Green Oaks High School

Challenge:
Teach test taking skills to students in a high school predicted to not test successfully on state standardized tests.

Procedures:
Michael Phillips delivered two series of classes as part of a student development process. One series of classes involved removing students from regular classes for a series of four test taking skills building sessions. These lessons were approximately ninety minutes in duration. The second set of one hour lessons was delivered over six weeks in an after school environment.

Results:
Student performance demonstrated a significant level of improvement, resulting in test scores that spiked for a two year period. Overall school performance rating, as evidenced by state criteria, went up consistently.

Challenge:
A disproportionate number of at risk male students were failing the state standardized test at a Title I school.

Procedures:
Mr. Phillips delivered a series of six, ninety minute classes to 20 male students. These classes took place twice a week for three weeks during regular school hours.

Results:
All 20 of these at risk students completed their LEAP Tests [federally mandated standardized test] that year with two of the students scoring at the advanced or mastery level.

Challenge:
A number of at risk students were failing the state standardized test.

Procedures:
Mr. Phillips delivered a series of six, 90 minute classes to six students. These classes took place twice a week for three weeks during regular school hours.

Results:
All six of these at risk students completed their LEAP Tests (federally mandated standardized test), successfully passing them.

Challenge:
Seven students were at risk of failing the state mandated standardized test at a Title I school.

Procedures:
Mr. Phillips delivered a series of six, one hour classes to seven students. These classes took place twice a week for three weeks during regular school hours.

Results:
All seven of these at risk students completed their LEAP Tests (federally mandated standardized test), successfully passing them.

Challenge:
Students in the economically depressed Allendale/Lakeside area were in need of academic and social enrichment.

Procedures:
Mr. Phillips, as a member of a team of four, established the Canaan Boys Academy in Shreveport, Louisiana, in the summer of 2011. In this Academy, while acting as the lead teacher, he trained four teachers in the use of the ThePhillipsProject.org model in an elementary school setting.
The Canaan Boys Academy at Mt. Canaan Church served the needs of 25 boys who were at risk of low performance; the Academy was designed to serve 3rd and 4th grade male students. In June of 2011, the Academy provided participating students with high quality academic, social and physical experiences using The Phillips Project Model in a Monday through Friday half day program.

Results:
During the third week of the four week program, about half of the students demonstrated a one grade level improvement in reading over their original pre-test scores. Significant improvements in math skills were evident; these improvements were based on observations by the instructors as post testing was done in reading only. Pre and post test in reading demonstrated a two grade level improvement in reading at the end of the four week program. Similar results were demonstrated in the second year of the program.

Challenge:
To assist typically disenfranchised adults in re-entering the workforce with a set of viable skills. The need existed to prepare individuals for a productive career path. The U.S. Department of Agriculture awarded grants to support workforce training in Louisiana.

Procedures:
Mr. Phillips taught basic math, such as balancing a checkbook, and practical math for use in the construction industry.

Results:
These individuals received technical training available throughout the state. This program provided a number of citizens with a set of skills to be able to support themselves and their families in Louisiana by re-entering the workforce at an effective level.