The Governor’s Expanding Excellence Competitive (Mentoring

The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant 2014

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District: Fox Chapel Area School District

www.fcasd.edu Superintendent: Gene Freeman, Ed.D.

[email protected] District Enrollment: 4,240 School: Fox Chapel Area High School

www.fcasd.edu School Enrollment: 1410 Title I School: No Aid Ratio: .2359 Economically Disadvantaged: 17.34%

English Language Learners: 1.13%

Special Education: 12.97%

Lead Grant Contact: Michael Hower [email protected]

PLC Moderator Rebecca Cunningham [email protected]

SPP Indicator: Reading/Literature – Percent Proficient or Advanced on PSSA/Keystone Exam

Strategy: Identifying student needs and readiness levels to create groupings for instruction.

Improving Student Achievement and Growth on the Reading/Literature Keystone Exam Through Data Analysis, Streamlined Pathways, and Differentiated Instruction

In order to increase our students’ success on the Reading/Literature – Percent Proficient or Advanced on the PSSA/Keystone Exam, we first started with an extensive data analysis and needs assessment. We discovered that our student population had different needs depending on their readiness level and roughly divided our students into groups of Emerging Learners (students who were Below Basic or Basic on the Keystones), Proficient Learners (learners who were on target with benchmarks such as Proficient on Keystones), and Advanced Learners who also needed to grow (students who were Advanced on Keystones). Based upon this analysis, we realized that each group of students required differentiated levels of interventions and programmatic responses in order to be successful, and looked towards Reading Next: A Vision for Middle and High School Literacy (C. Snow/G. Biancarosa) as a guiding research framework (please see


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http://carnegie.org/fileadmin/Media/Publications/PDF/ReadingNext.pdf for more information). We then used this report and our data to drive decisions on curriculum, instruction, runways, and responses to remediation needs, and also developed extensive programming to respond to our emerging learners. We created courses utilizing Elements of Literacy and the Academic Literacy (Reading Apprenticeship) Model as a foundational approach to reading with our emerging learners who needed this support. We felt that the Reading Apprenticeship model would be beneficial because during randomized controlled studies, this model produced statistically significant gains on standardized tests and, on several measures, resulted in student growth well over a year ahead as compared to students in control groups (please see http://readingapprenticeship.org/research-impact/ for additional

information).

To begin this pathway, we examined current research on the benefits of mainstreaming. After this review, we eliminated the traditional resource classrooms and moved our students into the general education curriculum. With extensive special education support and co-taught classes, our students were able to access the general educational curriculum and content area specialists with their peers. In addition, our reading specialists began utilizing their background and strengths to work with the special education teachers and the regular education teachers through progress monitoring to ascertain the students’ progress on comprehension, fluency, and vocabulary. Our Proficient Learners who were testing at grade level required a different type of support in order to continue to improve their academic achievement over the course of the year. Our English classes had included 9th, 10th, 11th, and 12th grade English courses, plus 11th and 12th grade AP courses. We completed a pathway analysis on the English department classes from 9th to 12th grade to determine if the 9th grade and 10th grade courses were meeting the needs of all of our students (Emerging through Advanced) and to determine if 11th grade English, AP English 11, 12th grade English, and AP English 12 provided a spectrum of rigor. As we eliminated the resource courses and conducted this pathway analysis and needs assessment, we also determined that we needed to redesign the traditional English courses and the social studies courses to provide both an Academic level and an Honors level course. The Honors level courses were then streamlined to provide a smooth transition for the AP level courses.

http://carnegie.org/fileadmin/Media/Publications/PDF/ReadingNext.pdf

http://readingapprenticeship.org/research-impact/


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Additional support through co-taught classes as well as professional development on differentiated instruction and the five DI Non-Negotiables (flexible grouping, quality curriculum, respectful tasks, ongoing assessment, and building community) gave the content area specialists more research-based instructional techniques in order to reach our wide variety of students. Our Advanced Learners also required different support in order to continue to grow academically. Over the past several years, our district has invested heavily in professional development in Differentiated Instruction facilitated by a national consultant based on the work of Carol Ann Tomlinson (The Differentiated Classroom: Responding to the Needs of all Learners, 1999). By learning how to differentiate process, content and assessment, teachers now have a stronger repertoire to reach all students, including the Advanced Learners. As we were streamlining the pathways for students to reach the AP level courses, the School Counseling department also encouraged students to select these more rigorous courses even if they needed additional assistance. All students enrolled in the AP courses are encouraged to take the AP exam as the course and content are aligned with the AP curriculum. All AP teachers were also trained in AP strategies in order to implement more primary sources and to instill a strong focus on disciplined writing. In a supporting role, our gifted department assisted teachers with instructional strategies that work with advanced learners and provided additional internal and external enrichment opportunities for all students. Goal: To Increase Student Achievement and Growth on the Reading/Literature Keystone Exam

Step 1: Program Evaluation and Needs Assessment Review Current Student Data Look for trends, strengths and weaknesses Review longitudinal data (3-5 years recommended) Map Existing Curriculum Align to Keystone Exams Align to PA Core Standards Determine and Utilize Available Resources Examine Teacher Instructional Time Plan for Professional Development Time


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Estimate Financial Resources Step 2: Develop and Implement an Intervention Plan using a Three-Pronged Approach of Curriculum, Instruction, and Allocation of Resources Curriculum Map curriculum to existing standards of PA Core and Keystone Exam Create New Courses if Needed for Runways and Remediation Implement Remediation and Safety Nets Create Pathways for Acceleration and Rigor Instruction Select an Instructional Model such as Differentiated Instruction Plan for Professional Development Implement Co-Teaching Strategies Allocation of Resources Commit Funds Towards Areas of Greatest Need Focus on Areas Determined by Needs Assessment Consider Additional Areas such as Course Creation, Supplements, and Transportation Step 3: Review Data to Determine Recommendations and Changes Schedule Quarterly/Biannual Meetings, Review Data w/Faculty Involve All Teachers in Analyzing Data and Making Recommendations Hold Data Sessions and/or Give Time to Faculty to Review Data for Students at the beginning, during, or ending an intervention/support program Review Data with Students Individually Help Students Plot Growth, Areas of Strength, and Areas of Growth


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Change in Culture

In order to accomplish these goals, the following cultural tenets must be met: 1. The school district, principal, and teachers must be forward thinking and focused on

student growth and achievement. 2. The school must embrace and be committed to analyzing data, mapping standards,

adhering to an instructional model, and make both instructional and curricular changes based upon the needs of the students.

3. The administration and union must both be committed to working together for the purpose of student growth and achievement.

4. The district must be able to commit time, talent, and financial resources to this endeavor.

Prerequisites___________________________________________________________________ In order to accomplish this plan, the following must be in place before the strategy can be implemented: 1. Key personnel must be able to read, analyze, and interpret relevant longitudinal data to

determine strengths and areas of need. 2. Key personnel must be familiar with the standards, anchors, and eligible content as well

as the current English and Language Arts curriculum at both the high school and middle school level.

3. The administration, department chair, and teachers must have a committed and cooperative relationship focused on student growth and achievement.

4. The district and building administration must be able to allocate time, talent and financial resources to this plan.

5. Key personnel must have a strong working knowledge of special needs and gifted students and be able to put programmatic strategies in place in order to respond to their unique needs.

6. The teachers must be committed to eliminating resources classes and providing access to the general educational curriculum for all students.


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7. Time must be allocated for the careful planning of professional development around curricular and instructional modifications.

8. Special education teachers and general education teachers must be committed to working together to plan for curriculum and instruction in the classroom.

9. The school must research and plan for the implementation of a strong instructional model such as Differentiated Instruction, and stay committed to the model over a longer period of time.

10. Time must be allocated for on-going data analysis and program modifications. Rationale______________________________________________________________________ Quantitative Data: Efforts to improve outcomes in reading/literature began during the 2009-2010 school year in response to a spring 2009 PSSA reading score of 80% proficient/advanced. The strategies described above had an immediate impact on scores, with the percent scoring proficient/advanced in reading/literature increasing to 90% in 2010. Results have remained high over the next four years in reading/literature as follows: 2011 – 91%, 2012 – 89%, 2013 – 94%, and 2014 – 90%. In addition, our Pennsylvania Value Added Assessment Systems (PVAAS) results improved dramatically as a result of the strategies implemented. In 2009, PVAAS results were in the “yellow” category, indicating moderate evidence that our school had not met the growth standard in reading on the PSSA. As a result of improvement efforts, our PVAAS results for each year from 2010 to the present have been in the “dark blue” category, indicating significant evidence that the school has exceeded the growth standard in reading/literature. Advanced Placement Exam results also reflect the success of improvement strategies, with Fox Chapel Area High School students earning an average score of 4.3 on the English Language and Composition exam in 2013, as compared to a global average score of 2.8 on this exam. Qualitative Data: Over the past 5 years, we have noticed that student scores keep rising; we attribute this change to the programmatic supports, aligned curriculum, and intentional interventions as described earlier. Students have realized the importance of these graduation requirements as well and understand the value of the support systems to their continued success. Additionally, students have responded to the curricular changes positively – roughly 45% of our students are now enrolled in honors level courses in 9th and 10th grade. We have also seen a reduction in both major and minor student disciplinary incidents across the building over the past few years; we attribute this reduction to meeting the needs of the students better overall. From a testing standpoint, we feel that accessing the more rigorous courses also


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enables the students to become proficient or advanced on their Keystones. If the students achieve this proficiency, they do not require additional remediation afterwards, so there is great value in front-loading this equation. Finally, the number of students who have taken AP courses and exams has increased as well – while still maintaining a 96% success rate of a score of 3 or better – with a static building enrollment overall. The faculty has also reported that they see an overall higher degree of readiness with the students, and especially the students who are more prepared to tackle the rigorous curriculum at the AP level. Additionally, teachers who are co-teaching courses with students who would have previously been enrolled in a resources course report increased time on task behavior from students, and an overall better performance from them as well.


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Action Steps with Timeline

Action Steps to Implementation

Time Frame Action

Summer Months Begin By Completing Program Evaluation and Needs Assessment 1. Review Current & Longitudinal (3-5 Years) Student Data 2. Look for Strengths, Weaknesses, and Opportunities Develop and Implement an Intervention Plan using a Three-Pronged Approach of Curriculum, Instruction, and Allocation of Resources 3. Map Existing Curriculum

1. Align to Keystone Anchors & PA Core Standards 2. Create New Courses if Needed 3. Provide for Remediation and Safety Nets 4. Provide for Acceleration

4. Instruction 1. Select an Instructional Model such as Differentiated

Instruction 2. Implement Co-Teaching Strategies 3. Create data team and establish what pertinent data

is available 5. Allocation of Resources

1. Find time for teachers to teach remediation courses, provide tutoring, etc.

2. Review student seat time for available remediation time


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3. Consider curricular, technology, and financial needs. 4. Focus on areas determined by needs assessment 5. Consider additional areas such as course creation,

supplements, and transportation

August Implement new master schedule that includes: 1. Remediation courses 2. Co-taught courses 3. Tutoring schedule 4. Opportunities for acceleration Schedule professional development time: 1. Implement curricular changes in existing courses 2. Provide training in Instructional Model including built in

accountability structures, safety nets, use of technology, inclusionary practices, etc.

3. Regular, ongoing discussion on best practices in instruction and content

Provide faculty with schedule that includes: 1. Professional development dates and plans 2. Monthly common course meetings 3. Regular data meetings

September Schedule use of assessment measures such as CDT Create “data team” for each of the 3 Keystone Areas that will use CDT, longitudinal and recent Keystone data to look for: 1. Curricular gaps, overlaps, and adjustments 2. Pacing adjustments 3. Alignment with local/unit assessments 4. Individual student readiness levels 5. Differentiation opportunities Provide meeting time to discuss best practices in instruction, content, remediation, etc.


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Begin evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

October Monitor student progress at nine weeks. Intervene as needed. Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

November Continued use of CDT to monitor progress and growth Hold data team meeting as in September Hold teacher meeting to review needs and successes of first nine weeks co-taught/inclusionary practices. Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

December Prepare end of semester finals schedule. For those schools on a block schedule prepare a January Keystone Exam schedule. Use professional development time for teachers to align units with cumulative/summative assessments Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

January Reflect on student data. Determine what students schedules need adjusted based on first semester data.


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Hold data team meeting Hold co-teaching/inclusion meeting Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

February Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

March Create Keystone Exam and Final Exam schedule. Share with faculty so that they can make pacing adjustments. Review student data from 3rd nine weeks. Determine what students schedules need adjusted based on first semester data. Hold data team meeting Hold co-teaching/inclusion meeting Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.

April Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc.


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May Provide meeting time to discuss best practices in instruction, content, remediation, etc. Continued evaluation and monitoring of teachers, curriculum, instruction, data, co-teaching, etc. Plan for end of year meetings to reflect on previous year and make adjustments for coming school year.

Personnel Engagement

Personnel Engagement

Role Responsibility (ies) Degree of Engagement High/Medium/Low

Superintendent Determine and support focus; set goals and parameters; provide resources; remove barriers; work with board and community on goals, progress, and results; provide clear communication to stakeholders.

Medium

Director of Curriculum/Instruction

Determine and support focus; determine and provide appropriate resources; determine and implement instructional model and curricular alignment; design professional development sessions with teachers and administration; design and implement follow up and follow through measures to support instructional model, professional development, and curricular

Medium


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modifications.

Data Analyst Support focus; glean relevant longitudinal data for 3-5 years; work with teachers and administration to interpret data and set focus for improvement in growth and achievement by looking for strengths, weaknesses and opportunities; review data with teacher teams periodically as needed; provide data to superintendent for board and community updates.

Medium

Business Manager Support focus; provide for allocation of financial resources for professional development, instructional materials, substitute teachers, and curriculum development

Low

Principal Support focus; guide teachers in review and interpretation of data; work collaboratively with teacher teams to determine plan for improvement in growth and achievement; guide runway and remediation programs of support; plan for means of acceleration and rigor; plan for ongoing review of data and resulting recommendations; guide implementation of instructional model and curricular changes; set building schedule.

High

Assistant Principal Support focus; guide teachers in review and interpretation of data; work collaboratively with teacher

High


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teams to determine plan for improvement in growth and achievement; assist in curricular modifications in content areas; provide guidance in creation of common classroom based assessments; work on implementation of runway and remediation courses; create Keystone schedule; create opportunities for teachers to co-teach, plan, provide tutoring, etc..

Department Chair Support focus; provide leadership in curricular alignment and instructional modifications; guide teachers in interpretation of data; work collaboratively with teacher teams to determine plan for improvement in growth and achievement; facilitate common classroom based assessments

High

High School English Teachers

Support focus; implement curricular alignment and instructional modifications; administer CDTs; interpret data to determine strengths and areas to target; hold reflective conferences with students; implement classroom based assessments and monitor progress; participate in data teams to review data and refine practices.

High

Middle School Language Arts Teachers

Support focus; continue conversations on standards, anchors and eligible content; work collaboratively with ninth grade

Medium


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teacher to determine areas of strength and targeted areas of improvement.

Special Education Teachers

Support focus; assist with administration of CDTs; work with classroom teachers to understand data; design plans of intervention with students not predicted to achieve or grow; modify curriculum to meet needs of students; work with classroom teachers to facilitate co-teaching model

High

Gifted Education Teachers

Support focus; assist with data teams to determine interventions for growth; provide opportunities to teachers for student acceleration; provide programming to reinforce standards, anchors, and eligible content.

Medium

Reading Specialists Support focus; provide leadership on reading interventions and plans for interventions for selected students; work collaboratively with IEP teams and co-taught classrooms to ensure success of curricular and instructional interventions; provide leadership on targeted interventions before Keystone exams; assist in the design and scheduling of tutoring programs for students.

High

Librarian Support focus; provide fictional and non-fictional text to teachers on a wide variety of reading levels; provide resources for the scaffolding of instruction.

Medium


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Professional Development Timeline

PD Timeline

Date Description Delivered by

Plan: spring Roll out: fall Duration: 3-5 years

Research, selection and professional development of Reading Model (such as Reading Next).

Director of Curriculum and Instruction in partnership with external agencies, building administration, department chairs, classroom teachers. Could be K-12 initiative

Plan: spring Roll out: fall Duration: 3-5 years

Research, selection and professional development of Instructional Model (such as Differentiated Instruction)

Director of Curriculum and Instruction in partnership with external agencies, building administration, department chairs, classroom teachers. Could be K-12 initiative

Benchmarks to Guide and Measure Success

Identify the data/evidence a school must use to substantiate student achievement. Include reference as to when each of these critical benchmarks is addressed. The first step in this process is to determine what the data suggests from a longitudinal perspective. Knowing current strengths, current weaknesses opportunities for growth and achievement, and the degree to which the curriculum is aligned is critical. Using Classroom Diagnostic Tools in both 9th and 10th grade at both the beginning and end of the school year will allow teachers to begin to read data reports to determine if curricular and instructional interventions are successful towards student growth and achievement. The creation of common classroom based assessments allows teachers to monitor progress more closely, especially in light of pacing, remediation, and acceleration. Finally, reflecting on Keystone scores by teacher and by students offers insights on curricular and instructional targets as well as which remediation programs are successful and which need to be modified.


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Estimated Cost to Replicate the Strategy

Implementation Expenses

Date Description Delivered by App. Cost

Fall Reading Model Director of Curriculum and Instruction in partnership with external agencies, building administration, department chairs, classroom teachers. Could be K-12 initiative.

Estimate: $1,000 - $3,000 Depends on model selected, use of external experts, whether training is in-house or conference based, size of faculty, and rate of implementation.

Fall Instructional Model Director of Curriculum and Instruction in partnership with external agencies, building administration, department chairs, classroom teachers. Could be K-12 initiative.

Estimate: $5,000 - $15,000 Depends on model selected, use of external experts, whether training is in-house or conference based, size of faculty, and rate of implementation.

Implementation Challenges Based upon your experience, detail the roadblocks or challenges faced along the way and how you overcame them.


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Focus: As with any new initiative, the first challenge is to communicate the focus of achievement and growth to the schools, building administration, content area teachers, reading specialists and education support teachers. Constant communication surrounding expectations, use of data reports and how to make curricular and instructional modifications based upon the data is key. Allocating time and professional development opportunities is also paramount to sustain initiatives and focus. Resources: Besides time, financial resources have to be allocated towards implementing a reading and an instructional model. Districts have many options for the research, selection, and implementation of models and can choose whether to use external experts, conferences, in-house experts, webinars, or a combination of resources in order to meet their needs within their budgets. Implementation: Implementation of these initiatives takes sustained professional development, a commitment of upper leadership, and an alignment of purpose, programs, and responses to student achievement. Ongoing, collaborative partnerships with data teams, course teams, and the involvement in special education, gifted education, and the administration has been key to the focus on student growth and achievement.


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Resources on the SPP Portal: User Guide

NOTE: The implementation guide you have created will be the introduction to your strategy. This document is the guide to watching the video and accessing handouts as schools begin the implementation process. Video Title: Increasing Math Proficiency in Your Middle School The 45-60 minute video is the delivery method for educators to access to learn the step by step process you used to implement the strategy successfully. Thus, you need to incorporate all of the above information in an engaging, logical presentation. This outline may guide your thinking: 1. Introduction of your school and the rationale for the implementation 2. How you engaged key personnel 3. What specific actions need to occur in the implementation process Include stopping points along the way for educators to discuss what they saw and heard as well as handouts that relate to the topic. Handouts (Indicate where in the video the handouts are applicable.) 4. Team Roles (1:45) 5. Individual Student Data Sheets (2:03)

Documents

The Governor’s Expanding Excellence Competitive (Mentoring