The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
District:
Superintendent:
District Enrollment:
School:
Principal:
Principal Contact Information:
School Enrollment:
Economically Disadvantaged:
9.2%
Lead Grant Contact:
PLC Moderator
SPP Indicator:
Strategy:
Abington School District (www.abington.k12.pa.us)
Amy F. Sichel, Ph.D. ([email protected])
7,639
Rydal Elementary School
(http://www.abington.k12.pa.us/rydal/)
Rochelle Marbury
[email protected] 215-884-1308
Aid Ratio: 0.241
579
Title I School: No
English Language Learners:
Special Education:
2.5%
7%
Ann Bacon, Ed.D. ([email protected])
Kelly Doyle, Ed.D. ([email protected])
Writing-Percent Proficient or Advanced on PSSA
Using Data Analysis, Common Assessments and StandardsAligned Instruction to Improve Academic Achievement in
Writing
Implementation Plan Title: Using Data Analysis, Common Assessments and Standards-Aligned
Instruction to Improve Academic Achievement in Writing
• To present strategies to
o Analyze student achievement data
o Align curriculum and instruction to PA Core Standards
o Develop standards-aligned units of instruction
o Develop common assessments reflecting standards-aligned instruction
•
To identify replicable strategies for implementation by partner school
•
To provide professional development related to
o Data analysis
o Alignment of curriculum and instructional practices and assessments with PA Core
Standards
o Best practices in instruction in writing
o The subject content area
Goal
Improve student achievement in writing, as measured by PSSA and curriculum-based
assessments.
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
Change in Culture
The following tenets must be believed to achieve this goal:
• All students can learn. This belief is central to the ability of teachers and administrators
to increase achievement.
• Students and families themselves must hold the same above-referenced belief.
• Academic achievement is the ultimate goal of education.
• Teachers must believe that they are able to teach writing effectively.
• Teachers must believe that the children have the ability to write.
• A collaborative and trusting climate amongst all parties enhances the opportunity to
achieve this goal.
Rationale
Research shows that standards-based education can improve teaching and learning. Findings
from 621 studies examined by McRel researchers indicate that standards-based curricula,
instructional guidelines, and assessments influence teaching and learning. However, to
maximize the positive effects, implementation must be supported by local policy, professional
development, standards-based accountability assessments, equitable instruction and high
expectations for all students. The strategies used to improve the SPP indicator are based on
Rydal Elementary School’s focus on research findings to maximize the benefits of standardsbased education.
An analysis of PSSA data indicates that data analysis, common assessments, and standardsaligned instruction have a positive impact on student achievement. Over the last four years a
range of 86% to 92% of all students scored proficient/advanced on the Writing PSSA at Rydal
School. Rydal School results have steadily increased the percent of students scoring Advanced
in each year, with 50% more students scoring Advanced in 2014 over the 2013 results. Over the
last four years no students have earned a Below Basic score. Finally, we continue to impact
student achievement for targeted sub-groups, increasing the percent of IEP students
proficient/advanced from 29% to 50% and African-American students from 80% to 86%
advanced/proficient when comparing 2013 to 2014 results.
In addition to the core instruction, weekly RtII sessions at Rydal focusing on the writing process
have promoted student interest and engagement in writing. Student feedback has indicated
motivation to participate in journal writing. Teacher lesson plans, observation reports, and
walk-through documentation has indicated teachers’ ability to align writing instruction with
district pacing guidelines by grade level. Teachers have administered common assessments on
common days and score them with common rubrics. Additionally, shared electronic files
amongst teaching staff, both on the school’s shared drives and the district’s teacher forum,
have indicated common usage of Promethean flip charts and supplemental resources for
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
writing. Both have been designed to emphasize key content thoroughly, providing teachers
with valuable resources for instruction.
Action Steps with Timeline
Action Steps to Implementation
Step
1
2
3
4
5
6
7
8
9
10
11
12
10/21/14
Duration
Action
Analyze PSSA Writing data
Review previous years’ data with Grade 5 teachers
to address curriculum-related trends
Review previous years’ data with Grade 6 teachers
to address classroom-wide and individual student
needs
Professional development session: collaborative
scoring of student writing with emphasis on specific
domains (all grades)
Professional development session: use of common
scoring rubrics, including domain-specific rubrics
Professional development session: additional
collaborative scoring of student writing with
emphasis on remaining domains (all grades)
Professional development session: analysis of
curriculum-based writing assessment data to
determine areas to differentiate instruction
Professional development session: best practices in
writing instruction
Implementation of best practices in writing
instruction in core curriculum and tiered instruction,
including differentiated instruction based on
domain-specific scoring rubrics
Required use of common scoring rubrics
June-September
September
Required use of PDE Released Items (Writing
Prompts and Stand Alone Multiple Choice Items)
Repeat process of data analysis, use of common
assessments and rubrics, and use of best practices
in writing
School year
September
October
November
December
January
February
School year
School year
Following school years
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
Personnel Engagement
Personnel Engagement
Role
Responsibility (ies)
Principal (Rydal)
Supervisor of
Elementary
Communication Arts
(ASD)
Reading Specialist
(Rydal)
School
Administrators
(Participating School)
Facilitate data team meetings
• Prepare and facilitate professional
development sessions
• Assist facilitation of data team
meetings
Participate in presentation of
professional development sessions
• Participate in professional
development sessions
• Facilitate data meeting sessions
• Monitor implementation of
standards-based curriculum and
common assessments and rubrics
• Participate in professional
development sessions
• Participate in data meeting sessions
• Implement standards-based
curriculum and common
assessments and rubrics
Classroom Teachers,
Reading Specialist
(Participating School)
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Degree of Engagement
High/Medium/Low
High
High
Medium
High
High
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
Professional Development Timeline
Date
1
2
3
4
Description
Meeting between mentor and mentee
school; Discuss current curriculum and
instructional materials; Analyze
curriculum-based and PSSA Writing data
with administrators (1 day)
Site visit to mentor school (1 day)
Professional Development Session: Data
Analysis of PSSA Writing Scores and
Curriculum-Based Writing Assessments
with teachers; Standards-Aligned
Curriculum (2 days)
Professional Development Session: Best
Practices in Writing (1 day)
5
Professional Development Session:
Standards-Aligned Common Assessments
with Common Rubrics (1 day)
6
Professional Development Session:
Collaborative Scoring Using Common
Assessments and Rubrics and Instructional
Implications (1 day)
Program Implementation Monitoring
Meeting (half day)
7
8
10/21/14
Program Implementation Monitoring
Meeting (half day)
Delivered By
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Director of Elementary Education
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Director of Elementary Education
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
Writing Consultants
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
ASD Staff: Principal, Supervisor of
Elementary Communication Arts
Dana Elementary Staff: Principal,
Teachers Identified by Principal
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
Benchmarks to Guide and Measure Success
DATA/EVIDENCE TO SUBSTANTIATE STUDENT
ADDRESSED BY
ACHIEVEMENT
Analysis of PSSA Writing scores (baseline)
November, 2014
Analysis of curriculum-based writing data
Analysis of PSSA ELA scores (Writing Anchors)
January – May, 2015 (frequency to be
determined based on initial meeting with
participating school)
June, 2015
Estimated Cost to Replicate the Strategy
Implementation Expenses
Date
Prior to strategy
implementation
Description
Implement Superintendent’s Committee
to assess strengths and weaknesses of
current instructional program;
Review and purchase instructional
materials;
Align instructional program to
Pennsylvania Standards
Analyze student data;
Begin to provide professional
development related to data analysis,
common assessments, and best
instructional practices
Delivered by
Director of
Curriculum;
Supervisor of
Communication Arts
App. Cost
Cost to pay staff to
participate in curriculumalignment sessions;
Cost of instructional
materials, if applicable
Supervisor of
Communication
Arts;
Principal;
Reading Specialist
Year 2
Develop common rubrics;
Continue professional development
related to use of common rubrics
Supervisor of
Communication
Arts;
Committee of
Teachers and
Reading Specialists
No costs: analysis
prepared by
administrators and
professional development
provided during required
faculty and grade level
meetings
Costs to pay teachers for
development of rubric,
according to teacher
contract
Year 3
Continue professional development
Supervisor of
related to use of common rubrics and best Communication Arts
instructional practices
Year 1
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No costs: professional
development provided
during district in-service
days and faculty meetings
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The Governor’s Expanding Excellence Competitive (Mentoring) Pilot Grant
2014
Implementation Challenges
•
•
•
•
Analyzing weaknesses: This was a roadblock that needed to be overcome before moving
forward. We overcame this roadblock through intensive data analysis of curriculumbased assessments, as well as PSSA Writing scores.
Identifying student needs: This roadblock was also overcome through data analysis and
professional development. Data analysis illustrated which students needed support in
which area of writing. Professional development was focused on those specific areas of
need identified in the analysis of student data. Professional development also focused
on teaching teachers how to analyze their own data. This process of identifying needs
and providing professional development is continuing.
Lack of consistency in scoring of writing assessments: This roadblock was overcome by
providing professional development related to domain-specific and holistic scoring as
well as opportunities for collaborative scoring of writing pieces.
Belief in the tenets needed to achieve the goal (see “Change in Culture” above): This
challenge was overcome by the development of and commitment to a culture in our
school district, including administration and all schools, that “excellence is our standard
and achievement is the result.”
Current Status/Looking Ahead
We have been successful implementing this plan, to date. Looking ahead, we will need to
consider the increased rigor of the PA Core Standards, the new ELA PSSA testing format and its
rigor, and application of this strategy to writing related to text-dependent analysis questions.
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