Summary of 20072008 Student Achievement Results

1
Summary of 2007-2008 Student Achievement
Results Pennsylvania System of School Assessment
(PSSA) Grades 3-8 and 11
District In-Service Training August, 2008
2

• Despite dramatic changes introduced in 2006-2007,
  the District still made modest growth in student
  achievement that year.
• In 2007-2008, the District made substantial
  progress in raising student achievement levels
  across the board.

3

• This year students made gains in Reading and
  Mathematics proficiency on 13 of
  14 PSSA exams
• Reading Gains ranged from 0.8 points (1.9) in
  Grade 5 to 8.8 points (15.3) in Grade 8
• Mathematics Gains ranged from 0.5 points (0.9)
  in Grade 5 to 8.6 points (19.6) in Grade 11
• This years results show accelerated progress on
  District priorities.
• Note PSSAs were taken in two subjects
  (Reading and Mathematics) in seven
• grades (3-8 and 11)

Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
3
4
Grade 3 Reading Proficiency This years 5.3
percentage point increase (9.0) means that
students improved 15.3 points (31.4) over 3
years.
4
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
5
Grade 8 Reading Proficiency This years 8.8
percentage point increase (15.3) means that
students improved 12.7 points (23.7) over 3
years.
5
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
6
Grade 11 Mathematics Proficiency This years
8.6 percentage point increase (19.5) means that
students improved 14.2 points (37.1) over 3
years.
6
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
7
District goals exceed what is required for
compliance with No Child Left Behind (NCLB) and
include moving students to the advanced level.
7
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
8

• This year students showed progress in moving to
  the advanced level on
• 12 of 14 PSSA exams.
• Reading Gains ranged from 0.5 points (4.4) in
  Grade 5 to 8.7 points (30.2) in Grade 8
• Mathematics Gains ranged from 1.6 points (5.6)
  in Grade 5 to 8.8 points (30.1) in Grade 4

8
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
9
From last year to this year, students have shown
significant progress in moving to advanced in
Grades 3 and 4 Mathematics and Grade 8 Reading.
9
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
10
Grade 3 Mathematics Advanced Students improved
8.2 points (34.9) over last year.
10
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
11
Grade 4 Mathematics Advanced Students improved
8.8 points (30.1) over last year.
11
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
12
Grade 8 Reading Advanced Students improved 8.8
points (30.1) over last year.
12
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
13
Another one of the Districts goals is reducing
the number of students performing at the below
basic level.
13
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
14

• This year students showed progress in moving out
  of below basic on
• 11 of 14 PSSA exams.
• Reading Reductions in below basic ranged from
  2.6 points (12.0) in Grade 8 to 5.1 points
  (21.4) in Grade 3 from last year
• Mathematics Reductions in below basic ranged
  from 2.4 points (24.5) in Grade 3 to 5.9 points
  (18.8) in Grade 7 from last year

14
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
15
From last year to this year, students have shown
significant progress in moving out of below basic
in Grade 3 Reading and Grades 7 and 11
Mathematics.
15
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
16
Grade 3 Reading Below Basic Students reduced
below basic by 5.1 points (21.4) over last year.
16
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
17
Grade 7 Mathematics Below Basic Students reduced
below basic by 5.9 points (18.8) over last year.
17
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
18
Grade 11 Mathematics Below Basic Students
reduced below basic by 5.2 points (14.6) over
last year.
18
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
19
Another District goal is reducing the academic
disparity between African- American and White
students.
19
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
20

• The District made progress in reducing the
  academic disparity between African-American and
  White students on 10 of 14 PSSA exams.
• Over the past three years, the most progress was
  made in Grades 8 and 11
• Reduced disparity by 13.1 points (36.4) in Grade
  8 Reading over 3 years
• Reduced disparity by 12.4 points (33.6) in Grade
  8 Mathematics over 3 years
• Reduced disparity by 3.0 points (7.6) in Grade
  11 Mathematics over 3 years

20
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
21
Accelerated Learning Academies did, in fact,
accelerate student achievement.
21
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
22
Students in Accelerated Learning Academies posted
increases in proficiency 2.5 times greater than
the District overall in Reading and 1.4 times
greater in Mathematics over the past year.
22
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
23
Students in Accelerated Learning Academies posted
reductions in below basic 3.0 times greater than
the District overall in Reading and 1.8 times
greater in Mathematics over the past year.
23
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
24
Students in Accelerated Learning Academies posted
a 3.1 point (33.7) increase in advanced Reading
and a 5.4 point (34.8) increase in advanced
Mathematics over last year.
24
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
25
Another District goal is ensuring that students
are Promise-Ready

• This years gains in 8th grade Reading and
  Mathematics and 11th grade Mathematics reflect
  substantial progress.

25
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
26
Grade 8 Reading Proficiency This years 8.8
percentage point increase (15.3) means that
students improved 12.7 points (23.7) over 3
years.
26
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
27
Grade 11 Mathematics Proficiency This years
8.6 percentage point increase (19.5) means that
students improved 14.2 points (37.1) over 3
years.
27
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
28
2008 District-LevelReading Results All Grades
Combinedand Grade by Grade Review
28
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
29
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
30
2008 District-Level Mathematic Results All
Grades Combinedand a Grade by Grade Review
30
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
31
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
32
Report on Preliminary Adequate Yearly Progress
(AYP) for District
Data Source 2007-2008 Preliminary AYP data from
the Pennsylvania Department of Education
32
33
Over the past three years, the District increased
the percentage of AYP targets met even as the
number of targets increased.
33
34
For the District to make AYP in performance at
least one grade band must meet Reading and
Mathematics targets for all students and all
subgroups.
34
Data Source 2007-2008 Preliminary AYP data from
the Pennsylvania Department of Education
35
In each grade band, the District is held
accountable for subgroups of 40 or more students.
Currently, there are less than 40 students, but
this may change over time.
35
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
36
The District missed making AYP by a very small
margin, meeting all Reading and Mathematics
targets except in one subgroup in grades 6-8
according to preliminary data.

• Grades 6-8 Performance Met Reading? Met
  Mathematics?
• All Yes Yes
• White Yes Yes
• African-American Yes Yes
• Latino/Hispanic Yes Yes
• Asian Yes Yes
• Multiracial Yes Yes
• Individual Education Plan (IEP) No
  No
• English Language Learners Yes
  Yes
• Economically Disadvantaged Yes
  Yes

Although IEP students improved in 2008, the
District must continue to deepen its work in this
area.
36
Data Source 2007-2008 Preliminary AYP data from
the Pennsylvania Department of Education
37
Preliminary data indicates that the 2008 District
AYP Status will be Corrective Action II (This is
the second year for this status.)

• Corrective Action II means that the District may
  be subject to action taken by the State, such as
  the following
• Deferring programmatic funds or reducing
  administrative funds
• Implementing new curriculum
• Replacing staff
• Appointing a trustee to administer the District
  in place of the Superintendent and school board
• Establishing alternative arrangements for
  supervision of certain schools
• Abolishing or restructuring the District.

37
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
38
The District now has in place the core elements
for raising student achievement

• New rigorous curriculum
• Nationally recognized system to train, support,
  evaluate and reward principals
• Aggressive, comprehensive professional
  development for all instructional personnel
• Use of diagnostic assessments to get help to
  students quickly
• Instructional coaches in every school to deepen
  the work

38
Data Source 2007-2008 Preliminary PSSA data from
the Pennsylvania Department of Education
39

• These systemic initiatives have raised
  achievement in other districts and have taken
  hold in Pittsburgh.
• With ongoing commitment and deepening of our
  efforts, the District will see continued gains in
  student achievement at all levels for many years
  to come.

40
The District is committed to deepening the work.

• Significant indication of progress confirms the
  value of Excellence for All initiatives
• Implies attention to implementation and
  improvement of current strategies
• Planning to address vexing problems, i.e. 5th
  grade reading and 11th grade reading
• Implies continued professional development and
  sharing of good work
• Continuous improvement

41
Deepening the Work in Year 3 of Reform

• Teaching and Learning Teams
• Revised Content-Focused Coaching Model
  Professional Development Cycle
• Reading First Clinic
• Core Curriculum Academic Initiatives
• Response to Intervention
• Achievement Gap Initiatives
• All principals will spend 2-3 hours per day in
  classrooms actively monitoring and supporting
  teaching and learning

42
Teaching and Learning Teams

• Headed by each school management Executive
  Director
• Central Office literacy, math, assessment,
  special education, early childhood, science,
  Reading First, Deputy Superintendent and other
  senior staff
• Monthly School visits
• Theory of Action
• Make our mission operational and strategically
  and intentionally supported
• Create and reinforce social practices to support
  schools and foster a culture of mutual trust and
  professional growth
• Support and monitor teaching and learning within
  a co-accountability model
• Moving away from a perceived compliance
  authoritative orientation culture to a
  collaborative, co-accountable support to schools
• District commitment to intensely focus on
  supporting academic initiatives at the school
  level
• District commitment to supporting teaching and
  learning in the schools proactively,
  strategically and intentionally

43
Teaching and Learning Teams are
Teaching and Learning Teams are NOT

• Focused on improving teaching and learning around
  academic initiatives
• Focused on providing coherent building support
• Focused on coaching model, PD cycle and
  curriculum implementation
• Provide focused support to principals, coaches
  and teachers directly in the schools
• Collaborative and supportive
• Formative assessment driven, data-driven
• Process focused
• Student learning and student work focused
• Recursive in nature
• Co-accountable

• Compliance driven
• Top-down
• Evaluation driven
• Authoritative oriented

44
Coaching Model

• All K-12 Content-Focused Coaches will
• teach or co-teach the district core curriculum
  (except ALA coaches)
• provide a model/laboratory classroom to be used
  as a professional development opportunities for
  teachers (except ALA coaches)
• facilitate professional development to meet
  content teacher needs aligned to a professional
  development cycle
• provide insight into the necessary revisions to
  the curriculum provide access to a curriculum
  specialist at the building level

45
Professional Development

• Teachers in both weak and strong professional
  learning communities benefit from intensive,
  sustained professional development focused on
  content instruction (Cohen Hill, 2001).

13
46
Coaching Model

• To that end, we have
• Developed a professional development cycle of
  coaching for work with teachers supported by the
  teaching and learning teams
• Developed Teaching and Learning Feedback Tools
  for each content area
• Created tools to facilitate the work
• Developed practices and protocols for coaching
  work with teachers and for supervisors working
  with coaches
• Refined the cadre and coaching lab protocols
• Developed a coaching handbook and coaching log to
  guide the revised model implementation and
  articulate the practices and tools to support the
  model and the PD cycle
• Reinstituted the Reading First Clinics

47
Curriculum Academic Initiatives

• Tools to support deepening the work
• Content Specific Teaching and Learning Feedback
  Tools (non-evaluative supportive of curriculum
  pedagogy)
• These tools will be used during classroom
  visitations and learning walks. The intent is to
  provide feedback to inform the professional
  development training. These tools are not to be
  used in evaluative ways. These tools support the
  recursive cycle of professional development and
  professional learning of teachers.
• Instructional Handbooks for each content area
• Increased diagnostic assessments K-5
• Revisions to and implementation of K-12 managed
  instruction

• Practices to support deepening the work
• Teaching and Learning Teams
• Revised Coaching Model
• Coaching Model Professional Development Cycle
• District definition of differentiated instruction
• Curriculums that are culturally responsive

48
Curriculum Academic Initiatives

• 32 Total Core Curriculum Courses
• 7 ELA courses 6-12
• 6 math courses
• 1 algebra lab course
• 6 science courses
• 6 social courses AA History
• CAS Courses 5

• Other Curriculum Key Initiatives
• READ 180 6th-9th grades 2008-2009
• Write Tools Content Writing Portfolios
• Compass Learning K-12 2008-2009
• SAT Online students 6-12
• Response to Intervention K-5 Strategic
  Interventions 6-12

• Elementary
• Reading Curriculum Units 5 6
• Math Curriculum EnVision EDM3
• development 2009-2010

49
What is Response to Intervention?
Simply put, RtI is an ongoing process of using
student performance and other data to guide
instructional and intervention decisions.
Sharon Kurns, Diane Morrison, George Batsche,
NASDSE

Satellite Conference Series, December 6, 2006
It is an assessment and intervention process
for systematically monitoring progress and making
decisions about the need for instructional
modifications or increasingly intensified
services using progress monitoring data.
The National Research Center on
Learning Disabilities
(NRCLD, 2006) RtI is an early intervening
strategy. It is a comprehensive, multi-tiered
intervention strategy to enable early
identification of students with academic and
behavioral difficulties prior to student failure.
Monitoring student response to a series of
increasingly intense interventions assists in
preventing failure and provides data that may
guide eligibility decisions for learning
disabilities. Pennsylvania Department of
Education, 2007
50
RESPONSE to INTERVENTION
TIER 3
Intensive Intervention

• Progress monitoring frequent data based
  evaluation

• Intensive targeted intervention for the most
  at-risk

5
TIER 2

• Progress monitoring frequent data based
  evaluation

Supplemental Intervention

• Supplemental instruction, targeted at skill
  deficits

15
TIER 1

• Formative and summative assessments screening,
• diagnostic, progress checks, and benchmarks

Core Instruction/ Differentiation

• Ongoing analysis of student performance

• Differentiated instruction

• Core classroom instruction for ALL students

80
51
RESPONSE to INTERVENTION
Pittsburgh Public Schools Core Curriculum
Rigorous Core Curriculum Managed Curriculum,
including 37 new courses, initiated from
2007-2009 Math, English, Science, Social
Studies, Reading
TIER 1

• Effort Based Education
• Promotes mastery-oriented approach to learning
• On-going formative assessments
• Enables students to identify what they did
• wrong and what they could do now to improve
• Feedback praises effort not ability
• Mistakes carry a message about effort not ability
• Intellectual skills can be cultivated

Focus on Core Instruction meeting the needs of
all students through differentiated instruction

• Differentiation
• Within the effort-based learning theory embraced
  by the district, Differentiated Instruction is
  the deliberate effort by the teachers with
  administrative and district support to
  provide academically rigorous instruction that
  is responsive to the differing needs of all
  students.

52
What is Response to Intervention?

• RtI is a(n)
• General education led effort implemented within
  the general education system, coordinated with
  all other services including special education,
  Title1, ESL, Migrant Education, etc.
• System to provide instructional intervention
  immediately upon student need
• Alternative approach to the diagnosis of a
  Specific Learning Disability. Instead of using
  the well-known discrepancy model, local education
  agencies may now use this diagnostic alternative
• Process that determines if the child responds to
  scientific, research-based intervention as a part
  of the evaluation procedures.

• RtI is not a(n)
• Pre-referral system
• Individual teacher
• Classroom
• Special education program
• Added period of reading instruction
• Separate, stand alone initiative

From Response to Intervention (RtI) What it is
and what its not. Pennsylvania Department of
Education
53
Achievement Gap Initiatives

• Achievement Gap Task Force
• Culturally Responsive Arts Education Project
• RFP for training Pittsburgh Staff in a train the
  trainer model
• Increased Differentiation by process and product
  in core curriculums
• Curriculum Revisions and development underway
  with emphasis on Culturally Responsive Pedagogy
  and Differentiated Instruction
• Increased student engagement making sure students
  learn from each other in cooperative groups
  (differentiated process)
• Present curriculum projects in more than one way
  so there are many opportunities for learners to
  connect with the subject (differentiated products)

54
Instructional Leadership

• All principals will spend 2-3 hours per day in
  classrooms actively monitoring and supporting
  teaching and learning

55
PPS Vision Math Literacy For All

• Vision Excellence for All
• The PPS will be one of Americas premier school
  districts, student-focused, well-managed, and
  innovative.
• We will hold ourselves accountable for preparing
  all children to achieve academic excellence and
  strength of character, so they have the
  opportunity to succeed in all aspects of life.

56
Mission Mathematical Literacy

• All students in the PPS have the capability to be
  empowered mathematically, or become
  mathematically literate. In providing
  opportunities for improvement of quality of life,
  it widens choices for personal and professional
  life pathways.
• Our goal is to provide a high quality
  curriculum that empowers students to cope with
  the mathematical demands they will face in the
  future.

57
Learning Mathematics

• Children begin school with more mathematical
  knowledge and intuition than previously believed.
• Mathematics is the science of order, patterns,
  structure, and logical relationships (Kenney,
  2005). Finding and exploring this regularity or
  order and then making sense of it is what doing
  mathematics is all about.
• Mathematics is more meaningful when it is rooted
  in real life contexts and situations stemming
  from personal experiences .
• Mastery of mathematics concepts and skills comes
  with repeated exposure and practice. This enables
  students to make new connections and build on the
  mathematical content they already know while
  gradually learning more difficult and challenging
  content.
• Foundational understanding begins with the
  concrete, then to the representational, and,
  ultimately, to the abstract and symbolic level.

58
Math Panel RecommendationsHighlights of Report
Foundations for Success

• Algebra Readiness
  Math curricula should be
  streamlined to focus on key skills in preK-8,
  specifically, fluency with numbers, fractions,
  and aspects of geometry and measurement that will
  lay the foundation for later algebra success.
  Students who complete algebra II are more than
  twice as likely to graduate from college
• 58

59
Algebra Readiness Fluency with Numbers

• Have a computational facility which depends on
  and is reinforced by automatic recall of addition
  and related subtraction facts
• Know basic principles of Geometry and Measurement
  (beginning at grade 5 through middle school)
• Know place value
• Can compose and decompose numbers (i.e. 432
  1003002012 or 432 400122)
• Understand and apply meaning of the 4 basic
  operations
• Use commutative, associative and distributive
  properties

60
Math Panel RecommendationsHighlights of Report
Foundations for Success

• Fractions
  A major goal
  for K-8 mathematics education should be
  proficiency with fractions including decimals,
  percents, and negative fractions, for such
  proficiency is foundational for algebra.

61
Algebra ReadinessFluency with Fractions

• Understand and apply positive and negative
  fractions
• Locate positive and negative fractions on a
  number line
• Compare, represent, and estimate the size of
  fractions, decimals and related percents
• Know that sums, differences, products and
  quotients (with nonzero denominators) of
  fractions are fractions

62
Math Panel RecommendationsHighlights of Report
Foundations for Success

• Balanced Approach
  The curriculum must
  simultaneously develop conceptual understanding,
  computational fluency, and problem-solving
  skills. These capabilities are mutually
  supportive.
• Effort-Based Ability
  Experimental studies have demonstrated
  that changing childrens beliefs from a focus on
  ability to a focus on effort increases engagement
  in mathematics learning, which improves outcomes.
• Teacher-Directed vs. Student-Centered
  Instruction Research does not
  support the exclusive use of either approach.
  Both are essential.

63
Mathematics Proficiency
64
Instructional Practices for Mathematical
Proficiency

• Provide challenging tasks that involve
  meaning-making.
• Connect new learning with prior knowledge, and,
  in the process, address misconceptions and flawed
  understanding.
• Reinforce social engagement through talk,
  activity, and interaction around meaningful
  problems.
• Provide timely feedback, so work, thinking and
  understanding can be revised and deepened.
• Differentiate by providing academically rigorous
  instruction that is responsive to the differing
  needs of all students.
• Be culturally responsive by acknowledging and
  building from students personal, ethnic, class,
  gender, neighborhood, and school histories.

65
Balanced Approach
66
The ElementaryMathematics Curriculum
67
Curriculum Structure

• Alignment to Standards by Unit and Topics
• Eligible Content Alignment
• Scope and Sequence
• Quarterly Road Map by Big Ideas, Performance and
  content Expectations
• Unit at a Glance
• Topic at a Glace
• Instructional Pathway
• Pacing Guide

68
CAUTION!
VS

• EM3

enVision Math
69
EM3

• CMP2

enVision Math
Prentice Hall