Page 87 - AAR 2018

Table of Contents

administration, students in quintiles 1 and 2 do show “evidence that the students met the growth
standard”. The 3-year value-added average growth measure is red, indicating significant evidence that
the district did not meet the growth standard for Grade 4 Science.

● The 2018 PVAAS District Value-Added Report for grade 8 indicates “evidence that the district did not
meet the standard for PA Academic Growth” (i.e., red). The growth measure in 2015 and 2016 was
green and the growth measure for 2017 was red. The 3-year average value-added growth measure for
grade 8 is red indicating significant evidence that the district did not meet the standard for PA Academic
Growth.

● The 2018 PVAAS Quintile Diagnostic Report for grade 8 demonstrates that students in the first quintile
met the growth standard while students in the second, third, fourth, and fifth quintiles did not meet the
growth standard for PSSA Science. This is identical to the quintile composition in 2017.

Next Steps
● Revisit PSSA and PVAAS data analysis process, results, findings, and next steps with grade level and
vertical teams.
o Key Personnel: Principals, Academic Leadership Council, Teachers
o Timeline (Anticipated Start/Finish): November 2018 – March 2019
o Major Action Steps: (1) Distribute the Academic Achievement and Growth Report to the teachers and
have them revisit their content and grade level results and action steps; (2) Locate specific areas of
content focus within the unit-based curriculum for analysis; (3) Identify potential modifications to
learning goals and/or learning activities to strengthen learning; (4) View individual student achievement
and predicted performance reports to plan for students and flexible groups in lesson design; (5) Identify
resources to support students’ needs from approved resources across Tiers 1-3 in MTSS; and (6) Monitor
performance in specific focus areas on a regular basis and through collaboration with grade level and/or
same course teachers and embedded formative assessment probes.

● Continue professional development regarding new curricular resources, as well as instructional and
assessment strategies based on the PA Academic and Next Generation Science Standards in concert with
the PRSD Model for Teaching and Learning.
o Key Personnel: Assistant Superintendents, Administrative Science Liaisons, ALCs, and Science Teachers
o Timeline (Anticipated Start/Finish): June 2018 – June 2019
o Major Action Steps: (1) Identify professional development needs by grade span; (2) Plan professional
development sessions to increase engagement, learning, and to impact teacher behavior/instruction and
student results; (3) Utilize learning from professional development sessions to help guide curricular
alignment and to identify instructional and resource needs; and (4) Update the written curriculum to
inform the instructional topics and sequence within the K-12 classrooms.

● Continue implementation of the recommendations from the systematic, in-depth program review with
the Science Department aimed at improving our educational program K-12.
o Key Personnel: Assistant Superintendents, ALCs, & Science Department Teachers
o Timeline (Anticipated Start/Finish): November 2018 – June 2019
o Major Action Steps: (1) Review recommendations and key personnel responsible for each action with
department members; (2) Review action plan and update progress in real time to reflect implementation
levels; and (3) Monitor effectiveness and fidelity of implemented changes.

● Analyze and understand data from the Classroom Diagnostic Tools (CDT) assessment.
o Key Personnel: Principal, Assistant Principal, Grades 7 and 8 Science Teachers

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