Page 106 - 2017academicreport

Table of Contents

Biology
● In 2017, 77% of first-time test-takers at Pine-Richland scored advanced/proficient on the Keystone
Biology Exam. In comparison, 57.2% of first-time test-taker statewide scored advanced/proficient.

● The percentages of students scoring advanced or proficient increases the earlier the students take the
exam. For example, in 2017, 86% of students in grade 9 scored advanced/proficient as compared to
37% in grade 10. These results have trended on the decline over the past 3 years.

● Within a graduating class, the number of students scoring advanced/proficient increases as students
progress through the grade levels.
o With the Class of 2016, 328 students (87% of the class) demonstrated proficiency by the end of
their junior year.
o With the Class of 2017, 325 students (88% of the class) demonstrated proficiency by the end of
their junior year.

● The 2017 District Value-Added PVAAS data indicates “moderate evidence that the district did not meet
the growth standard” (i.e., yellow). The 3-year average value-added measure is dark blue “significant
evidence that the district exceeded the growth standard.

● The 2017 Diagnostic Quintile data demonstrates evidence that students in the third and fifth quintile did
not meet the growth standard. Students in quintiles 1, 2, and 4 met the growth standard.

Next Steps
● Review Keystone and PVAAS data, results, and findings with grade level and vertical teams.
○ Key Personnel: Administration, Department/Grade Level Chairs, Vertical Team, Keystone Teachers
○ Timeline (Anticipated Start/Finish): 12/1/2017 - 1/31/2018
○ Major Action Steps: (1) Distribute the Academic Achievement and Growth Report to the teachers and
have them familiarize themselves with 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; and (5) Monitor performance in specific focus areas on a regular basis and through collaboration
with grade level and/or same course teachers.

● Analyze anchor performance on the Keystone Exams to modify curriculum, instruction, and formative
assessment in each content area.
○ Key Personnel: Administration, Academic Leadership Council, Vertical Teams, Keystone Teachers
○ Timeline (Anticipated Start/Finish): 12/1/2017 - 1/31/2018
○ Major Action Steps: (1) Keystone content areas teachers will meet to review the data and dig into
additional available metrics to guide their data analysis and decision making; (2) Teachers will revise
curriculum unit plans based upon data analysis; (3) Formative assessments will be utilized in the
classroom to monitor students’ mastery of the eligible content and make instructional adjustments,
differentiating for students; and (4) Common assessments will be developed to help teachers compare

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