Why We Got Involved… Bellwood-Antis Middle School PSSA Data 2003

2003 Grade 5 Reading  53.8% of Economically Disadvantaged students were proficient or advanced vs. 68.2% of all students.

2003 Grade 5 Math  46.2% of Economically Disadvantaged students were proficient or advanced vs. 61.1% of all students.

2003 Grade 8 Reading  51.4% of Economically Disadvantaged students were proficient or advanced vs. 77.9% of all students.

2003 Grade 8 Math  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 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

Bellwood-Antis Middle School Improvement Plan Three areas of focus: 1. Curriculum alignment 2. Benchmark assessments 3. 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 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.

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 – 21 st Century Learning Grant.  Partially funded by ABG  Use of Portfolios

Reading Year Not Economically Disadvantaged Economically Disadvantaged Achievement Gap %52%29% %70%14% %61%16% 3 Year Average 80.67%61%19.33% Reading Year Not Economically Disadvantaged Economically Disadvantaged Achievement Gap %61%16% %68%11% %75%10% 3 Year Average 79.66%67.33%12.33% Reduction = 7%

Math Year Not Economically Disadvantaged Economically Disadvantaged Achievement Gap %32%27% %67%7% %62%11% 3 Year Average 68.67%53.67% 15 % Math Year Not Economically Disadvantaged Economically Disadvantaged Achievement Gap %62%11% %76%7% %80%7% 3 Year Average 81%72.66% 8.34 % Reduction = 6.66 %

Questions  G. Brian Toth –  Bellwood-Antis School District (814) (phone) (814) (fax)