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Table of Contents

dark blue indicating moderate evidence that the district exceeded the growth standard over the time
period.

 The 2019 Diagnostic Quintile data demonstrates evidence that students in all 5 quintiles exceeded the
growth standard. This is also true of the 2018 Diagnostic Quintile data.

Biology

 In 2019, 66.4% of all test-takers at Pine-Richland scored advanced/proficient on the Keystone Biology
Exam. In comparison, 46.9% of all test-takers statewide scored advanced/proficient. Of note, 28.9% of
Pine-Richland students scored at the advanced level in comparison to 21.7% statewide.

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 80% of 9 grade students scored at the proficient or advanced level on the spring Keystone Exam. This
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is a decrease over the past few years. However, the percent of 9 -grade students taking the Biology
Keystone Exam increased.

 The 2019 District Value-Added PVAAS data indicates “significant evidence that the district did not
meet the growth standard” (i.e., pink). The 3-year average value-added measure is red, indicating
evidence that the district did not meet the growth standard.

 The 2019 Diagnostic Quintile data demonstrates evidence that students in the first and second quintiles
did meet the growth standard. Students in quintiles 3, 4, and 5 did not meet the growth standard.

 The percentage of students scoring at the proficient or advanced levels after grade 9 significantly
decreases. Opportunities exist to identify ways to guide individualized instructional plans for students
retaking the exam during their sophomore or junior years.

Next Steps

● Ensure that all teachers identify their current students who did not yet score at the proficiency level and
implement interventions to support student mastery, prior to retesting (December and May).
o Key Personnel: Math, English, Science Teachers
o Timeline (Anticipated Start/Finish): Yearly (Repeats every year)
o Major Action Steps: (1) Identify students who scored at the basic and below basic levels at the
beginning of the year; (2) Flexibly groups students based on their identified strengths and
weaknesses; (3) Use other assessment data throughout the year to guide individualized
instruction for students; (4) Identify pathway options for students to provide for greatest level of
support (co-taught classes, supplemental instruction, USA Test Prep, etc.).

 Use all assessment results (Keystone, CDT, Common, Curriculum-based) to improve the learning
experience for all students in Keystone courses.
o Key Personnel: Principals, Academic Leadership Council, Keystone Teachers
o Timeline (Anticipated Start/Finish): November 2019 – August 2020
o Major Action Steps: (1) Review assessment data; (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) Monitor performance in specific focus

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