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2009-2014 STRATEGIC PLAN
MID-POINT REVIEW
EDUCATION BOARD
MEETING
SEPTEMBER 12, 2011
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Strategic Plan Mid-Point Review
From the time a child enters the district he/she is observed and
assessed to identify his/her academic and developmental levels.
At each grade level, on a regular basis, measurements are
taken formally and informally to identify areas of strength andareas of need as well as note progress in the curriculum. These
measurements include, but are not limited to, math, reading, and
writing benchmarks. Teachers collaboratively review the
assessment data and monitor student progress to informinstruction and to strengthen the student, class, and grade. All
students benefit from a continuum of services, either short term
or long term, from the interventions of literacy and math
specialists and the building-wide achievement teams to supports
for students with disabilities. Each building team considers theholistic needs of the child no matter where he/she is
academically or developmentally.2
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Strategic Plan Mid-Point Review
The Lower Merion School District (LMSD) strategic planning
committee was formed in 2009 and included over 60 parents,
community members, teachers, students, school
administrators and board members. The committee beganthe strategic planning process by affirming the districts
Mission, Vision and Values and identified strengths and
needs that would be key in the development of the plan.
From these strengths and needs emerged goals that would
provide the district with direction for the next 5 years. The
district has reached the mid-point of the 5 year strategic plan.The following presentation includes an overview of the 6
LMSD goals, preliminary indicators of progress, and
identification of areas of need. Once approved by the Board
of School Directors, the plan will move from mid-point review
and modifications to the second phase of implementation. 3
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LMSD Strategic Plan Timeline
2008-2009 Plan Development Plan Adoption
2009-2010 Implementation I Implementation II
2010-2011 Implementation III Implementation IV
2011-2012Mid-Point Review & Plan
ModificationsImplementation I
2012-2013 Implementation II Implementation III
2013-2014 Plan EvaluationNew Plan Development/
Adoption
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Strategic Plan Process
Mission, Vision, Values
Strengths & Needs
Goals
Strategies
Activities
5
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2009-14 Strategic Goal Areas
P
Curriculum
PStudentAchievement
PAchievementGapsPHolis7cNeedsofStudentsP Communica7onsP Facili7es
Mathema'cs
Reading Par'cipa'oninState
Assessments
StudentA7endance
Gradua'on
Educa'onalTechnology
6
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Advisory Committee Members
Parents / Community Members Teachers Students School Administrators School Board Members
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Sub-Committees
Providing Recommendations
Academic CouncilCommittee to Address Race in Education (CARE)CommunicationsCurriculum, Instruction & Professional
Development Council (CIPD)
Safety and Health/Green CouncilTechnology OfficeHolistic Needs/ GraduationOthers
8
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GOAL: FACILITIES
PrepareandImplementaStrategic
EnergyPlan
PEnvironmentalImpactReduc7onPolicyApproved
RecyclingAuditPennValleySolarPanelsInstalled
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10
Solar Panels at Penn Valley
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Facilities
PrepareandImplementaStrategic
EnergyPlan(Cont.)
EnergySavingProjectsP Ini7alEnergyStarBenchmarkingComplete
PDemandResponsePar7cipa7on11
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Facilities
UseofAlterna7veFuelVehicles
PCNGBusReplacementPAwardedGrant-$315,000PBeganUseofBio-DieselinallDistrictVehicles
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GOAL: COMMUNICATIONS
To create open communication
channels for all district
stakeholders including parents,
students, community members,
staff, and board members.
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Communications
Access to Communication Technology Fall 2011 survey Comcast Essentials TV studios at new high schools 1 to 1 computing
Engaging with stakeholders Community Conversations Community programs and events (parenting series, faculty
forums, alumni events)
Communications Committee meetings/revised schedule Community Comments (@lmsd.org)
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Communications
Sharing information across DistrictExpanded content on district website (school
board meetings, community events, letter days,
registration information, district policies, parent/
staff sections)
Implementation of voice messaging system tocommunicate important announcements
Use of social media/TwitterNTAP tutorial
15
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Communications
In Progress/Pending Website redevelopment/re-launch
School-based content management Customized user experience New, integrated calendar system (events, sports
schedules, etc.)
Integration with Sharepoint Integration of video production curriculum and
LMSDtv
16
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GOAL: ADDRESS HOLISTIC
NEEDS OF STUDENTSTo further the goal of creatively
developing a school and
community environment that
recognizes and addresses the
holistic needs of our students, i.e.,
mental health, character,
citizenship, self worth, etc.
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Holistic Needs of Students
Classroom Lessons
StudentStress andMentalHealth
Self Worthand
Belonging
No Place for Hate
Thats a FamilySecond StepSafe Kids
OLWEUS Bullying Prevention ProgramK-5 School Counseling Curriculum, as defined
by ASCA
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Holistic Needs of Students
StudentStress andMentalHealth
Self Worthand
Belonging
Homework PolicyStudent Mentor Program
Community Series Discussion ForumInternet Safety Task ForceMental Health Counseling
F.A.C.T.S. WorkshopsWelcoming Schools
19
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Holistic Needs of Students
Addressing Students
Health Needs
StudentStress andMentalHealth
Self Worthand
Belonging
SHAC Increased parent, student & community
involvement
Fit Fest; Turn off the TV Week; Gardens
Consultation with Athletic DepartmentCollaboration with CDC
Collaboration with Wills Eye HospitalCollaboration with PA Department of Health
Guidelines for life threatening allergies Prevention & management of communicable
disease20
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Holistic Needs of Students
Community Series
StudentStress andMentalHealth
Self Worthand
Belonging
Race to Nowhere Resiliencyfrom Dr. Ken Ginsburg Social Media and Teens Use of
Technology
Community series discussion forum21
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GOAL: CURRICULUM
Develop and implement an integrated,
coherent, culturally proficient and rigorous
curriculum with relevant instruction andassessment framework.
Communicate & Monitor Curriculum Curriculum Alignment Collaboration
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Curriculum, Instruction & Assessment
The Elementary and Secondary Support Teams
have the primary charge to enhance, enrich, and
support Curriculum, Instruction, & Assessment K-12.
We work with each elementary and secondary
schools administrative leadership team and staff
members to design, implement, revise, and assessall content areas while providing classroom support,materials, resources, and professional development.
ConsensusMap Alignment
to CommonCore
Standards &
Assessment
Anchors
IncreaseCollaboration
Assessment Benchmarks &
Common
Finals
ElementaryRevised
Writing, Math,
Reading &
Science
SecondaryNew Courses
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Curriculum Goal
Professional Development: K-12 Curriculum, Instruction, & Assessment Instructional Technology Data Analysis To Inform Instruction Curriculum Mapping and Alignment Assessments FOR Learning (Formative) Assessments OF Learning (Summative) Asante African American Infusion Model (AAAIM)
24
Communicate& Monitor
Curriculum
CurriculumAlignment
Collaboration
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Curriculum
Communicate& Monitor
Curriculum
CurriculumAlignment
Collaboration
Elementary: Writing Program
Being a Writer Math Program
Investigations Reading Program
HMH- Journeys Curriculum Alignment
& Consensus Maps
Secondary: 6-12 Writing Sequence
Guide
Revised Math Sequenceand courseware
New Anthologies withscope and sequence forgrades 6, 7, & 8
Curriculum Alignment &Consensus Maps 25
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Secondary
Courses Added 2009-2011
MS ThematicCourses Points of
View (POV)
ARTiFACTS
HS Courses New English
Electives
AP Psychology AP Studio Art
26
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STUDENT ACHIEVEMENT
To sustain and increase the number of
students achieving at the proficient and
advanced levels in the PSSA across allgrade levels and content areas.
Identify measures of success Increase standardized assessment
scores for students in identified
groups
Identifymeasures of
success
Increasestandardized
scores
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Student Achievement Goal
Achievement TeamsMath & Reading LabsNew Math SequenceWriting Resources
28
Identifymeasures of
success
Increasestandardized
scores
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Student Achievement
Elementary And Secondary BenchmarkAssessments & Common Finals
Collaborations Focusing on StudentAchievement
Data Analysis TrainingAcademic Recovery / RAM
29
Identifymeasures of
success
Increasestandardized
scores
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CURRICULUM &
STUDENT ACHIEVEMENT GOAL
PSSA Reading, Math & Writing
Grade 5 2008 & 2011 Grade 8 2008 & 2011 Grade 11 2008 & 2011
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CURRICULUM &
STUDENT ACHIEVEMENT GOAL
Data connected to the curriculum, student achievement,
and achievement gaps goals are contained in the following
sections of the mid-point review presentation. Data from
standardized assessments is presented to underscoreprogress and identify areas of need. Student achievement
data such as standardized test score reports can be used to
inform instructional decisions. The district also collects and
analyzes information from observations, surveys, and
conversations to ensure students are growing socially and
emotionally as well as academically. The achievement datapresented in the mid-point review is but one of the many
components of a comprehensive educational program
focused on the success of every child.
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CURRICULUM &
STUDENT ACHIEVEMENT GOAL
The preliminary indicators of progress for student achievement
in reading, math, & writing at the benchmark grades of 5, 8,and 11 are presented in this section. Pennsylvania System of
School Assessment (PSSA) data from 2008 was used by the
strategic planning committee to inform the development of thestrategic plan goals, strategies, and activities. PSSA data from
2011 is the most recent achievement data available andcoincides with the strategic plan mid-point review. The 2011
reading and math results indicate an increase in the numberand percentage of students achieving at the advanced level in
grades 5, 8, and 11. The writing results are mixed at the
benchmark grades and indicate the overall percentage ofstudents performing at the proficient and above level has
remained over 84% from 2008 to 2011 in grades 5, 8, and 11while the number and percentage of students performing at the
advanced level decreased in grade 5 by 10% and in grade 11
by 5% in the same timespan. 32
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Grade5PSSAReading-2008&2011StudentAchievementGoal
%
%
%
%
%
Proficiency
Percent
LevelofProficiency
35 24 53 43 181 214 223 261Number
ofStudents
Percentage
ofStudents
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Grade8PSSAReading-2008&2011
StudentAchievementGoal
15 11 22 19 3 59 38 436
Proficiency
Percent
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Grade11PSSAReading-2008&2011
StudentAchievementGoal
30 25 42 41 154 119 33 353
Proficiency
Percent
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Grade5PSSAMath-2008&2011
StudentAchievementGoal
29 10 44 39 113 108 308 38
Proficiency
Percent
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Grade8PSSAMath-2008&2011
StudentAchievementGoal
32 14 32 42 126 8 305 383
Proficiency
Percent
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Grade11PSSAMath-2008&2011
StudentAchievementGoal
46 38 51 56 132 120 334 326
Proficiency
Percent
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Grade5PSSAWri'ng-2008&2011StudentAchievementGoal
0 0 9 0 330 431 82 34
Proficiency
Percent
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Grade8PSSAWri'ng-2008&2011
StudentAchievementGoal
0 0 0 65 401 345 21 110
Proficiency
Percent
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Grade11PSSAWri'ng-2008&2011
StudentAchievementGoal
0 0 11 2 308 301 235 195
Proficiency
Percent
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CURRICULUM &
STUDENT
ACHIEVEMENT
GOAL
PSSA Cohort Data
Grade 5 (2008) and Grade 8 (2011)Cohort
Grade 8 (2008) and Grade 11 (2011)Cohort
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CURRICULUM &
STUDENT ACHIEVEMENT GOAL
The preliminary indicators of progress for 2008 and 2011
benchmark year cohorts in PSSA Reading, Math, & Writing
are presented in this section. Data from 2008 was used bythe strategic planning committee to inform the development
of strategic plan goals, strategies, and activities. The 2008data is included for each cohort group in grades 5 and 8
and is put side by side with the 2011 data in grades 8 and
11. The reading and math results indicate an increase inthe number and percentage of students achieving at the
proficient and advanced levels for the grade 5-8 cohort.
The writing results indicate an increase in the number andpercentage of students performing at the proficient and
above levels. The largest number and percentage ofstudents performed at the proficient level for both cohorts.
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Grade 5 (2008) and Grade 8 (2011) Cohort
PSSA Math
Student Achievement Goal
29 10 44 39 113 108 308 387
Proficiency
Percent
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Grade 8 (2008) and Grade 11 (2011) Cohort
PSSA Math
Student Achievement Goal
32 38 32 56 126 120 305 326
Proficiency
Percent
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Grade5(2008)andGrade8(2011)Cohort
PSSAReading
StudentAchievementGoal
35 11 53 19 181 59 223 436
Proficiency
Percent
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Grade8(2008)andGrade11(2011)Cohort
PSSAReading
StudentAchievementGoal
15 25 22 41 3 119 38 353
Proficiency
Percent
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Grade5(2008)andGrade8(2011)Cohort
PSSAWri'ng
StudentAchievementGoal
0 0 9 65 330 345 82 110
Proficiency
Percent
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Grade8(2008)andGrade11(2011)Cohort
PSSAWri'ng
StudentAchievementGoal
0 0 0 2 401 301 21 195
Proficiency
Percent
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STUDENT ACHIEVEMENT GOAL
SAT, Advanced
Placement (AP), and
International
Baccalaureate (IB)
2008 & 2011
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CURRICULUM &
STUDENT ACHIEVEMENT GOAL
This section of the presentation includes data for the SAT and
Advanced Placement (AP) exams and average grades earnedby candidates in the International Baccalaureate (IB) program.
The SAT data indicates LMSD students are exceeding the
state and national averages in the 2008 planning year and atthe 2011 mid-point. AP results indicate the percentage of
students earning a 3 or higher has risen from 87% in 2008 to89% in 2011. The percentage of LMSD students scoring 3+ on
the AP exams exceeds state and national averages in both2008 and 2011 by greater than 20 percentage points. The IB
average grades for courses with 10 or more candidates in2011 indicate LMSD students are near or above globalaverages in each of the 5 courses. An IB grade is the official
score earned through IB assessments and includes the end ofyear IB exam as well as other assessments completed
throughout the school.51
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462 1.5 million
MeanScore
#of
students
475LMSD Nation State
SATCri'calReadingMean2008&2011
105,000
StudentAchievementGoal
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462 1.5 million
MeanScore
#of
students
475LMSD Nation State
105,000
SATMathMean2008&2011
StudentAchievementGoal
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462 1.5 million
MeanScore
#of
students
475LMSD State
105,000
SATWri'ngMean2008&2011
StudentAchievementGoal
Nation
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District-wideAPExamScores2010&2011
StudentAchievementGoal
254Exams
Score=5
232Exams
Score=4
18Exams
Score=3
65Exams
Score=2
36Exams
Score=1
243Exams
Score=5
184Exams
Score=4
113Exams
Score=3
49Exams
Score=2
13Exams
Score=1
APExamScoreDistribu'on2010
TotalExams:4
TotalStudents:405
APExamScoreDistribu'on2011
TotalExams:602
TotalStudents:341
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APExamMeanScoreTrend2008-2011StudentAchievementGoal
PercentofTotalAPStudentswithScores3+
Percent
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International Baccalaureate Mean GradesStudentAchievementGoal
Mathema'cal
Studies
Historyof
theAmericasEconomics English Psychology
Subjects with 10 or More Candidates 2011
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STUDENT ACHIEVEMENT GOAL
District-Wide
Post Graduation Plans
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STUDENT ACHIEVEMENT GOAL
This section of the presentation includes 3 charts containing
information about post-secondary commitments for studentsgraduating in 2010 and 2011. The percentage of students
choosing to enroll in either a 4 year or 2 year college increased
from 89% in 2010 to 91% in 2011.
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District-widePostGradua'onPlans
Classof2010&2011
StudentAchievementGoal
Classof2010 Classof2011
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PostGradua'onPlansClassof2011
StudentAchievementGoal
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StudentAchievementGoalPostGradua'onPlans
4Yror2YrCollege
Percentageof
Students
294 277 236 214 25 30 20 17
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GOAL: ACHIEVEMENT GAPS
To significantly decrease and/or eliminate theachievement gap for all African American students,and for other groups of students where data show the
gaps exist.
Identify/address the academic achievement needsof African-American and other students inidentified groups
Identify ways to measure improvement Improve grades for African-American and other
students in identified groups
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Achievement Gaps
4 Years of Cultural Proficiency Cadres District Wide Training (Cultural Proficiency 101
& 102)
Building Level Cultural Proficiency Cadres Cultural Proficiency 101, 102, and 103 PRPs AAAIM Elementary & Secondary Cultural Proficiency Leadership Action Plans Increase in college visits Summer Programs
Identify /address theacademicachievementneeds ofAfrican-Americanand otherstudents inidentifiedgroups
Identify waysto measureimprovement
Improvegrades forAfrican-Americanand otherstudents inidentifiedgroups
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ACHIEVEMENT GAP GOALS
African American Students
PSSA Reading, Math & Writing Grade 5 2008 & 2011 Grade 8 2008 & 2011 Grade 11 2008 & 2011
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ACHIEVEMENT GAPS GOAL
This section of the presentation is similar to the first section
and contains PSSA results for grades 5, 8, and 11 in 2008 and2011 and cohort data for grades 5 and 8 in 2008 and grades 8
and 11 in 2011. The data is presented in sections of
disaggregated subgroups identified in the strategic planningprocess. The African American student population data
indicates a decrease in the number and percentage ofstudents performing at the below basic level in reading, math,
and writing. PSSA writing cohort data for the African Americanstudents indicates an increase in the number and percentage
of students performing at the advanced level from 67% in
grade 8 in 2008 to 84% in grade 11 in 2011. Math and readingcohort data for African American students indicates a
proficiency increase from grades 5 to 8 and a proficiencydecrease from grades 8 to 11.
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AchievementGapsGoalAfricanAmericanStudents
Grade5PSSAReading2008&2011
14 4 13 9 12 15 10 4
Proficiency
Percent
LevelofProficiency
Number
ofStudents
Percentage
ofStudents
%
%
%
%
%
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Achievement Gaps GoalAfrican American Students
Grade 8 PSSA Reading 2008 & 2011
5 3 4 7 17 20 22 26
Proficiency
Percent
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Achievement Gaps GoalAfrican American Students
Grade 11 PSSA Reading 2008 & 2011
7 9 11 11 12 27 7 17
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade5PSSAMath2008&2011
14 1 12 9 12 13 11 9
Proficiency
Percent
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Achievement Gaps GoalAfrican American Students
Grade 8 PSSA Math 2008 & 2011
12 8 4 15 19 17 13 16
Proficiency
Percent
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Achievement Gaps GoalAfrican American Students
Grade 11 PSSA Math 2008 & 2011
10 12 14 17 9 25 4 10
Proficiency
Percent
72
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Achievement Gaps GoalAfrican American Students
Grade 5 PSSA Writing 2008 & 2011
0 0 19 12 29 19 1 0
Proficiency
Percent
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Achievement Gaps GoalAfrican American Students
Grade 8 PSSA Writing 2008 & 2011
0 0 15 19 31 29 0 6
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade11PSSAWri'ng2008&2011
0 0 2 10 22 46 8 5
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAReading
14 3 13 12 20 10 26
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAReading
5 9 4 11 1 2 22 1
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAMath
14 8 12 15 12 1 11 16
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAMath
12 12 4 1 19 25 13 10
Proficiency
Percent
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8
0
AchievementGapsGoalAfricanAmericanStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAWri'ng
0 0 19 19 29 29 1 6
Proficiency
Percent
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AchievementGapsGoalAfricanAmericanStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAWri'ng
0 0 15 10 31 46 0 5
Proficiency
Percent
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ACHIEVEMENT GAPS GOAL
Students With IEPs
PSSA Data
Grades 5, 8, and 11 Grade 5 (2008) & Grade 8 (2011) Cohort Grade 8 (2008) & Grade 11 (2011) Cohort
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ACHIEVEMENT GAPS GOAL
This section of the presentation is similar to the first section and
contains PSSA results for grades 5, 8, and 11 in 2008 and 2011and cohort data for grades 5 and 8 in 2008 and grades 8 and
11 in 2011. The data is presented in sections of disaggregated
subgroups identified in the strategic planning process. The datafor students with Individualized Education Plans (IEP) indicates
a decrease in the number and percentage of studentsperforming at the below basic level in reading, math, and
writing with the exception of grade 11 reading and writing. Thenumber and percentage of proficient and advanced students
fluctuated in grades 5, 8, and 11. Cohort data for students with
IEPs indicates an increase in the number and percentage ofstudents performing at the proficient and advanced levels in
each cohort except grade 8 to 11 reading. The percentage ofproficient and above students in grade 8 was 74% in 2008 and
decreased to 60% in grade 11 in 2011.83
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AchievementGapsGoalStudentswithIEPs
Grade5PSSAReading2008&2011
31 17 26 20 39 41 27 14
ProficiencyPercent
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AchievementGapsGoalStudentswithIEPs
Grade8PSSAReading2008&2011
10 9 8 13 22 25 29 44
Proficiency
Percent
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AchievementGapsGoalStudentswithIEPs
Grade11PSSAReading2008&2011
14 1
6
12 14 28 29 15 16
Proficiency
Percent
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AchievementGapsGoalStudentswithIEPs
Grade5PSSAMath2008&2011
25 9 23 21 33 26 42 36
Proficiency
Percent
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AchievementGapsGoalStudentswithIEPs
Grade8PSSAMath2008&2011
21 1
0
15 24 20 2 13 30
Proficiency
Percent
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AchievementGapsGoalStudentswithIEPs
Grade11PSSAMath2008&2011
25 2
5
11 12 22 24 12 14
Proficiency
Percent
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AchievementGapsGoalStudentswithIEPs
Grade5PSSAWri'ng2008&2011
1 1 44 29 2 55 5 1
Proficiency
Percent
h l
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AchievementGapsGoalStudentswithIEPs
Grade8PSSAWri'ng2008&2011
0 1 2 30 42 49 1
Proficiency
Percent
hi l
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AchievementGapsGoalStudentswithIEPs
Grade11PSSAWri'ng2008&2011
1 3 5 15 45 43 14 4
Proficiency
Percent
A hi t G G l
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AchievementGapsGoalStudentswithIEPs
Grade5(2008)&Grade8(2011)Cohort
PSSAReading
31 9 26 13 39 25 2 44
Proficiency
Percent
A hi t G G l
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AchievementGapsGoalStudentswithIEPs
Grade8(2008)&Grade11(2011)Cohort
PSSAReading
10 1
6
8 14 22 29 29 16
Proficiency
Percent
A hi t G G l
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95/129
AchievementGapsGoalStudentswithIEPs
Grade5(2008)&Grade8(2011)Cohort
PSSAMath
25 10 23 24 33 2 42 30
Proficiency
Percent
Achie ement Gaps Goal
8/4/2019 110912 Midpoint Board
96/129
AchievementGapsGoalStudentswithIEPs
Grade8(2008)&Grade11(2011)Cohort
PSSAMath
21 25 15 12 20 24 13 14
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
97/129
AchievementGapsGoalStudentswithIEPs
Grade5(2008)&Grade8(2011)Cohort
PSSAWri'ng
1 1 44 30 2 49 5
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
98/129
AchievementGapsGoalStudentswithIEPs
Grade8(2008)&Grade11(2011)Cohort
PSSAWri'ng
0 3 2 15 42 43 1 4
Proficiency
Percent
8/4/2019 110912 Midpoint Board
99/129
ACHIEVEMENT GAPS GOAL
Economically Disadvantaged Students
PSSA Data
Grades 5, 8, and 11 Grade 5 (2008) & Grade 8 (2011) Cohort Grade 8 (2008) & Grade 11 (2011) Cohort
99
8/4/2019 110912 Midpoint Board
100/129
ACHIEVEMENT GAPS GOAL
This section of the presentation contains PSSA results for
grades 5, 8, and 11 in 2008 and 2011 and cohort data forgrades 5 and 8 in 2008 and grades 8 and 11 in 2011. The data
for economically disadvantaged students indicates an increase
in overall proficiency in 2011 at the middle level in grade 8 anda decrease at the high school level in reading, math, and
writing with the exception of grade 11 reading and writing.Cohort data for economically disadvantaged students indicates
an increase in the number and percentage of studentsperforming at the proficient and advanced levels in the grade
5-8 cohort and a decrease in the grade 8-11 cohort. One
exception is grade 11 writing with a 6% increase in thepercentage of students at the proficient and above level.
100
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
101/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5PSSAReading2008&2011
11 8 9 8 15 3 9
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
102/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8PSSAReading2008&2011
4 4 2 6 12 12 10 18
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
103/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade11PSSAReading2008&2011
3 10 5 10 9 19 6 9
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
104/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5PSSAMath2008&2011
11 4 8 8 5 15 12
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
105/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8PSSAMath2008&2011
8 6 4 10 11 9 5 15
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
106/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade11PSSAMath2008&2011
6 14 6 14 5 12 6 8
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
107/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5PSSAWri'ng2008&2011
0 0 16 14 13 25 2 0
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
108/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8PSSAWri'ng2008&2011
0 0 16 16 22 0 1
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
109/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade11PSSAWri'ng2008&2011
1 0 2 11 1 30 4 5
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
110/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAReading
11 4 9 6 8 12 3 18
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
111/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAReading
4 1
0
2 10 12 19 10 9
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
112/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAMath
11 6 8 10 5 9 15
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
113/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAMath
8 1
4
4 14 11 12 5 8
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
114/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade5(2008)&Grade8(2011)Cohort
PSSAWri'ng
0 0 16 16 13 22 2 1
Proficiency
Percent
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
115/129
AchievementGapsGoalEconomicallyDisadvantagedStudents
Grade8(2008)&Grade11(2011)Cohort
PSSAWri'ng
0 0 11 16 30 0 5
Proficiency
Percent
8/4/2019 110912 Midpoint Board
116/129
ACHIEVEMENT GAPS GOAL
SAT Data2008 & 2011
116
8/4/2019 110912 Midpoint Board
117/129
ACHIEVEMENT GAPS GOAL
This section of the presentation contains SAT mean scores
disaggregated by ethnicity. The African American student dataindicates lower mean scores on all three sections of the SAT
compared to Caucasian and Asian/Pacific Islander students.
117
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
118/129
AchievementGapsGoal
367 44 32
MeanScore
#of
students
396Caucasian Students African American
Students Asian/Pacific IslanderStudents36 33
SATCri'calReadingMean2008&2011
Achievement Gaps Goal
8/4/2019 110912 Midpoint Board
119/129
SATMathMean2008&2011AchievementGapsGoal
367 44 32
MeanScore
#of
students
396Caucasian Students African American
Students Asian/Pacific IslanderStudents36 33
A hi t G G l
8/4/2019 110912 Midpoint Board
120/129
SATWri'ngMean2008&2011
AchievementGapsGoal
367 44 32
MeanScore
#of
students
396Caucasian Students African American
Students Asian/Pacific IslanderStudents36 33
The Princeton Review Pilot Program
8/4/2019 110912 Midpoint Board
121/129
990
1140
850
1000
1430 1410
1210
960
1330
1200
1090 1080
100
1600
1290
1040
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
Student1
Student2
Student3
Student4
Student5
Student6
Student7
Student8
TotalSATS
core
Beginning Score Final Scor e % Increase
34%
28%
13%19%
34%
28%
13%19%
ThePrincetonReviewPilotProgram
Spring2011
2400
Th P i t R i
8/4/2019 110912 Midpoint Board
122/129
1200
910
14001510
1030
1960
1420
950
1220
1250
930
140
1650
1220
2010
1520
930
110
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
2400
Student9
Student10
Student11
Student12
Student13
Student14
Student15
Student16
Student17
SATScore
BeginningScore FinalScore %Increase
18%
9%
%
ThePrincetonReview
PilotProgram
Spring2011
2400
Revolu7on Pilot
8/4/2019 110912 Midpoint Board
123/129
90
1320
1930
1360
1310
1550
11601090
140
210
140
1490
1890
2160
200
400
600
800
1000
1200
1400
1600
1800
2000
2200
Student1 Student2 Student3 Student4 Student5 Student6 Student
Beg inning Scor e Final Scor e % Increase
38%
86%
28%
Revolu7onPilot
Program
Spring2011
TotalSATScore
8/4/2019 110912 Midpoint Board
124/129
ACHIEVEMENT GAPS GOAL
Enrollment in
Honors Advanced Placement IB
124
A G G
8/4/2019 110912 Midpoint Board
125/129
ACHIEVEMENT GAPS GOAL
This section of the presentation contains advanced course
enrollment disaggregated by ethnicity. The African Americanstudent data indicates an increase in the average number of
advanced courses taken per student, an increase in thepercentage of African American students taking at least 1
advanced course, and an increase in the percentage of African
American students enrolled in advanced courses in relation toCaucasian and Asian/Pacific Islander students.
125
AchievementGapsGoal
8/4/2019 110912 Midpoint Board
126/129
EnrollmentinAdvancedcourses-Honors,AP,&IB
Classof2008,2011,and2012
p
524 53 38
Classof2008
SeniorYear
Classof2011
4YrsofClasses
Classof2012
4YrsofClasses
487 65 40 455 65 36
AverageNumberofAdvancedCoursesPerStudent
Courses
#ofstudentsingrade
Avg#ofadv
coursesper
student
AchievementGapsGoal
8/4/2019 110912 Midpoint Board
127/129
EnrollmentinAdvancedcourses-Honors,AP,&IB
Classof2008,2011,and2012
p
524 53 38
Classof2008
SeniorYear
Classof2011
4YrsofClasses
Classof2012
4YrsofClasses
487 65 40 455 65 36
Percent
#ofstudentsingrade
PercentofEthnicPopula'onTakingatleast1AdvancedCourse
AchievementGapsGoal
8/4/2019 110912 Midpoint Board
128/129
EnrollmentinAdvancedcourses-Honors,AP,&IB
Classof2008,2011,and2012
p
524 53 38
Classof2008
SeniorYear
Classof2011
4YrsofClasses
Classof2012
4YrsofClasses
487 65 40 455 65 36
Percent
#ofstudentsingrade
PercentofAdvancedCourseEnrollmentbyEthnicity
Moving Forward
8/4/2019 110912 Midpoint Board
129/129
Moving Forward
Goals and Strategies continue as defined by theStrategic Planning Committee
Activities will continue to be reviewed and refinedbased on data and evidence
Understanding & Supporting Sociocultural Identities:The Intersection of Identities, Teaching, & Learning
Presentations and documents available on DistrictWebsite
Comments always welcome at [email protected] September 19, 2011 - Board approval of Mid-Point
Review