Page 83 - aagr1920

Table of Contents

○ Timeline (Anticipated Start/Finish): November 2019 - June 2020
○ Major Action Steps: (1) Share data including opportunities for improvement with
second grade teachers; (2) Analyze second grade ELA curriculum to look for
building block skills those that specifically address scaffolding the standards that
are areas of opportunity; (3) Integrate more opportunities to introduce these skills
and begin to scaffold in second grade to help students build success in these areas.

3. Females are outperforming males scoring advanced on the third grade ELA test with
56.9% scoring advanced compared to males scoring 44.2% advanced. This trend is
historical and can be tracked back over previous academic achievement and growth
reports and is evident beginning in 2016. The next step is to monitor common
assessment results as well as STAR 360 data disaggregated by gender to review progress.
○ Key Personnel: Building principals, Third Grade Teachers, Learning Support
Teachers, and Reading Support Teachers.
○ Timeline (Anticipated Start/Finish): November 2019 to June 2020
○ Major Action Steps: (1) Monitor and discuss student progress on common
assessment data in ELA specifically looking at gender when reviewing as a grade
levels and teams; (2) Research instructional strategies tailored to closing the
gender gap; (3) Monitor progress of males versus females using STAR 360 data
to continually adjust and differentiate instruction in ELA to support high levels of
achievement and growth.

4. Students with individualized education plans are performing better in the area of math
compared to ELA. Specifically, students with individualized education plans obtained
39.7% advanced scores in the area of math and only 17.2% scored advanced on ELA.
The district teams should review and study the impact of interventions on achievement in
relation to the PSSAs as well as within the PRSD curriculum and common assessments
coupled with STAR 360 benchmarking data.
○ Key Personnel: Building principals, ELA in-depth program review committee,
Intervention Specialist, School Psychologist, Third Grade Teachers, Learning
Support Teachers, and Reading Support Teachers.
○ Timeline (Anticipated Start/Finish): November 2019 to June 2020
○ Major Action Steps: (1) Review interventions being utilized during ELA in-depth
program review to ensure alignment and rigor; (2) Review common assessment
data to determine if students are making progress in the curriculum as well as
within their intervention; (3) Review and revise common assessments in ELA to
ensure students are having their needs met, while being appropriately challenged;
(4) Align and document assessment hierarchy in MTSS decision tree based on
student data to create consistency (Ex: When to use on-level, below-level, and
Wonderworks assessments.

82