Why We Got Involved Bellwood-Antis Middle School PSSA

Why We Got Involved Bellwood-Antis Middle School PSSA

Why We Got Involved Bellwood-Antis Middle School PSSA Data 2003 2003 Grade 5 Reading 40 35 30 25 ED All 20 15 10 5 0 BB B

P A 53.8% of Economically Disadvantaged students were proficient or advanced vs. 68.2% of all students. 2003 Grade 5 Math 35 30 25 20 ED All

15 10 5 0 BB B P A 46.2% of Economically Disadvantaged students were proficient or advanced vs. 61.1% of all students. 2003 Grade 8 Reading

45 40 35 30 25 ED All 20 15 10 5 0 BB B P A 51.4% of

Economically Disadvantaged students were proficient or advanced vs. 77.9% of all students. 2003 Grade 8 Math 60 50 40 ED All 30 20 10 0 BB B

P A 23.5% of Economically Disadvantaged students were proficient or advanced vs. 44.4% of all students. Research shows (Brophy, Good, Barton, Parrett) that the very techniques used to help bring success to struggling learners improve teaching practices, the learning environment and results for all students. Pennsylvania State Board of Education PAGE 1

SCHOOLS Analyze and realign curriculum as needed for success. Set high standards for all students, backed by substantial support. Encourage parent involvement Best Practices Research Best Practices Research The NCEA Best Practice Framework helps school systems across the country identify opportunities to raise academic standards and increase student learning. Practices discerned from over 350 high performing schools are the basis for the design. Access the framework at http://www.just4kids.org/ Bellwood-Antis Middle School Improvement Plan

Three areas of focus: 1. Curriculum alignment 2. 3. Benchmark assessments Remedial programs I. Curriculum Alignment Improvement Target: Align the math and language arts curricula with assessment anchors and eligible content. Developed curriculum maps for each course in the Middle School and developed reading and math portfolios to assist in tracking student progress.

Eligible Content Grade 7 Unit 1 Identify meaning of multiple meaning words used in text. Identify a synonym or antonym of a word used in text. Identify the meaning of an unfamiliar word through knowledge of root words; how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with and affix. Define words or phrases from context clues given in explanatory sentences and/or the use of examples within text. Make inferences and draw conclusions based on information from text. Cite evidence from text to support generalizations. Identify and/or interpret stated or implied main ideas and relevant supporting details from text. Summarize the main ideas/themes and important details of the text. Identify text as narrative or poetic based on the author's intended purpose for writing. Identify examples of text that support its narrative or poetic purpose. Apply appropriate meaning of multiple meaning words in context. Identify meaning of content specific words used in text. Determine the author's purpose. Identify examples of text that support its narrative, informational, persuasive or instructional purpose. Describe and interpret the relationships among the following within or across fiction and literary nonfiction texts: Character, Setting, Plot, Theme, Content and Topic Interpret and/or analyze the effect of simile, metaphor, hyperbole and imagery in text. Identify the author's purpose for and effectiveness at using figurative language.

Identify if the poem or story is written in first or third person point of view. Analyze the effectiveness of the point of view used by the author. Identify a factual statement from text that supports an assertion, or identify an opinion. Analyze positions or arguments for evidence of statements of fact and opinion. Identify bias and propaganda where present. Analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution. 2 3 4 5 6 II. Benchmark Assessments Improvement Target: Develop nine week assessments in math and language arts that measure overall student progress and the progress of disaggregate groups toward alignment of proficiency on the PA

standards as defined by assessment anchors and eligible content in all subject areas. Scanners and Principia Software Allow for quick statistical analysis of benchmark assessments. Teachers administer test using approved format (bubble sheet) and submit for scoring. Within minutes, reports can be produced that detail individual and group performance. Reports also include student / group performance on specific assessment anchors and eligible content. Data can be maintained electronically for longitudinal examination.

III. Remedial Programs Improvement Target: Develop and implement remedial programs that effectively address individual student remedial needs in language arts and math as identified by nine-week assessments and PSSA results. Operate after school programs 21st Century Learning Grant. Partially funded by ABG Use of Portfolios Reading 2003 - 2005 Economically Disadvantage d Year

Not Economically Disadvantaged 2003 81% 52% 29% 2004 84% 70% 14% 2005 77% 61%

16% 3 Year Average 80.67% 61% 19.33% Achievement Gap Reading 2005 - 2007 Economically Disadvantage d Year Not Economically Disadvantaged 2005

77% 61% 16% 2006 79% 68% 11% 2007 85% 75% 10% 3 Year Average

79.66% 67.33% 12.33% Reduction = 7% Achievement Gap Math 2003 - 2005 Year Not Economically Disadvantaged 2003 59% 32%

27% 2004 74% 67% 7% 2005 73% 62% 11% 68.67% 53.67% 15 %

3 Year Averag e Economically Disadvantaged Achievement Gap Math 2005 - 2007 Year Not Economically Disadvantaged 2005 73% 62% 11%

2006 83% 76% 7% 2007 87% 80% 7% 81% 72.66% 8.34 % Reduction =

6.66 % 3 Year Averag e Economically Disadvantaged Achievement Gap Questions G. Brian Toth [email protected] Bellwood-Antis School District (814) 742-227 1 (phone) (814) 742-9049 (fax)

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