Download - Equity and Access to Rigor
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Equity and Access to Rigor
Success for ALL students
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THANK YOU for Being Here!
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1. Overview of the issues that affect student achievement gaps in Pennsbury
2. What we have done to begin to address them
3. Brainstorm where we need to go from here
The Plan for Today
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The Pennsbury School District, a student-centered learning community,
will prepare all students to achieve their highest potential and to
demonstrate mastery of skills and talents necessary for life in a global
society by providing a diverse educational program with the
involvement and support of families and community.
Mission Statement
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the significant difference in educational success among different groups of students.
The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, access or enrollment in rigorous courses, college-enrollment and completion rates, etc.
Sorting VS. Learning
Achievement Gap
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NAEP – White / Black gap in Math
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NAEP – White / Black gap in Math
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NAEP Rdg
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NCLBDisaggregated Groups and the
Achievement Gaps
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2008 - 2010 2011 2012 2013 20140%
10%20%30%40%50%60%70%80%90%
100%
56%67%
78%89%
63%72%
81%91%
100%MathReading
Adequate Yearly ProgressPennsylvania Proficiency Targets
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Group Number Scored Math
% Adv Math
% Prof Math
%Bas Math
% BB Math
Number Scored Reading
% Adv Reading
% Prof Reading
% Bas Reading
% BB Reading
All Students 5896 54.9 28.4 10.7 6.0 5922 48.6 35.9 10.2 5.3
Male 3018 57.3 27.1 9.6 5.9 3024 44.7 37.4 11.1 6.8
Female 2870 52.5 29.7 11.8 6.0 2890 52.8 34.2 9.4 3.6
White 4920 56.0 28.5 10.2 5.3 4943 49.8 35.9 9.6 4.7
Black 321 29.0 33.0 20.6 17.4 323 27.6 38.4 20.4 13.6
Hispanic 191 38.7 35.1 16.8 9.4 193 32.1 38.3 19.2 10.4
Asian 374 75.4 18.2 5.1 1.3 373 63.5 29.8 4.8 1.9
Native American 7 7
Multi-Ethnic 75 40.0 28.0 16.0 16.0 75 36.0 40.0 14.7 9.3
IEP 930 31.2 29.8 19.0 20.0 955 20.7 35.3 23.4 20.6
ELL 51 15.7 41.2 29.4 13.7 50 4.0 46.0 28.0 22.0
Economically Disadvantaged 922 33.7 33.1 20.1 13.1 930 28.3 40.1 19.0 12.6
2011 Pennsbury School District
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Economically Disadvantaged IEP students Black students Hispanic students Single Parent Families*
Pennsbury
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Grade 11 Math PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
100
AAED
All Students
AAEDAll Students
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Grade 11 Reading PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
AAED
All Students
AAEDAll Students
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Grade 8 Math PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
AAED
All Students
AAEDAll Students
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Grade 8 Reading PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
100
AAED
All Students
AAEDAll Students
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Grade 5 Math PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
AAED
All Students
AAEDAll Students
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Grade 5 Reading PSSA% Prof. & Adv. 2008 - 2011
2008 2009 2010 2011
0102030405060708090
AAED
All Students
AAEDAll Students
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Economic Disadvantage School Structures Sorting vs Learning orientation Expectations – kids’, parents’ and teachers’ Access to Rigorous courses Engagement Formative Assessment & Grading for
Learning Inspire all kids to ASPIRE to be great!
Key Issues for Consideration
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Unmarried Births as a % of All U.S. Births
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Language Development pre-school
By age 4 in a Professional family, a child : has heard ~ 20 million more words than if in a working class family
And
has heard ~35 million more words than if in a welfare family
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The Normal Curve vs. Success Orientation(school structures)
Standards based environment??
Sorting students or ensuring that they learn?
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Norm Referenced = sorting, categorizing, lining up in order
Criterion Referenced = focus on actual learning that has occurred, specific to the learning
Expectations – self perceptions of where you fit
Our Beliefs – All kids can Learn (do we believe it?)
Sorting vs Learning
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Teaching is NOT Adversarial !
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MEDIOCRITY
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Tracking (sorting) promotes lower expectations and lower rigor
Tracking contributes to widening of the achievement gap
Slower – less rigorous Teacher Expectations Student Expectations The best of intentions to provide for students
in need have resulted in widening of the achievement gap.
Expectations
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The Thinking Mind Clearly defined learning targets for every
course Formative Assessment EVERYONE to proficiency on those targets Motivation to go beyond proficient Access to higher level
content
RIGOR
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Kids will only engage and put forth effort if there is a likelihood of success.
They need to know that they can be successful and that
you will help them get there.
ENGAGEMENT
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How do we sort students in Pennsbury?
What limits do we place on students and what can we do about it?
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Blue Birds, Robins and Sparrows Dolphins, Trout, Rocks MG – AMP Talent Pool Honors, Parallel, Selected Materials LS, DWLS, Self-contained Honors / AP Algebra Topics, Algebra I, IA, IB,
Tracks (sorting)
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What do they have in common? What is different than in low performing
high poverty schools? What lessons can translate to Pennsbury? What limitations are there to trying to
implement those lessons in Pennsbury?
New Research on High Performing, High Poverty Schools – http://www.education.com/reference/article/Ref_New_Research_High
Lessons from High Performing High Poverty Schools
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High expectations for faculty, staff and students
Emphasis on academics and instruction Systems for regularly assessing individual
students – and using assessment information for instruction
Caring, respectful relationships
Key Findings
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Tentative Goal #1 – Student Learning: Improve Academic Achievement of ALL Students
Shift to Standards Based Curriculum/Grading Use Data for Instruction Teacher as Learner
Tentative Goal #2 – Student Life: Improve Affective Development of ALL Students
Belongingness and Character Education Aspiration to Greatness Community Engagement
2012 Strategic Plan – now called Comprehensive Plan
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Eliminate Reading Tracking at the elementary division
Eliminate tracking of math in grade 3 Lessen tracking in Math Gr 6 Eliminate SM at 9 and 10 Provide remedial “in addition to”
instruction / intervention (Fundations, Rdg Gr 6, Gr 7, Gr 8, HS Rdg,
LRE
What have we done?
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Continue elimination of early tracking in math Provide appropriate supports for “in addition
to” instructional time Develop a Standards-based curriculum and
grading system USE formative assessment Raise expectations for students – assessment
– support – encouragement - advocacy Develop the Thinking Mind concepts for all
students, all instruction, etc.
What needs to be done?
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Comprehensive planning Get involved? Start the conversations Embed and promote ideas Advocacy for kids ???? ?????
Next Steps???