Page 62 - Annual Report of Achievement & Growth

PSSA ELA

Results and Findings
 Pine-Richland students outperformed the state average at all levels of the PSSA ELA assessment.

 Pine-Richland students outperformed the top decile benchmark for combined advanced/proficient
performance at grades 3, 5, 6, 7, and 8 (i.e., top 10% of schools in Pennsylvania).

 When comparing the 2015 and 2016 grade level achievement, the percentage of students at the
advanced/proficient levels increased in grades 3, 4, 5, 6, and 7.

 The analysis of student performance by PA ELA Assessment Anchors helps us understand areas of

relative strength and need with a higher level of meaning. While there are many strengths, the

opportunities for improvement include:
o Grade 3 – Key Ideas and Details (E3.F) and Types of Writing (E3.C)
o Grade 4 – Types of Writing (E4.C) and Text Dependent Analysis (E4.E)
o Grade 5 – Text Dependent Analysis (E5.E)
o Grade 6 – Text Dependent Analysis (E6.E)
o Grade 7 – Text Dependent Analysis (E7.E)
o Grade 8 – Text Dependent Analysis (E8.E)

 The PVAAS District Value-Added Report indicates “significant evidence students exceeded the
Standard for PA Academic Growth” in ELA for 2016 (i.e., dark blue).

o The 2014 growth measure was yellow and 2015 growth measure was dark blue.
o The three-year growth measure indicates that students “met the Standard for PA Academic

Growth” in ELA (i.e., dark blue).

 Based on the three-year PVAAS averages for ELA in the Value-Added Report, we see that students:
o Exceeded the standard for PA Academic Growth in grades 5, 6, and 7 (i.e., dark blue).
o Met the Standard for PA Academic Growth in the Keystone Literature Exam (i.e., green).
o Did not meet the standard for PA Academic Growth in grades 4 and 8 (i.e., red).

 In many cases of PVAAS ELA Quintile Diagnostic Report, students in the all five quintile groups are
meeting or exceeding the Standard for PA Academic Growth (i.e., grades 5, 6, and 7). Other results vary
by level and quintile group.

Next Steps

 Review PSSA and PVAAS data, results, and findings with grade level and vertical teams.

 Continue use of Curriculum Diagnostic Tools (CDTs) as an online diagnostic assessment aligned with
the revised standards and eligible content until a recommendation is made regarding universal screeners.

 Continue to monitor the implementation of ELA curricular materials introduced last year.

 Focus on instructional strategies for text dependent analysis in vertical teams.

 Refine MTSS/RTII processes for mathematics to determine next steps for a systematic approach to
enrichment and/or remediation.

 Continue professional development and support for co-teaching model.

Pine-Richland School District Page 58 PSSA Reading/ELA