Sarah Pylar 8/13/2010 90-90-90 Reflection Before reading through the 90-90-90 study I would not have thought

that multiple schools with low income and little resources could perform above and beyond in test scores. My previous knowledge was simple: low-income areas meant less resources and lower test scores. Although there are exceptions, most research shows that many low resourced schools in urban areas with higher population of African American and Hispanic students do not test up to par with their neighboring suburbs and this is due to the income coming into the schools. To me, money meant education. It was amazing to find that some schools are trying different methods in order to reach their students and are truly reaching out in so many ways. The study discussed the idea of collaboration among teachers, principals and even the collaboration between schools. What was interesting in the schools that were working with this method is that collaboration did not just stem through lesson planning and surface level discussion but was mainly targeting assessment. Teachers asked themselves and their colleagues how are they as a whole were going to assess their students and this seemed to create consistence throughout. This idea of collaboration seemed novel but so many schools do not focus on this aspect. I have noticed that teachers in the United States often plan together and discuss with their other grade level teachers what they are doing in the classroom, but there is not as much talk about assessment. Growing up we, as students, always knew which teachers graded the easiest and were relieved when we were placed in their classroom. With this

mentality in the schools it is difficult for mass improvement to be made if all of the teachers are not on the same page. It only makes sense to have specific rubrics and standards all students at grade level must meet and the 90-90-90 schools did not take no for an answer. When comparing this to the South African school I was placed in, I did see student assessment through oral quizzes, worksheets, and group activities but these assessments were not thoroughly thought out. There wasnt a specific purpose, and the information gained from the assessment was not analyzed or even reviewed. So often it seems as if teachers in both the United States and South Africa assess students but dont create proper guidelines. If teachers collaborated together improvement could be made. Along with assessment and the emphasis placed on structure and collaboration, student feedback was also incredibly important in these 90-90-90 schools. Students were given feedback constantly, and all feedback was constructive criticism and encouragement that they will do better next time. Teachers created an atmosphere that really enforced and praised improvement. Students were given multiple chances to perform well on a single task and test scores were not the only determining factor in their grades. Sometimes I see student feedback and second opportunities in the States when students are given spelling tests at the beginning of the week and then they are able to redeem themselves by Friday, but I dont see this happening on more critical thinking and application activities. Tests are often one-time chances and students forget the material quickly after the test is over. In South Africa, I was in a grade one classroom and students were not given feedback whatsoever. Although parents received letters sent home occasionally with student work, students did not have any idea about their progress in the class. They could see check marks on their paper but didnt understand what that really

meant. The 90-90-90 schools made students feel invested in their work with multiple opportunities for growth and teacher encouragement to do better without any exceptions. I have not seen this as much throughout other schools I have been in. I have also thought that elementary teachers do not feel as if students are capable of understand their test results or progress. Teachers discuss student progress with the parents and not the students but as this study proves, if students are invested in their work and want to achieve and improve their grades, they will try and do so. Another aspect of the 90-90-90 schools that I believe was helpful to the schools as a whole was this notion of school wide community. We often learn in our TE classes that classroom community is crucial but we sometimes forget about the whole school. The schools in the study did not talk about school spirit when focusing on school wide community but placed an emphasis on the staff. All staff members were considered an important puzzle piece to student learning. The schools views were that students come into contact with more people on a day-to-day basis than just their teacher. Janitors, buss drivers and all other staff members were involved with school staff meetings and could really get a feel for goals the school had for their students. Discipline was consistent and students could recognize that the school as a whole unit was stable. In both the United States and South Africa positions other than teachers and principles are not involved with as much planning. Discipline from the buss to the classroom to the cafeteria range greatly, and students are receiving mixed messages on a day-to-day basis. This notion of consistency is not as important and many students need consistency to perform well in school. Students from lower income areas in both the US and South Africa deal with adult responsibilities and stressors, and their lives at home could

look different on a day-to-day basis. If schools try and create a community based on norms, standards, and consistency then students will have at least one piece of their lives stable and will be encouraged succeed through adult support. Lastly, the most intriguing aspect of the 90-90-90 schools was the idea of curriculum reconstruction. Teachers made curriculum choices based on their students alone and mainly focused on Language Arts and Math. Both of these subjects were incorporated into most of the students school day and it was fascinating to learn that music and art teachers were on board with this as well. Core subject teachers would give other teachers the standards they were working on and other teachers would find ways to integrate the material. Although students were learning other electives, the subjects that needed the most work were the primary focus. I have seen schools in the United States integrate material much better than I have seen in South Africa but the 90-90-90 schools did this at a higher level, which showed in their test scores. Because I was placed in a first grade classroom in South Africa, I only saw language arts and numeracy being taught. In the United States, however, I have seen subject curriculum integrated but not within the specialty subjects such as music and art. Teachers in the 90-90-90 schools truly make sure that all teachers and subjects are fully using the school day to their potential in order to boost student learning. Overall, the study was incredibly interesting. Within the 90-90-90 schools, teachers worked with everyone in the school to ensure student learning. They included students in their feedback and gave them multiple times to improve while also making improvement the only option. The schools focused on curriculum adjustments that fit the needs of the students and tried to incorporate main subjects into all other parts of the school day as

well. It is said that it takes a whole village to raise a child and I think that people have stepped away from this idea. If we want students to succeed it is going to take everyone in the school investing time and encouraging students in low resourced areas.