growth on the reading/literature keystone exam through data...

Improving Student Achievement and Growth on the

Reading/Literature Keystone Exam Through Data Analysis,

Streamlined Pathways, and Differentiated Instruction

Governor’s Expanding Excellence Grant Dr. Gene Freeman, Superintendent

Fox Chapel Area School District Mr. Michael Hower, Lead Principal

Fox Chapel Area High School

Welcome

Outline of Presentation

I. Selection of Guiding Framework II. Process of Data Analysis

A. Mapping to Standards B. Identification of Learners

III. Creation of Streamlined Pathways & Support A. Emerging Learners B. Proficient Learners C. Advanced Learners

IV. Philosophy & Implementation of Differentiated Instruction

I. Selection of Guiding Framework

I. Selection of Guiding Framework

• We selected Reading Next: A Vision for Middle and High School Literacy (Gina Biancarosa & Catherine E. Snow) as our guiding research-based framework for literacy.

• The vision includes “Fifteen Elements of Effective Adolescent Literacy Programs” aimed at improving literacy at the middle school and high school levels.

I. Selection of Guiding Framework

• The Fifteen Elements of Effective Adolescent Literacy Programs include the following Instructional Improvements: – Direct, explicit comprehension instruction – Effective instructional principles embedded in content – Motivation and self-directed learning – Text-based collaborative learning – Strategic tutoring – Diverse texts – Intensive writing – A technology component – Ongoing formative assessment of students

I. Selection of Guiding Framework

• The Fifteen Elements of Effective Adolescent Literacy Programs include the following Infrastructure Improvements: – Extended time for literacy

– Professional development

– Ongoing summative assessment of students and programs

– Teacher teams

– Leadership

– A comprehensive and coordinated literacy program

I. Selection of Guiding Framework

• Citation:

Biancarosa, C., & Snow, C. E. (2006). Reading next – A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.

II. Process of Data Analysis

• The process of data analysis is ongoing and involves two major facets:

A. Mapping and revising curriculum to the shift to the Pennsylvania Core Standards

B. Identification and response to the students’ readiness levels, achievement, and growth

II. Process of Data Analysis A. Mapping to Standards

II. Process of Data Analysis A. Mapping to Standards

• The 10th grade English team continues to work collaboratively to map standards, anchors and eligible content.

• Time for this endeavor was allocated in several ways: – District-provided curriculum time at the beginning of the

school year, periodically throughout the school year, and at the end of the school year

– During Common Course time (approximately 45 minutes after school once per month)

– Occasional pull outs when substitute teachers would be used so that the classroom teachers could work during the school day

II. Process of Data Analysis A. Mapping to Standards

• The 10th grade curriculum is divided into 4 units, each of which include standards on reading, writing, speaking, listening, and research so that students receive multiple opportunities for mastery.

• Emphasis has been placed on the examination of verbs and nouns in the standards.

• Significant work was completed on the process of constructed responses including the sharing of this information and construct with the Social Studies Department and Biology teachers.

• The Social Studies Department also assists with standards that address primary documents.

II. Process of Data Analysis A. Mapping to Standards

• Since 9th and 10th grade have the same standards, the two English teams have met to collaborate and share curricular frameworks.

• 10th grade English teachers have identified standards that need to be emphasized during the 9th grade English course in order to maximize success during the 10th grade English course.

• Ongoing collaborative work continues with the 8th grade English teachers on the writing process.

I. Process of Data Analysis A. Mapping to Standards

• CDTs are administered at the beginning of 9th and 10th grade English, at the end of 9th grade English, and approximately 3 weeks before the end 10th grade English (to determine the need for additional remediation prior to the Keystone Exam).

• Additional reflection and refinement on curricular mapping continues after CDTs are completed (both 9th and 10th grade) as well as after Keystone results are received.

II. Process of Data Analysis B. Identification of Learners

II. Process of Data Analysis B. Identification of Learners

• Through our examination of data, we realized that we needed to be responsive to three major groups of learners: – Emerging Learners (students who were Below Basic or

Basic on the Keystone Exam) – Proficient Learners (students who were Proficient on

the Keystone Exam) – Advanced Learners (students who were Advanced on

the Keystone Exam)

• In addition to demonstrating achievement, all students needed to grow at least one year in one year’s time.

III. Creation of Streamlined Pathways and Support

• The process of using data to design programs and support structures which are responsive to student needs has been an on-going and collaborative process among English teachers, special education teachers, gifted education teachers, the Director of Curriculum and the building administration.

III. Creation of Streamlined Pathways and Support A. Emerging Learners

• Emerging Learners are students who are Below Basic or Basic on standardized assessments.

III. Creation of Streamlined Pathways and Support A. Emerging Learners

• Programs and Support for Emerging Learners: – Elimination of resource classes so that students can

access general education curriculum – Co-taught classes (special education teacher &

content expert) – Elements of Literacy & Reading Apprenticeship Classes – Writing Center (for all students) – English Help Center for students with special needs – Before and after school tutoring – Tiered lesson design to increase rigor

III. Creation of Streamlined Pathways and Support A. Emerging Learners

• Programs and Support for Emerging Learners, Continued: – Reading specialists on staff

– Examination of CDT data in 9th and 10th grades

– Common assessments to benchmark progress

– Data analysis and conferences with individual students

– Differentiated Instruction

– Flexible remediation opportunities

III. Creation of Streamlined Pathways and Support A. Emerging Learners

III. Creation of Streamlined Pathways and Support A. Emerging Learners

III. Creation of Streamlined Pathways and Support A. Emerging Learners

III. Creation of Streamlined Pathways and Support B. Proficient Learners

• Proficient Learners are students who score Proficient on standardized assessments.

III. Creation of Streamlined Pathways and Support B. Proficient Learners

• Programs and Support for Proficient Learners – Creation of Academic and Accelerated (Honors)

Level Courses ( please see http://www.fcasd.edu/hs-resources/files-forms.html for a course description guide)

– Writing Center (for all students)

– English Help Center for students with special needs

– Before and after school tutoring

– Co-taught classes (special education teacher & content expert)

III. Creation of Streamlined Pathways and Support B. Proficient Learners

• Programs and Support for Proficient Learners, continued:

– Examination of CDT data in 9th and 10th grades

– Common assessments to benchmark progress

– Data analysis on individual students

– Tiered lesson design to increase rigor

– Differentiated Instruction

III. Creation of Streamlined Pathways and Support B. Proficient Learners

III. Creation of Streamlined Pathways and Support

B. Proficient Learners

III. Creation of Streamlined Pathways and Support C. Advanced Learners

• Advanced Learners are students who score Advanced on standardized assessments.

III. Creation of Streamlined Pathways and Support C. Advanced Learners

• Programs and Support for Advanced Learners

– Creation of Accelerated (Honors) and AP Level Courses (please see http://www.fcasd.edu/hs-resources/files-forms.html for the course description guide)

– Writing Center (for all students)

– Examination of CDT data in 9th and 10th grades

– Common assessments to benchmark progress

– Data analysis of individual students

III. Creation of Streamlined Pathways and Support C. Advanced Learners

• Programs and Support for Advanced Learners

– Tiered lesson design to increase rigor

– Differentiated Instruction

– Use of Gifted Support services

– Streamlined approach to AP Level courses in 11th and 12th grade

– Encouragement to take AP exams

III. Creation of Streamlined Pathways and Support C. Advanced Learners

III. Creation of Streamlined Pathways and Support C. Advanced Learners

IV. Philosophy and Implementation of Differentiated Instruction

• We have been working with a national consultant from ASCD to implement district-wide training on the theory and practice of Differentiated Instruction.

• The district provides on-going professional development time for both teachers and administrators to refine skills.

IV. Philosophy and Implementation of Differentiated Instruction

IV. Philosophy and Implementation of Differentiated Instruction

• Citation:

• Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Association for Supervision and Curriculum Development.

A Note on the Role of the School Counseling Department

Special Thanks To

• Dawn Aducci • Joe Aires • Penny Capek • Jennifer Cuda • Rebecca Cunningham • Tara DeComo • Bryan Elder • Gene Freeman • Lisa Giguere • Alica Gismondi • Felicia Grana • Jessica Green

• Matt Harris • Michael Hower • Dan Kirk • Dan Lentz • Tara MacDowell • Doug Martin • Janey Mather • David McCommons • John McGee • Donna Rust • Julie Susser • Dave Turner

Contact Information

Fox Chapel Area High School

611 Field Club Road

Pittsburgh, PA 15238

(412) 967-2430

www.fcasd.edu

Rebecca Cunningham, Ed.D.

Rebecca_Cunningham@fcasd.edu

(412) 967-2448