Transcript Slide 1

UPPER MERION AREA SCHOOL
DISTRICT
STUDENT ACHIEVEMENT REPORT
PRESENTED BY
JANE CALLAGHAN
NOVEMBER 1, 2010
About Adequate Yearly Progress (AYP)
in Pennsylvania
• Adequate Yearly Progress (AYP), as part of the federal No Child Left Behind
Act (NCLB), holds LEAs accountable to students, their parents, teachers,
and the community. The purpose of AYP is to ensure that all students have
reading and math skills that prepare them for the future. The law states
that all students must reach the Proficient level or higher in Reading or
Language Arts and Mathematics by 2014.
• AYP measures determine whether a school or district is making sufficient
annual progress towards the goal of 100% proficiency
• AYP measures student results for three indicators
– Attendance (for schools without a High School graduating class) or
Graduation Rate (for schools with a High School graduating class)
– Academic Performance
– Test Participation
• 2010 Targets 56% Proficiency in Mathematics, 63% Proficiency in Reading
• 2011 Targets 67% Proficiency in Mathematics, 72% Proficiency in Reading
AYP requires that all groups of children reach proficiency in Reading or Language Arts and
Mathematics – hence the phrase "no child left behind". These groups include all racial and
ethnic backgrounds, students who are English Language Learners, economically disadvantaged
students, and special education students. (When these subgroups contain fewer than 40
students, the subgroup is not separately evaluated for AYP)- UMASD Demographic Numbers by
Testing
All Students
1877
Female
939
Male
938
American Indian or Alaskan Native
1
Asian or Pacific Islander
268
Black/African American nonHispanic
168
Latino/Hispanic
117
White non-Hispanic
1311
Multi-Racial/Ethnic
12
IEP-Special Education
252
Migrant Education Program
0
Economically Disadvantaged
353
English Language Learner
37
ALL UMASD Schools Made
AYP
Reading District and State Performance By Grade 2010
Reading District and State Performance
Three Year Progress
Reading Performance 2010
Distribution by Reading and Student Group
Mathematics District and State Performance By Grade-2010
Grade1 2010
Mathematics District and State
Three Year Progress
Mathematics Performance 2010
Distribution by Mathematics and Student Group
Science, 2010
Writing, 2010
Bridgeport Elementary School, 2010
Mathematics
Grades 3 and 4
Caley Elementary School, 2010
Mathematics
Grades 3 and 4
Candlebrook Elementary School, 2010
Mathematics
Grades 3 and 4
Roberts Elementary School
Mathematics
Grades 3 and 4
UMASD Middle School Mathematics by Grade, 2010
Bridgeport Elementary School, 2010
Reading
Grades 3 and 4
Caley Elementary School, 2010
Reading
Grades 3 and 4
Candlebrook Elementary School, 2010
Reading
Grades 3 and 4
Roberts Elementary School
Reading
Grades 3 and 4
UMASD Middle School Reading by Grade, 2010
UMASD High School
UMASD High School Reading
UMASD High School and County
Mathematics
Harriton SHS
Lower Merion HS
Abington SHS
North Penn SHS
Lower Moreland HS
Upper Dublin HS
Souderton Area SHS
Jenkintown M/HS
Spring-Ford SHS
Hatboro-Horsham
SHS
Methacton HS
Springfield
Plymouth-Whitemarsh
Wissahickon SHS
Perkiomen Valley HS
Upper Merion HS
Upper Perkiomen HS
Cheltenham HS
Pottsgrove SHS
Upper Moreland HS
Pottstown SHS
Norristown Area HS
16th out of 22 schools
Reading
87.2
84.4
81.1
79.6
79.2
78.7
78.2
77.3
76.4
76.1
75.2
75.1
74.4
72.2
71.8
67.7
67.4
65.1
57.3
56.7
52.8
40.4
Jenkintown M/HS
Lower Merion HS
Harriton SHS
Springfield
Lower Moreland HS
Abington SHS
Wissahickon SHS
Upper Dublin HS
Souderton Area SHS
Methacton HS
Perkiomen Valley HS
Plymouth-Whitemarsh
Spring-Ford SHS
Hatboro-Horsham SHS
Upper Perkiomen HS
North Penn SHS
Cheltenham HS
Upper Merion HS
Upper Moreland HS
Pottsgrove SHS
Pottstown SHS
Norristown Area HS
18th out of 22 schools
93.7
91.5
91.3
86.7
86.6
85.3
83.2
82.4
81.8
81.7
81.7
81.5
78.1
78
77.2
76.6
75.7
74
68.3
67.2
59.4
50.1
SAT SCORES, 2010
Test Takers
Critical
Reading
Math
Writing
Number
Mean-District
Mean
Mean
204
503
518
488
Number
Mean-State
Mean-State
Mean-State
104,593
492
501
480
Number
Mean-Total
Mean-Total
Mean-Total
1,547,990
501
516
492
Achievement and Growth
• PSSA/Achievement…PVAAS/Growth
– As PVAAS analyses utilize the PSSA assessment data,
PVAAS growth reports are available in (1) Math and
Reading for grades 4 through 8, and 11; (2) Science for
grades 4, 8, and 11; and (3) Writing for grades 5, 8, and 11.
These are the grade levels in which the PSSA is
administered. Even though the PSSA is administered in
grade 3, PVAAS growth reports are not available for these
cohorts. As grade 3 is the first year of state testing, there is
no prior history from which to calculate a measure of
growth.
– For grades 4 through 8 in Math and Reading, students are
tested with the PSSA in consecutive years. This ValueAdded Report is based on the Growth Standard
Methodology.
– For Science, Writing, and grade 11 Reading and Math,
students are not tested in consecutive years. This ValueAdded report is based on the Predictive Methodology.
Data Informs Our Planning
• The Data is regularly reviewed and analyzed
• Interim data is used in the form of diagnostic
assessments, benchmark assessments,
formative and summative assessments
• Data relative to student achievement gaps is
used to inform curriculum, text selections,
teaching styles
• Research informs our planning
Data Informs Our Planning
• Teachers have been involved in data analysis and use of
data for instructional decision making
• Both the middle school and the high school have built
intervention courses into their schedules
• The high school has been following a multi-year plan to
collapse academic courses and to have all students
engaged in a rigorous curriculum
• Staffing remains a priority in the area of reading,
special education and ESL
• Professional development is designed based upon
student need: Focus on Math/Differentiated
Instruction/Technology