STUDENT ACHIEVEMENT REPORT

CENTENNIAL SCHOOL DISTRICT

October 2, 2012

Joyce A. Mundy, Assistant Superintendent

PSSA District Level Data

AYP Fact Sheet ( Attachment 5.B)

What is Adequate Yearly Progress (AYP)? Defined under No Child Left Behind as having more students reach

proficiency each year so that 100% would be proficient by 2014. Each year the performance targets increase towards 100%.

AYP Measures Overall Performance:

For each grade level tested, did enough students score advanced and proficient?

Adequate progress for subgroups with 40+ students: Confidence Interval: If a group came close to their target, it accounts

for the statistical variation as each year a new set of students determine grade level AYP.

Safe Harbor: the number of students below proficient in a subgroup is reduced by 10% in a particular subgroup.

Participation: For each grade level, did 95% of eligible students participate?

RISING PERFORMANCE TARGETS…

Year Reading % Math %

2002-2004 45% 35%

2005-2007 54% 45%

2008-2010 63% 56%

2011 72% 67%

2012 81% 78%

2013** 91% 89%

2014** 100% 100%

Waiver to freeze?**

WAYS THAT SCHOOLS CAN FAIL TO MEET AYP

Students in the grade level as a whole did not reach the performance targets in reading or math.

Students in a particular subgroup did not make adequate progress from the following year.

Fewer than 95% of eligible students participated.

RESOURCES TO ANALYZE DISTRICT DATA

Data Recognition Corporation (DRC) District reports for schools and levels- AYP report Denotes Subgroup Performance

Emetrics Compare how one grade does each year or compare students

two years in a row Breakdown for basic, below basic, proficient and advanced for

each grade level and on specific eligible content

PVAAS Value added data- how did the same group of students or a

subgroup perform over time Projections for AYP in the next year based on how students are

doing over time in CSD

WHAT DOES CSD DISTRICT DATA SHOW?

Many grade levels and subgroups made AYP, Safe Harbor, or Growth over Time- on the report this is indicated as a Yes in the last column- Met Performance Target.

Every subgroup and performance category is called a target. Schools must show proficiency in all target areas to meet AYP.

AYP percentages are a snapshot, the more important information is where we are making progress and which groups of students are declining.

SCHOOL LEVEL AYP REPORTS ( ATTACHMENT 5.C)

Longstreth: Met 9 of 9 targets Made AYP William TennentMet 13 of 19 targets Correct Action 4 Stackpole Met 12 of 13 targets Warning McDonald Davis Met 21 of 21 targets Made AYP Klinger Met 20 of 21 targets Warning Log College Met 20 of 21 targets Warning Willow Dale Met 16 of 20 targets Warning

GROWTH OVER TIME IN CSD

On October 22, each principal will review the areas of growth over the past three years using PVAAS and Emetrics reporting.

At a glance, Safe Harbor (SH) or Confidence Intervals (CI) show that 10% of students in that group moved positively.

These scores are at the surface. The true work begins in looking at students’ growth over time and the gaps in our curriculum and instruction. Specificity is important.

AREAS OF CONCERN IN CSD

Begin with the targets not met in the AYP report and drill down further:

Which eligible content was missed consistently? Adapt curriculum and instruction to bridge those gaps-

use core instruction and intervention times. It’s too simplistic to say we failed at elementary or

middle school in math or reading when our students met the goals in math with the exception of one subgroup.

Be specific in our data analysis to avoid quick fixes or global changes that aren’t necessary.

School Improvement

DEFINING SCHOOL IMPROVEMENT

Implications of School Improvement

Schools do ongoing analysis of curriculum, instruction and assessment to help students make progress.

Schools who are in school improvement must make adequate progress or they must continue to do plans towards improving student achievement.

These action plans are ongoing and measured for success by the School Improvement Data team.

(Attachment 5.B)

TIMELINE FOR SCHOOL IMPROVEMENT

Sept, 2011 to June, 2012: Development of the School Level Plan (SLP)

June, 2012: Online entry of School Level Plan

Aug 31, 2012: Submit School Level Plan (delayed from June 30 to August 31 by PDE)

Sept, 2012: Begin implementation of School Level Plan

Oct 30, 2012: Finalization of School Level Plan after data review

Nov 30, 2012: Final Submission of District Strategic Plan which includes the William Tennent School Level Plan

(School Improvement Plan, p. 4)

SCHOOL IMPROVEMENT AT WTHS

Performance over time at WTHS:

2003-2005: School Improvement 2005-2007: Corrective Action 1 and 2 2007-2008: Making progress 2008-2009: Corrective Action 2- Year 2 2009-2010: Making progress 2010-2011: Corrective Action 2- Year 3 2011-2012: Corrective Action 2- Year 4

A school must be in “Making Progress” for 2 years to move out of Corrective Action or School Improvement. If you only make progress for 1 year, you return to the next step of Corrective Action. That happens if you miss any performance targets. WT missed 6 of 19 targets in 2012 in math and reading.

IMPLEMENTATION OF SCHOOL LEVEL PLAN FOR 12-13

July 24, 2012: Receive notification of AYP for district schools.

Sept 4, 2012: Implement SLP and revise for any new targets not met.

Sept 24, 2012: Receive school level and value added PSSA data. Review SLP to insure that it remains appropriate using new data.

Nov., 2012: Final submission after review of 2012 data.

Begin work for School Improvement for this year based on remaining in Corrective Action II year 5 using the same process as was done for the current plan- will retain most of the action steps as they are relevant.

SCHOOLS IN WARNING STATUS What puts them in that category?

What happens next? Make AYP in 2013 and move out of warning Failure to make AYP in 2013: Move to School

Improvement 1 Projected data

Larger schools means more subgroups Advancing achievement in subgroups--

Strengthen the core (reading, math, writing, science) Interventions that are monitored for effectiveness Data analysis model Differentiated instruction in all subjects

Action Steps: School Level Plan for WT(Attachment 5.B)

Effective instructional practices: Staff development for teachers and administration on

research based instructional practices that includes regular feedback for improvement.

Staff sets a goal that is within the defined areas of this School Improvement Plan.

ACTION STEPS FOR SCHOOL IMPROVEMENT AT THE HS

Supervision and Evaluation:

Use Danielson’s Framework for teaching as put forth from PDE for supervision and evaluation model.

Establish walkthrough model for data collection on instruction and professional coaching.

Collegial observation and dialogue on best practices. District wide set of supportive resources.

ACTION STEPS FOR SCHOOL IMPROVEMENT AT THE HS

Curriculum and Assessment:

Map the Centennial School District curriculum to include new Common Core Standards and standards based assessments.

Professional development on assessments and data based decision making for instruction.

Examine intervention process to insure that these are data driven and evaluated over time.

CDT and Keystone Testing- Align curriculum accordingly.

Testing Changes from PDE for 2012-2017

(Attachment 5.C)

KEYSTONE EXAMS- 2012-2013

AYP will be based on this year’s current grade 11 and their performance on the new Keystone Exams.

Every 11th grader will take all 3 Keystone Exams. These exams will be given in December and January to any 11th

graders not in a Keystone course. Students in grades 9-11 who are currently in Algebra I, Biology,

and Literature (Grade 10) will take the Keystone Exam in May, 2013.

Students who were proficient in the pilot Keystone 2 years ago will not need to retake it this year.

PDE ASSESSMENT CHANGES

Adoption of the Common Core Standards and New Testing Cycle.

Implementation of the Common Core Standards: Three year plan --

Changes to PSSA testing for grades 3-8 guides this. Prepare for Keystone Exams for end of course

assessment. Algebra I Biology Literature

KEYSTONE EXAMS 2013-2014 This year’s grade 10 will be in grade 11 in 2013:

Any student in grade 11 who did not yet take Biology or Algebra I will take the Keystone Exam at the end of that course in May.

Any student in grade 11 who did not show proficiency in grade 10 will retake the Algebra I, Biology, Literature Keystone.

All 9th and 10th graders enrolled in one of these courses will take the end of course Keystone. For 9th graders next year, this counts as a graduation

requirement.

KEYSTONE EXAMS 2014-2015

Our current grade 8 students will be in grade 10 in 2014.

Students will need to pass all 3 Keystones as a graduation requirement.

Students will have opportunities in grades 10 and 11 to retake the exam if needed.

The school will have interventions planned that are course specific to allow for remediation between tests.

IMPLICATIONS: TESTING

How will the end of course assessments fit into our assessment policy (i.e. final exam versus Keystone) for grades 9 and 10?

For this year, grade 11 will have six 90-minute testing blocks in December and January. Will they also have mid-terms in their current course?

For grade 10, the Keystones in May are at the same time as AP testing.

Creating appropriate proctor and testing schedules for all of these testing blocks.

How do we help students prepare this year in grade 11 when they haven’t had the material in 1-2 years?

COMMON CORE STANDARDS AND PSSA

This year for grades 3-5: Additional writing field test with CC Standards for grades

3-5. PSSA will have the old standards assessed with field test

questions on new CC Standards.

Next year for grades 3-5: All PSSA testing will be based on the Common Core

Standards.

COMMON CORE STANDARDS AND PSSA

This year for grades 6-8: PSSA will have the old standards assessed with field test

questions on new CC Standards.

Next year for grades 6-8: PSSA will have the old standards assessed with field test

questions on new CC Standards.

PSSA in 14-15: All testing will be on the CC Standards.

K-12 ACTION STEPS

The WT School Level Plan reflects the goals of the K-12 Principals as have been defined in collaboration with BCIU since last year’s PVAAS data was examined.

Effective instructional practices- research based and now state mandated

Use of instructional time Articulated, cohesive curriculum. (attachment 5.F) Data based decision making model Job embedded professional development for all staff Effective, streamlined interventions

K-12 ACTION STEPS

Principal led, job embedded professional development.

Administrative sessions monthly to enact and implement these steps over the next three years.

New curriculum renewal cycle to address Common Core Standards, assessment changes, and data based audits. (5.D)

Process to evaluate curriculum, instruction, and intervention process. (5.D)

Stay on point….no detours, diversions, or fragmentation.