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STRENGTHS & OPPORTUNITIES AREAS OF STRENGTH (PSSAS)
Math & English Language Arts Assessments
(PSSAs & Keystones) Geometry & Number/Operations (Fractions) –
Third Grade (Math)
• Pine-Richland students outperformed the state average on all levels Physical Science & Biological Sciences – All Levels (Science)
of the Math & English language arts (ELA) PSSAs. PR’s drop in levels Nature of Science & Earth & Space Science – All Levels &
of advanced/proficient was smaller than the state average with the Statewide (Science)
exception of eighth-grade math. Vocabulary Acquisition & Use – All Levels (ELA)

• When looking at the Pennsylvania Value-Added Assessment System OPPORTUNITIES FOR IMPROVEMENT
(PVAAS), which is a statistical method used to measure the influence (PSSAS)
of a district and school on the academic progress rates of groups of
students from year to year, students at PR exceeded growth in math Measurement & Data – Third Grade (Math)
in grades five, six and eight and Algebra I standards based on three- Problem Solving – All Levels (Math)
year averages. PR students exceeded academic growth in English Craft & Structure/Integration of Knowledge & Ideas –
language arts in grades five, six and literature and met academic All Levels & Statewide (ELA)
growth for grade eight but not for grade four.
NEXT STEPS
• The combined percentage of advanced/proficient fifth graders on the
ELAs at PRSD increased even more than the statewide increase. • Expand use of classroom diagnostic tools including
computer adaptive diagnostic assessments aligned
• PRSD ELA results showed evidence that the drop in combined levels with revised standards and eligible content.
of advanced/proficient performance were less than those experi-
enced across the state with the exception of grade three. • Examine resources and processes in relation to
enrichment and/or remediation.
• Top performing students on the ELA assessments exceeded the
standard for PA academic growth in grades six and seven, met the • Continue professional development and support for
standard in growth for grades five and eight but did not meet the the co-teaching model.
standard in grade four.
• Identify pockets of excellence at the classroom and/or
• Large majorities of PR students consistently scored at the advanced building level to allow further expansion of effective
or proficient level on algebra I, biology and literature Keystone as- practices.
sessments consistently for the past three years.
• Determine potential considerations for sixth grade science
• When looking at PVAAs, which is a statistical method used to mea- instruction as it relates to the transition to next level.
sure the influence of a district and school on the academic students
at PR exceeded the state standard growth in all quintiles for algebra District Revises Curriculum
I, biology and literature but not the top quintile for literature.
Two short-term, curriculum related action items under the long-
• Students taking algebra I in grades seven and eighth grade perform term goal of refining clear and consistent curriculum were the
at much higher levels than those in ninth and 10th grade. focus of the work completed during the 2015-2016 school year.
Those action items were:
SCIENCE ASSESSMENTS (PSSAS & KEYSTONES)
• More than 94% of PR fourth graders scored on the science 1. To complete the curriculum writing across all departments
that began at the end of the 2014-2015 school year
assessments at the advanced or proficient level, which represents
the highest historic combined percentage at PRSD. 2. To identify resources to support the updated curriculum

• Based on the three-year PVAAS value added report for science, K-12 teachers finalized the unit-based curriculum writing in Janu-
PR students exceeded the growth standard grade in eighth-grade ary of 2016. Two key components of the Pine-Richland curricu-
science and on the biology Keystone but not in grade-four science. lum framework are the big ideas and learning goals that identify
the essential learning elements for each course. Throughout the
• Grade eight students exceeded the standard for PA Academic
growth in science, but the top students did not meet that same CONTINUED ON PAGE 12
growth standard.

Data is compiled from PA State Department of Education and from the 2015 PRSD Academic Achievement Report. 2016 PINE-RICHLAND SCHOOL DISTRICT 11