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Upper Merion Area School District Inspiring Excellence For All Students Student Achievement Report Presented by Jane Callaghan September 21, 2009

Presented by Jane Callaghan September 21, 2009

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Upper Merion Area School District Inspiring Excellence For All Students Student Achievement Report. Presented by Jane Callaghan September 21, 2009. Upper Merion Area School District Reporting AYP. - PowerPoint PPT Presentation

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Page 1: Presented by Jane Callaghan September 21, 2009

Upper Merion Area School District

Inspiring Excellence For All Students

Student Achievement Report

Presented by Jane Callaghan

September 21, 2009

Page 2: Presented by Jane Callaghan September 21, 2009

• According to the federal No Child Left Behind Act, students must be 100% proficient in reading and math by 2014. (Today’s seventh graders will be 11th graders by the year 2014 when full proficiency must be reached.)

• The Pennsylvania System of School Assessment, also known as PSSA, measures how well students have achieved in reading, mathematics, science and writing according to Pennsylvania’s academic standards.

• The federal No Child Left Behind Act requires states to determine annually whether schools and districts in Pennsylvania make Adequate Yearly Progress, also known as AYP.

 

Upper Merion Area School District Reporting AYP

Page 3: Presented by Jane Callaghan September 21, 2009

• AYP is met by meeting identified targets in (1) Student achievement (2) Participation in assessments (3) Attendance (4) Graduation

• The 2008-09 targets were 56% proficient or advanced in math and 63% proficient or advanced in reading.– 2009-2010 remain the same– 2010-2011

• 67% proficient or advanced in math• 72% proficient or advanced in reading

• Grades tested: 3, 4, 5, 6, 7, 8, and 11 in Reading, Math, and Writing; Grades 4, 8 and 11 in Science

 

Upper Merion Area School District Achieving

Excellence – Reporting AYP

Page 4: Presented by Jane Callaghan September 21, 2009

• AYP requires all groups of children to reach proficiency – when subgroups contain 40 or more students the group is evaluated separately

• UMASD expects proficiency for every child • District targets are assessed in three grade

spans: Grades 3–5, 6–8, and 9–12. To meet AYP goals in Academic Performance or Test Participation, the district needs to achieve all targets for both subjects in one grade span only

• There are multiple formulas for determining AYP

Upper Merion Area School District Meeting AYP

Page 5: Presented by Jane Callaghan September 21, 2009

PSSA Anchor Standard CategoriesReading Competencies Comprehension and Reading Skills Interpretation and Analysis of Fiction and Nonfiction Text

Mathematics Categories Numbers and Operations Measurement Geometry Algebraic Concepts Data Analysis and Probability

Science Categories The Nature of Science Biological Science Physical Science Earth and Space Science

Page 6: Presented by Jane Callaghan September 21, 2009

AYP Report 2009 Student PerformanceUpper Merion Area School

District2003 Status 2004

Status2005

Status2006 Status 2007

Status2008

Status2009 Status

UPPER MERION AREA SD

WarningMade AYP Made AYP Made AYP Made AYP Made AYP Made AYP

Bridgeport Elementary School

Made AYP Made AYP Made AYP Made AYP Made AYP Made AYP

Caley Elementary School

Made AYP Made AYP Made AYP Made AYP Made AYP Made AYP

Candlebrook Elementary School

Made AYP Made AYP Made AYP Made AYP Made AYP Made AYP

Roberts Elementary School

Made AYP Made AYP Made AYP Made AYP Made AYP Made AYP

Upper Merion Middle MS

WarningMade AYP Made AYP Warning Made AYP Made AYP Made AYP

Upper Merion HS

WarningMade AYP Made AYP Made AYP Made AYP Made AYP Warning*

*Grade 11 Economicallly Disadvantaged subgroup did not meet proficiency targets in Reading

Upper Merion Area School District Meeting AYP

Page 7: Presented by Jane Callaghan September 21, 2009

PSSA Math Results for 2009 relative to NCLB/AYP Target

    All Asian Black Hispanic Multi-racial

White IEP LEP ED

Students

Grade 3 2009 93.04(283)

98.11(53)

81.82(23)

88.24(18)

0 93.33(189)

82.22(55)

53.85(10)

88.64 (48)

Grade 4 2009 93.27(300)

95.45(45)

82.61(24)

90.91(23)

0 94.2(208)

82(52)

71.43 (5)

87.23(50)

Grade 5 2009 89.31(269)

95.56(45)

79.17(26)

83.33(6)

0 89.3(192)

68.09(54)

42.86(4)

82.93(47)

Grade 6 2009 87.59(273)

86.11(36)

67.74(31)

76.92(13)

100(2)

91.8(191)

69.05(49)

57.14(6)

74.47(48)

Grade 7 2009 84.1(291)

93.33(31)

81.48(28)

65(22)

50(2)

85.29(208)

52.27(51)

50(6)

72(53)

Grade 8 2009 81.57(263)

92.59(27)

65.52(30)

71.43(16)

100(3)

82.97(187)

52.27(53)

50(8)

69.49(60)

Grade 11 2009 66.67(291)

89.66(29)

33.33(28)

57.14(14)

100(1)

68.08(218)

21.05(43)

50(7)

37.21(43)

Page 8: Presented by Jane Callaghan September 21, 2009
Page 9: Presented by Jane Callaghan September 21, 2009

PSSA Reading Results for 2009 relative to NCLB/AYP Target

    All Asian Black Hispanic Multi-racial

White IEP LEP ED

Students

Grade 3 2009 84.62(283)

86.79(53)

77.27(23)

76.47(18)

N/A 85.56(188)

60(54)

14.29(7)

75(48)

Grade 4 2009 87.88(300)

100(45)

69.57(24)

77.27(23)

N/A 88.41(208)

78(43)

33.33(3)

80.85(50)

Grade 5 2009 72.52(269)

80(45)

66.67(26)

50(6)

N/A 72.19(192)

44.68(54)

0(3)

43.9(47)

Grade 6 2009 80.83(273)

77.78(36)

70.97(31)

61.54(13)

0(2)

85.25(191)

52.38(49)

20(5)

74.47(48)

Grade 7 2009 83.39(291)

80(31)

88.89(28)

65(22)

50(2)

85.29(208)

52.27(51)

33.33(6)

66(53)

Grade 8 2009 87.06(263)

96.3(27)

82.76(30)

71.43(16)

100(3)

87.36(187)

47.83(53)

42.85(7)

84.75(60)

Grade 11

2009 73.33(291)

86.21(29)

59.26(28)

64.29(14)

100(1)

73.71(218)

26.32(43)

0(3)

41.86(43)

Page 10: Presented by Jane Callaghan September 21, 2009
Page 11: Presented by Jane Callaghan September 21, 2009

Upper Merion Area Writing

Total No. of test Advanced Proficient Basic Bel Basic

% Proficient and Adv

2009 279 50 198 28 3 88.88%2008 277 51 209 15 2 93.86%2007 249 28 205 16 0 93.57%2006 269 50 202 16 1 93.68%

Total No. of test Advanced Proficient Basic Bel Basic

% Proficient and Adv

2009 255 23 163 65 4 72.94%2008 282 7 226 46 3 82.62%2007 276 38 194 42 2 84.06%2006 271 22 170 76 3 70.85%

Total No. of test Advanced Proficient Basic Bel Basic

% Proficient and Adv

2009 262 0 141 121 0 53.81%2008 251 10 160 81 0 67.73%2007 261 1 185 75 0 71.26%2006 238 4 134 100 0 57.98%

GRADE 11

GRADE 8

GRADE 5

Page 12: Presented by Jane Callaghan September 21, 2009

2009 Science

Grade 11

Students Tested Advanced Proficient Basic Bel Basic

% Proficient and Adv

  28.9 23.5 36.8 10.8 52.30%

282 80 66 104 32 146

Grade 8

Students Tested Advanced Proficient Basic Bel Basic

% Proficient and Adv

  28.2 37.9 19.4 14.5 66.10%

259 72 96 52 39 168

Grade 4

Students Tested Advanced Proficient Basic Bel Basic

% Proficient and Adv

  62.03 34.92 2.03 1 96.90%

295 183 103 6 3 286

Page 13: Presented by Jane Callaghan September 21, 2009

2009 SAT Scores

– Critical Reading 497

– Math 525

– Writing 493

Page 14: Presented by Jane Callaghan September 21, 2009

  Attendance Graduation      

School # School Name 06 Rate 07 Rate 08 Rate % or G

Met 06 Rate 07 Rate

% or G

Met

District Totals   96.16 96.10 * % Y 97.67 96.88 % Y

3389 CANDLEBROOK EL SCH 96.45 96.41 * % Y * * * *

3391 ROBERTS EL SCH 96.56 96.72 * % Y * * * *

3394 UPPER MERION MS 95.91 96.00 * % Y * * * *

3395 UPPER MERION HS * * * * * 97.67 96.88 % Y

4832 CALEY EL SCH 96.82 96.53 * % Y * * * *

6468 BRIDGEPORT EL SCH 95.53 94.80 * % Y * * * *

Attendance and Graduation Targets

Page 15: Presented by Jane Callaghan September 21, 2009

Class of 2009 Graduation Statistics

Percentages

Class of 2009 (296 students) 95.27 (282 students)

Males 93.92% (139 males)

Females 96.62% (143 females)

Asian 90.91% (40)

African American 100% (18)

Hispanic 100% (9)

White 95.55% (215)

IEP 90.62% (29)

Economically Disadvantaged 92.85% (26)

Page 16: Presented by Jane Callaghan September 21, 2009

What the Data Tells Us….Reading

Focus on Non-FictionReading affects every content area…

improvement in reading should improve performance across all disciplines

C&I Goals Provide professional development that teaches

research-based reading strategies to all teachersSet expectations for student use of reading

strategiesSet expectations for increased reading in all

content areas – embed in curriculumAdopt an Anchor Training

Page 17: Presented by Jane Callaghan September 21, 2009

What the Data Tells Us Continued…Math

Focus on Open-ended QuestionsOpen Ended questions provide

opportunities to assess student performance on more realistic problems and student ability to demonstrate higher level thinking

Ability to solve open-ended problems requires the same type of process development and critical thinking that is required in science and written response to reading

Page 18: Presented by Jane Callaghan September 21, 2009

Data Analysis and Interpretation C&I Goals

Provide research-based professional development to math teachers to:

(1) Increase content knowledge

(2) Increase understandings of pedagogy necessary to help students to develop and communicate mathematical reasoning

(3) Provide teachers across buildings with opportunities to collaboratively review student work and share lesson

Provide professional development to support differentiated instruction

Page 19: Presented by Jane Callaghan September 21, 2009

Data Analysis and Interpretation C&I Goals

Provide research-based professional development to administrations in order to help them understand the teaching environment and pedagogy of a standards-based math classroom

Page 20: Presented by Jane Callaghan September 21, 2009

Data Analysis and Interpretation Science

Excellent scores in Grade 4. New elementary science program adopted in _______.

Need more focus on inquiry-based problemsNeed to Increase writing in science

C &I GoalsRealign science curriculum for Grades 6, 7, 8

and Chemistry.Create common assessments to be

implemented and used for data analysis and intervention purposes across all grades (multi-year goal)

Embed more writing into the science curriculum

Page 21: Presented by Jane Callaghan September 21, 2009

C&I Focus for 2009-2010Maintain a district assessment plan,

disaggregate data for all disciplines and use for professional development planning. Research best tools for data analysis.

Adopt the NSDC Standards for Professional Development with a goal to continually improve our staff development with the intent to improve student achievement

Provide professional development to all teachers in order to use technology to increase reading and writing skills

Page 22: Presented by Jane Callaghan September 21, 2009

C&I Goals ContinuedUse PVAAS data to monitor growth as well as

achievement and move all students ahead in each individual performance level.

Continue to support the RtI pilot schools – prepare for Candlebrook and Roberts to adopt the framework – research supports increased time and targeted interventions as critical to achievement

Page 23: Presented by Jane Callaghan September 21, 2009

Data Analysis and Interpretation C&I Goals Continued

Provide professional development to administrators in order to support their leanings regarding standards based mathematics.