10/9/13 PA School Performance Pro/ile Po)sgrove School District 1 What is the School Performance Pro/ile? o Developed by the Pennsylvania Department of Educa@on, the PA School Performance Profile is an online resource designed to provide informa@on and resources on school quality for public schools across the Commonwealth. 2 1 10/9/13 Teacher'Observa,on'&'Prac,ce'' Effec%ve'2013,2014' Danielson)Framework)Domains) 1. Planning)and)Prepara5on) 2. Classroom)Environment) 3. Instruc5on) 4. Professional)Responsibili5es) Observation/ Practice, 50% Building'Level'Data/School'Performance'Profile' Effec%ve'2013,2014'SY' Indicators)of)Academic)Achievement) Indicators)of)Closing)the)Achievement)Gap,)All)Students) Indicators)of)Closing)the)Achievement)Gap,)Historically) Underperforming)Students) Academic)Growth)PVAAS) Other)Academic)Indicators) Credit)for)Advanced)Achievement) Building Level Data, 15% Elective Data, 35% SPP Score Elec,ve'Data/SLOs' Op%onal'2013,2014'SY' Effec%ve'2014,2015'SY' District)Designed)Measures)and)Examina5ons) Na5onally)Recognized)Standardized)Tests) Industry)Cer5fica5on)Examina5ons) Student)Projects)Pursuant)to)Local) Requirements) Student)PorVolios)Pursuant)to)Local) Requirements) 3 Academic Performance Score o School---Level Repor@ng o Elementary and Secondary Schools o Charter Schools o Cyber Charter Schools o Comprehensive Career and Technology Centers 4 2 10/9/13 Indicators of Academic Achievement - 40% o Percent Proficient or Advanced on Pennsylvania System of School Assessment (PSSA)/Keystone Exams o Percent Competent or Advanced on Industry Standards---Based Competency Assessments o Percent Proficient or Advanced on PSSA grade 3 reading o SAT/ACT college ready benchmark 5 Closing the Achievement Gap - All Students (5%) o Percent of Gap Closure Met o Mathema@cs/Algebra I o Reading/Literature o Science/Biology o Wri@ng 6 3 10/9/13 Closing the Achievement Gap - Historically Underperforming Students (5%) o Percent of Gap Closure Met o Mathematics/Algebra I o Reading/Literature o Science/Biology o Writing 7 Sample Calculation ?? Proficient/Advanced = 40% ?? Gap between 40% and 100% is 60% ?? Must close one---half of gap over a 6---year period ?? Gap closure = 30% over 6---years ?? Annual goal = 5% per year ?? Performance is cumula@ve (6% first year and 4% second 8 year = mee@ng goal) 2012---13 is base---line year 8 www.education.state.pa.us > 4 10/9/13 Indicators of Academic Growth - 40% o Mee@ng Annual Academic Growth Expecta@ons o Mathema@cs/Algebra I o Reading/Literature o Science/Biology o Wri@ng 9 Other Academic Indicators - 10% o Cohort Gradua@on Rate o Promo@on Rate o A)endance Rate o Advanced Placement, Interna@onal Baccalaureate, or College Credit o PSAT/Plan Par@cipa@on 10 5 10/9/13 Extra Credit for Advanced Achievement o Percent Advanced on PSSA/Keystone Exams o Mathema@cs/Algebra I o Reading/Literature o Science/Biology o Wri@ng o Percent Advanced on Industry Standards---Based Competency Assessments o Percent Scoring 3 or Higher on Advanced Placement Exams 11 District Comprehensive Plan Goals Establish a district system that fully ensures o consistent implementa@on of standards aligned curricula across all schools for all students. o consistent implementa@on of effec:ve instruc:onal prac:ces across all classrooms in each school. o students who are academically at risk are iden:fied early and are supported by a process that provides interven:ons based upon student needs and includes procedures for monitoring effec@veness. o each member of the district community promotes, enhances and sustains a shared vision of posi:ve school climate and ensures family and community support of student par@cipa@on in the learning process. 12 6 10/9/13 District Focus 2013---14 o o o o o o o o o o Design and implement rigorous and aligned units of study. Comprehensive literacy framework and instruc@on. Forma@ve assessment using data teams. Curriculum review process. Comprehensive grading prac@ces. Technology as a tool for learning. Differen@ated supervision and evalua@on. RTII at the elementary level. HS/MS support programs (academic and social/emo@onal) Improving internal and external communica@ons. 13 Building Reports Ringing Rocks Elementary West Po)sgrove Elementary Lower Po)sgrove Elementary Po)sgrove Middle School Po)sgrove High School 14 7 10/9/13 Ringing Rocks Elementary 15 Ringing%Rocks%Elementary%%% % Highlights% o Foundational%Reading%Assessments%indicate%that%we%have%a%strong%phonics%core%program%place.% o Students%are%able%to%read%and%answer%questions%found%within%the%text.%%Strong%in%nonAfiction.% o Third%grade%has%fewer%deficient%students%than%in%previous%years.% % % % % % 1st%Grade%Aimsweb%2012% % % % % % % % PSF% NWF% Established% 67%% 61%% %Emergent% 29%% 38%% Deficient% 4%% 1%% % st%Grade%Aimsweb%2013%(Fall%benchmark)% 1 % PSF% NWF% Established% 80%% 80%% %Emergent% 18%% 18%% Deficient% 2%% 1%% % Deficiencies% o Unable%to%analyze%and%critique%text/author's%message% o Writing%about%reading% o Using%a%variety%of%reading%strategies% o Math%achievement% 16 8 10/9/13 Ringing Rocks Elementary Addressing Deficiencies o Implement rereading of Interac@ve Read Aloud text with a focus on analyzing and cri@quing the author's message and how (s)he chose to convey it. o Implement small group Guided Reading to provide tailored strategy instruc@on on each child's reading level. o Implement daily independent reading to allow students to apply and prac@ce the use of reading strategies o Implement process for students to write about their thinking when reading o Use mentor texts to model effec@ve wri@ng strategies to support intended message o Full implementa@on of Everyday Math 17 West Po)sgrove Elementary 18 9 10/9/13 West Pottsgrove Elementary Strengths No Designa@on for Title 1 Funding Reading Data for K---2--- Students at West are responding posi@vely to our balanced literacy approach: This years first grade came in with 59% already mee@ng or exceeding the reading level benchmark for the end of kindergarten. The current second grade began the year with 65% mee@ng or exceeding the reading level benchmark for the end of first grade. The second graders went to third grade with 70% of the students mee@ng or exceeding the benchmark for the end of second grade! Areas of Need Support overall areas of achievement in third grade reading and math. Our Economically Disadvantaged popula@ons makes up 42.7% of our school popula@on. What is West doing to address areas of need? o Implementa@on Balanced Literacy in grades K---2. o Implementa@on of the new Common Core Edi@on of Everyday Math. o Increase the rigor, quality and quan@ty of wri@ng at all levels. (pilo@ng Lucy Calkins Wri@ng Units of Study, Kidwri@ng in kindergarten, wri@ng included in all language arts units of study) o West is puhng strategies into place to engage parents of the next two cohorts of kindergarten students now. o Par@cipa@ng in the Kindergarten Entrance Inventory from the state. 10 10/9/13 Lower Po)sgrove Elementary 21 Lower Pottsgrove Elementary o Highlights o Deficiencies o Growth in 4th grade o 5th Grade Wri@ng results Reading o Overall academic o Growth in 4th and 5th achievement in Reading grade Math o Overall academic th grade o Growth in 4 achievement in Math Science 22 11 10/9/13 Addressing De/iciencies @ LPES o Wri@ng (Goals (1, 2, and 3) o Lucy Calkins and Being a Writer Programs o Norm scoring o Data Teams o Reading (Goals 1, 2, and 3) o Balanced Literacy Program o Professional Development o Analysis of Student Data o Math (Goals 1, 2, and 3) o o o o EDM (CCSS) Open---ended Responses Data Teams Interven@ons 23 25 Po)sgrove Middle School 12 10/9/13 PGMS Pro/ile Score o Areas For Celebra:on - Achievement/PSSA o Wri@ng - 86% - Growth/PVASS o Science - 80% o Reading - 98% o Wri@ng - 100% - Advanced/PSSA and Keystone o Adv in Math - 50% o Adv in Reading - 53% o Areas For Improvement o Achievement/PSSA o Mathematics - 78% o Reading - 79% o Growth/PVASS o Mathematics - 66% Overall Score = 83.8% 26 PGMS Interventions in SIP Math o o o o Instruc@onal coach meets with Math Data Teams every quarter Ongoing training for math curriculum: Connected, and Carnegie Data Teams analyze rigor of tasks Ajer school tutoring in Math Reading o Crea@on of performance assessments o Daily non---fic@on wri@ng prompt o LA Seminar scheduled for Basic and Below Basic students grades 6-8 o Ajer school tutoring in Reading 27 13 10/9/13 Po)sgrove High School Pottsgrove High School 28 Profile o Building Level Score 83.1 o Algebra 64.54% Increased 10.44% o Literature 78.97% Increased 14.07% o Biology 42.28% o Strong PVAAS Growth in all 3 Keystones o Need to Increase level of Advanced Scores on Keystones o NOCTI Scores were very strong o 90.4 Gradua@on Cohort Rate o 93.08 A)endance Rate 14 10/9/13 PGHS Interventions o o o o o o Math Mastery for Scoring Basic/Below Basic Literature Academy for Scoring Basic/Below Basic Biology Mastery for Scoring Basic/Below Basic Increase Advanced Placement Courses Curriculum aligned to the Common Core Ajer School Tutoring for Scoring Basic/Below Basic 15