This presentation showcases the initiatives by Copper Beech Elementary School, in the Abington School District, to increase the percent of students proficient or advanced on the Grade 4 Science PSSA through the use of data analysis, standards ‐ aligned instruction, and common assessments. Included in this presentation are examples of various tools used at Copper Beech Elementary School and instruction on how to implement these strategies into your school’s instructional practice and data analysis, toward the goal of improved student performance. 1
This presentation focuses upon strategies used by Copper Beech Elementary School in achieving the School Performance Profile (SPP) score displayed on the screen for the 2012 ‐ 2013 school year—a 91.7 building level academic score and, more specifically, 93.04% of students achieving at the proficient or advanced level on the Grade 4 Science PSSA. 2
The demographics of Copper Beech Elementary School’s students population during the 2012 ‐ 2013 school year are shown. Within Abington School District, Copper Beech is one of seven elementary schools, and is the largest of the elementary schools, with an enrollment just under 1,100 students. Shown is a breakdown of the individual Historically Underperforming (HUS) student groups. At Copper Beech, both English Language Learners and Special Education students are included in general classroom instruction for science. 3
Copper Beech Elementary School’s initiative was to increase the number of students performing at a proficient or advanced level on the Grade 4 Science PSSA, and improve student achievement on curriculum ‐ based assessments. Through alignment of curriculum and instruction to the Pennsylvania science standards and development of unit assessments that provide rigor at Webb’s Depth of Knowledge Levels 2 and 3, and focused analysis of student performance on those assessments, the goal was to provide standards ‐ based instruction to all students and ensure their familiarity with questions at a level of rigor that would be experienced on the PSSA. Thus, our benchmark for goal achievement was student performance on the Grade 4 Science PSSA as well as improved achievement on local science assessments. 4
The strategies implemented provide a framework that is replicable by other schools within Abington School District as well as schools and districts across the state. Ultimately, as noted in the second bullet shown on the screen, our framework establishes the basis for implementation and delivery of a standards ‐ aligned curriculum. Fidelity of instructional delivery of this curriculum is achieved through data analysis, lesson planning, professional development, and the school’s administrative team serving as instructional leaders by providing feedback through observations and walkthroughs. 5
Research shows that implementation of standards ‐ based instruction can improve both teaching and learning. Indeed, McRel’s review of more than 600 standards ‐ related studies found this to be true. However, the research also found that implementation of standards ‐ based instruction must be supported by local policy, professional development, standards ‐ based assessments, equitable instruction, and high expectations for all students. Each of these components is necessary. 6
Thus, while our framework includes analyzing student achievement data, aligning curriculum and instruction to standards, developing units of instruction that include hands ‐ on, inquiry ‐ based activities, and developing common assessments, there is also a significant amount of professional development corresponding to each of these activities. Analysis of student achievement data is an ongoing process, with analysis by assessment anchor and standards not only of PSSA data (by student, class, grade level and subgroup), but also unit assessments. In the case of Copper Beech, these assessments include formative and end ‐ of ‐ kit assessments as well as rubrics that correspond to inquiry activities. Development of common assessments requires consideration of Webb’s Depth of Knowledge, reflection on the standards ‐ aligned curriculum to be taught, and then ongoing review of question efficacy based upon review of student performance. 7
Professional development is necessary in order to ensure teachers and administrators have the skills and knowledge to complete the work involved in data analysis, assessment development, and curricular alignment to standards.. With regard to data analysis, while the SPP indicator by itself provides a snapshot of Grade 4 performance on the Science PSSA, it is necessary to dig deeper. Teachers as well as administrators need to develop the skills to conduct this further data analysis—looking at individual student performance and trends. Standards alignment of curriculum, instruction and assessments requires an understanding of the spiraling aspect of the standards—and the need to connect learning in the primary grades to instruction in Grade 4 and beyond. There needs to be an understanding of how standards can cross between content areas. There needs to be an awareness of pacing, to ensure sufficient time is provided for instruction of content and exposure of content in a manner of depth and rigor that builds toward the potential for achievement on the Grade 4 Science PSSA. Teachers must also be provided professional development that enables them to instruct science in an effective manner that utilizes hands ‐ on, inquiry ‐ based activities and ensures they have the content knowledge to respond to students’ questions and provide extension to the lesson activities. Teachers must have an understanding of the science behind the kits being used in instruction. 8
For Copper Beech Elementary School, the framework for this initiative began in earnest with the implementation of a Superintendent’s Committee for K ‐ 12 Science in the fall of the 2011 ‐ 2012 school year. The purpose of this committee was to review the current K ‐ 12 science instructional program for its alignment to Pennsylvania standards and ability to prepare students for success on the Grades 4 and 8 Science PSSAs and the Keystone Biology Exam. Additionally, consideration was made of the effectiveness of the programs in preparing students for success in Advanced Placement science courses at the senior high school. The committee, divided into subgroups by grade span (K ‐ 6, 7 ‐ 9, and 10 ‐ 12), reviewed the existing instructional programs as well as potential replacement programs for grades K ‐ 6 instruction. Ultimately, the committee recommended continuation of the existing K ‐ 5 programs and implementation of a new program for grades 6 ‐ 8. It was recommended the existing STC program for grades 4 and 5 be supplemented with new literacy components as well as the purchase of additional kits at all grade levels (so that all teachers in a grade level could instruct the same kit and concepts during the same marking period). The program for grades 6 ‐ 8, Science Fusion, was recommended due to the depth of the science content and the ability for the program to spiral to the junior high school. Further recommendations were made to adjust the content of the grades 7 and 8 science program so that the Grade 8 Science Fusion program would spiral into Grade 9 Biology. The committee’s work also led to consideration of additional professional development needs, including those already mentioned with respect to assessments and content knowledge. A Superintendent’s Committee for Biology Instruction was implemented the following school year to investigate potential adjustments to the Biology program preparing students for the Keystone Biology Exam and subsequent remediation as necessary. 9
Certainly, establishment of a Superintendent’s Committee would not be a requirement for completion of the tasks delineated in this initiative’s framework. However, through the committee’s work several next steps and needs related to professional development were able to be identified. As the committee completed its work, consideration was also made of the culture necessary to implement the framework. A belief that all students can learn, a focus on academic achievement, an understanding of content and differentiation, and a climate of trust and collaboration were necessary for the work of the committee to be successful and for the subsequent work at the school and grade levels to meet with success. 10
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