Page 87 - Annual Report of Achievement & Growth
P. 87

Biology
     In 2016, 76.1% of all students at Pine-Richland scored advanced/proficient on the Keystone Biology
         Exam. In comparison, 48% of students statewide scored advanced/proficient.

     The percentages of students scoring advanced or proficient increases the earlier the students take the
         exam. For example, in 2016, 91% of students in grade 9 scored advanced/proficient as compared to
         48% in grade 10.

     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.

     For 2016, the District Value-Added PVAAS data indicates “significant evidence that the district
         exceeded the standard for PA Academic Growth” (i.e., dark blue). The 3-year average value-added
         measure is also dark blue.

     For 2016, the Diagnostic Quintile data demonstrates evidence that students in the fourth and fifth
         quintile exceeded the growth standard. Students in the first, second, and third quintiles met the growth
         standard.

Next Steps
     Review Keystone and PSSA data, results, and finding with grade level, departments, and vertical teams.

     Analyze anchor performance on the Keystone Exams to modify curriculum and instruction in each
         content area.

     Continue to use Curriculum Diagnostic Tools (CDTs) as a diagnostic assessment aligned with standards
         and eligible content.

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

     Continue to review annually student graduation plans.

     Identify pockets of excellence at the building or classroom level that allow further expansion of effective
         practices.

     Consider how teacher specific data can be used to identify strengths in the effort to replicate effective
         practices across the district.

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