Welcome Outline of Presentation I. Selection of Guiding Framework - - PowerPoint PPT Presentation

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Welcome Outline of Presentation I. Selection of Guiding Framework - - PowerPoint PPT Presentation

Feb 18, 2023 108 likes •520 views

Im proving Student Achievement and Growth on the Reading/Literature Keystone Exam Through Data Analysis, Streamlined Pathways, and Differentiated Instruction Governors Expanding Excellence Grant Dr. Gene Freeman, Superintendent Fox Chapel

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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

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Welcome

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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

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  • I. Selection of Guiding Framework
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  • 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.

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  • 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

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  • 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

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  • 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.

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  • 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

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  • II. Process of Data Analysis
  • A. Mapping to Standards
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  • 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

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  • 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

  • pportunities 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.

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  • 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.

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  • 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.

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  • II. Process of Data Analysis
  • B. Identification of Learners
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  • 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.

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  • 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.

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  • III. Creation of Streamlined Pathways and Support
  • A. Emerging Learners
  • Emerging Learners are students who are

Below Basic or Basic on standardized assessments.

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  • 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

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  • 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

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  • III. Creation of Streamlined Pathways and Support
  • A. Emerging Learners
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  • III. Creation of Streamlined Pathways and Support
  • A. Emerging Learners
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  • III. Creation of Streamlined Pathways and Support
  • A. Emerging Learners
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  • III. Creation of Streamlined Pathways and Support
  • B. Proficient Learners
  • Proficient Learners are students who score

Proficient on standardized assessments.

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  • 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)

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  • 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

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  • III. Creation of Streamlined Pathways and Support
  • B. Proficient Learners
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  • III. Creation of Streamlined Pathways and Support
  • B. Proficient Learners
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  • III. Creation of Streamlined Pathways and Support
  • C. Advanced Learners
  • Advanced Learners are students who score

Advanced on standardized assessments.

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  • 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

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  • 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

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

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  • IV. Philosophy and Implementation of

Differentiated Instruction

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  • 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.

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A Note on the Role of the School Counseling Department

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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
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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