Im proving 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 (2 nd 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 10 th 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 10 th 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 9 th and 10 th grade have the same standards, the two English teams have met to collaborate and share curricular frameworks. • 10 th grade English teachers have identified standards that need to be emphasized during the 9 th grade English course in order to maximize success during the 10 th grade English course. • Ongoing collaborative work continues with the 8 th grade English teachers on the writing process.
I. Process of Data Analysis A. Mapping to Standards • CDTs are administered at the beginning of 9 th and 10 th grade English, at the end of 9 th grade English, and approximately 3 weeks before the end 10 th 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 9 th and 10 th 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 9 th and 10 th 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 9 th and 10 th 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 9 th and 10 th 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 11 th and 12 th 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
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