Page 37 - 2017academicreport

Table of Contents

■ M7.B-E Expressions and Equations
● Represent expressions in equivalent forms

■ M7.C-G Geometry
● Demonstrate an understanding of geometric figures and their properties

○ Grade 8
■ M8.C-G.1-2 Geometry
● Understand and apply the Pythagorean Theorem
● Demonstrate an understanding of geometric transformations
■ M8.D-S.1 Statistics and Probability
● Investigate patterns of association in bivariate data

● The PVAAS 3-Year District Value-Added Report indicates “evidence students met the Standard for PA
Academic Growth” in math for 2015 through 2017 (i.e., green). The District:
○ Significantly exceeded the standard for PA Academic Growth in grades 5, 6, and 8 (i.e., dark
blue)
○ Did not meet the standard for PA Academic Growth in grades 4 and 7 (i.e., red).

● Although grades 5, 6, and 7 met or exceeded the standard for growth (i.e green or dark blue) for 2017,
grades 4 and 8 had significant and moderate evidence of no growth respectively (i.e red and yellow).

● Utilizing the PVAAS Math Quintile Diagnostic Report, many students in the 2nd through 4th quintile
groups are meeting or exceeding the Standard for PA Academic Growth (i.e., grades 5, 6, 7, 8, and
Algebra I Keystone).
o Students in grades 5 and 7, and those who took the Algebra I Keystone, exceeded or met the
Standard for PA Academic Growth in quintiles 2, 3, 4, and 5.
o Students in the 5th quintile in grades 4, 6, and 8 did not meet the standard for growth.
o Students in grade 4 did not meet the PA standard for academic growth across any quintiles.

Next Steps
● Review PSSA and PVAAS data, results, and findings with grade level and vertical teams.
o Key Personnel: Principals
o Timeline (Anticipated Start/Finish): 12/1/2017 - 3/30/2018
o 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.

● Continue refining implementation of Compacted/Extended (C/E) and Current pathways and monitor
alignment with PA Core in Math.
o Key Personnel: Administration, Department/Grade Level Chairs, Math Core/Vertical Team
o Timeline (Anticipated Start/Finish): September 2017 - May 2018
o Major Action Steps: (1) Revise the math pathway data matrix to include STAR 360 math data after
studying the results of each benchmark test; (2) Study the success through both achievement and growth
of individual and groups of students in various courses in the math pathways as a part of the Math In-
Depth Program Review to make curricular and instructional recommendations K-12; (3) Select resources

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