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August 26, 2009

August 26, 2009. Plan for the Future. Curriculum. Data Analysis. Instructional Strategies and Formative Assessment. A Look Back and a Look Ahead Fitting the Pieces Together. 21 st Century Survival Skills. Tony Wagner’s Seven Survival Skills. Critical Thinking and Problem-Solving

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August 26, 2009

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  1. August 26, 2009

  2. Plan for the Future Curriculum Data Analysis Instructional Strategies and Formative Assessment

  3. A Look Back and a Look AheadFitting the Pieces Together

  4. 21st CenturySurvival Skills

  5. Tony Wagner’s Seven Survival Skills Critical Thinking and Problem-Solving Collaboration across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

  6. Are we preparing our students for a life of tests, or the test of life?

  7. Shift is Underway! http://www.youtube.com/watch?v=Fnh9q_cQcUE Video Education Today and Tomorrow

  8. PSSA Data Results

  9. PUTTING THE DATA PIECES TOGETHER PAST PRESENT FUTURE

  10. Targets to Meet AYP(categories by which we are assessed) • First Target: Math and Reading Participation • Second Target: Attendance Graduation • Third Target: Math and Reading Performance

  11. Thresholds to Meet AYP(level that must be met for each target) First Target: Math and Reading Participation - 95% Second Target: Attendance 90% or growth Graduation 80% or growth Third Target: Math Performance 56% Proficient/Advanced Reading Performance 63% Proficient/Advanced

  12. SUBGROUPS Results are reported for “ALL STUDENTS” and each of the nine subgroups that have a minimum of 40 students. Subgroups include: - White non-Hispanic - Black/African American non- Hispanic - Latino/Hispanic - Asian or Pacific Islander - American Indian or Alaskan Native - Multi-Racial/Ethnic - IEP - English Language Learner (ELL) and Limited English Proficiency (LEP) - Economically Disadvantaged

  13. Math and Reading Participation 3 – 5 Grade Span

  14. Math and Reading Participation 6 - 8 Grade Span

  15. Math and Reading Participation 9 - 12 Grade Span

  16. Attendance Threshold - 90%

  17. AYP Performance Goals Math 2006 - 2007 45% 2007 - 2008 56% 2008 - 2009 56% Reading 2006 - 2007 54% 2007 - 2008 63% 2008 - 2009 63%

  18. Proficiency Calculations The ways to meet Performance Targets: • Status • Status with a Confidence Interval (CI) • Two year calculation • Two year calculation with a Confidence Interval • Safe Harbor (SH) • Safe Harbor with a Confidence Interval • PA Performance Index (PPI) • Growth Model (GM)

  19. Math Performance 3 – 5 Grade Span

  20. Math Performance 6 - 8 Grade Span

  21. Math Performance 9 - 12 Grade Span

  22. Reading Performance 3 - 5 Grade Span

  23. Reading Performance 6 – 8 Grade Span

  24. Reading Performance 9 - 12 Grade Span

  25. CELEBRATIONS District reached AYP in attendance Graduation rate exceeds the benchmark by 7% Grade Span 3 - 5 met AYP in math Grade Span 6 - 8, All Students, White, Black, and Economically Disadvantaged. subgroups met AYP in math Grade Spans 3 - 5 and 6 - 8, All Students, White, Black, and Economically Disadvantaged. subgroups met AYP in reading

  26. CELEBRATIONS Grade Span 9 - 12, White, Black, IEP, and Econ. Dis. subgroups met AYP in reading Grade Span 9 - 12, the Black subgroup continues to improve in reading and math

  27. AYP Status Made AYP Warning School/District Improvement I (miss AYP 2 consecutive years) School/District Improvement II (miss AYP 3 consecutive years) Corrective Action I (miss AYP 4 consecutive years) Corrective Action II (miss AYP 5 consecutive years) Making Progress Note – It takes 2 consecutive years to move out of Improvement or Corrective Action. The Making Progress status indicates a school/district made AYP for 1 year.

  28. District Status 2003 - 2009 2003 Warning 2004 District Improvement I 2005 District Improvement I 2006 Making Progress 2007 District Improvement II 2008 Making Progress 2009 Corrective Action I

  29. AYP Goals Reading 2009 - 2010 63% Math 2009 - 2010 56%

  30. According to Robyn Jackson, “When the sculptor first meets the hunk of rock, it is difficult to imagine that rock as a beautiful work of art. But, the sculptor works at it a little at a time, a chip here, an adjustment there, until slowly, things begin to take shape. The same goes with teaching.”

  31. Change

  32. Principles of Teaching Do we start where our students are? Do we know where they are going? Do we expect them to get there? Do we explain to them how we will get there? Do we measure their progress and give them feedback? Do we stay focused? Do we take the quickest most direct route? Do we work harder than our students?

  33. Curriculum

  34. Community of Learners

  35. Completing the puzzle together

  36. The Empty Chair

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