The document discusses the objectives and problems with a Saturday school program aimed at preparing students for standardized tests. The program was struggling with student engagement, disruptive behavior, no science content, a random curriculum, and inability to measure mastery or attendance. The author implemented three solutions: 1) Regrouping students by achievement level, 2) Providing incentives for attendance and participation, and 3) Tracking student progress with mini quizzes. The results were smaller class sizes, inclusion of science, focused lessons, increased engagement and accountability, and a way to measure mastery. While successful, the author realized they neglected an important resource - colleagues - and that an IE master's could help utilize a team setting in the future.

1. The Situation:
SATURDAY SCHOOL

2. Objective of Saturday school:
Supplement classroom
instruction to prepare
students for annual
standardized tests

3. These tests determine
which track students will
be placed on in subsequent
years

4. The aim being that a
student is placed on a
track to graduate.

5. Students’
performance on
these exams also
determines the
grade the school
receives at the end
of the year.

6. School grades
are intended to
keep schools
accountable

7. And allow
parents to make
informed
decisions

8. This creates a high pressure
environment in which students are
expected to perform.

9. Saturday school is intended to better
prepare students for the exam, thus
relieving some pressure.

10. Unfortunately, our
program was
missing the mark.

11. The Problems:
Students not engaged in lessons
Disruptive behavior
No tangible way to measure mastery
Science content not included
Curriculum chosen at random
Low attendance

12. My Solutions:
#1 Regroup the students
#2 Provide incentives
#3 Track student progress

13. Solution #1
Regroup the students based on achievement level

14. Results:
Teachers can plan specific lessons
Students are engaged :
Class sizes are smaller and shorter (50 minute blocks as
opposed to 75 minutes)
Space for science to be included
Higher performing students are no longer bored
Lower performing students are not frustrated with high level
content

15. Solution #2
Provide short and long-term incentives

16. Short-Term Rewards:
Pizza at the end of every session
Candy for exceptional answers

17. Long-Term Rewards:
Each student receives a “passport”
Students receive passport stamps for attendance (with
participation in lessons)
10 stamps = participation in a trip to a theme
park at the end of the year

18. Results:
Attendance increases
Students are engaged in lessons

19. Solution #3
Track student progress to measure
mastery and target areas for
remediation

20. How it worked:
Students were given “mini quizzes” at the end of a session
Quizzes were aligned to a topic from the standardized exam
Scores from these quizzes were tracked in a database
This data was distributed to teachers, allowing them to use
the results to focus their lessons during the week

21. Results:
Tangible way to measure mastery of content
Lessons are more focused based on student need
Time is used effectively
Students are motivated by scores
Student accountability increases

22. Students not engaged in lessons
Disruptive behavior
Science content not included
Curriculum chosen at random
No tangible way to measure mastery
Low attendance
The Final Results:

23. Where IE comes in…
While the changes that I
instituted were
successful, there was
one valuable resource
that I completely
neglected.

24. My
Colleagues

25. A master’s from IE will arm me
with the tools I need to work
within a group setting and utilize
the skills my team has to offer

26. There will be no missing.