationwide.

2008 NJASK IMPACT

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.

2008 NJASK IMPACT

From 2005-2008, after using Global Institute's Formative Assessment Solutions©, this NJ district experienced a 46% increase in the number of students who achieved proficiency, and a 23% increase in the number of students who achieved advanced proficiency,

2007 HSPA IMPACT

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.

Global Institute Services© have an incredible track record in improving students' scores on norm-referenced and performance tests. Customized Global Institute services identify, target and improve performance in targeted areas; integrate and align Core Curriculum Content Standards across the curriculum; develop a positive classroom environment; increase students' responsibility for learning; improve student's self esteem; reduce discipline problems; and evoke student's intrinsic motivation to achieve maximums! Our services now impact over 84,000 students nationwide.

2006 ESPA IMPACT

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 IMPACT

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.]

 

1998 EWT IMPACT

In a large urban district, 14 elementary schools and one middle school identified as having severe academic and related needs, demonstrated major differences in achievement on the Ď98 EWT in comparison to a de facto control group of 9 non targeted buildings. The sample size in this case was over 1500 students. After less than one year of services, schools using Richertís Maximizing Potential Strategies© showed a gain in the percentage of students achieving Minimum Levels of Proficiency (MLP) in math and reading while in control schools, the percentage of students achieving MLP fell. Buildings using Richertís Maximizing Potential Strategies© showed improvement of 6% in reading and 8% in math, and rates of gain of 10% and 21%, compared to a drop of 2% in each subject for the control schools, which is an effective comparative improvement of 8 and 10%. While EWT scores in writing, on the average, went down across the district, as in most urban areas in 1998, the rate of loss was less in buildings using Richertís Maximizing Potential Strategies©. Twelve schools made gains of 7%-38% in reading, writing or math; with effective rates of gain of 20-76%. Two schools received awards in 1999 from the NJDE for the greatest gains on the EWT. Furthermore, there was an increase in students in target schools achieving Level I on the EWT, which demonstrates the impact of focusing on maximums, not just minimums.

1998 EWT IMPACT

First year professional development in Richertís Maximizing Potential Model© for about 30% of the high school staff in 4 of the district's high schools resulted in a significant increase in the number of students achieving Level I on the HSPT. This again demonstrates the impact of focusing on maximums, not just minimums.

Another large urban district middle school achieved a phenomenal 75% rate of gain in EWT writing scores from 1997 to 1998, as shown below.

Two of the schools working with Global Institute were recognized by the NJDE for the greatest improvement on the EWT.

Two of the schools working with Global Institute were recognized by the NJDE for the greatest improvement on the EWT.


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