2. Success for ALL students

4. 1. Overview of the issues that affect student achievement gaps in Pennsbury 2. What we have done to begin to address them 3. Brainstorm where we need to go from here

5. The Pennsbury School District, a student-centered learning community, will prepare all students to achieve their highest potential and to demonstrate mastery of skills and talents necessary for life in a global society by providing a diverse educational program with the involvement and support of families and community.

6.  the significant difference in educational success among different groups of students.  The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, access or enrollment in rigorous courses, college-enrollment and completion rates, etc.  Sorting VS. Learning

11. Disaggregated Groups and the Achievement Gaps

13. Group Number Scored Math % Adv Math % Prof Math %Bas Math % BB Math Number Scored Reading % Adv Reading % Prof Reading % Bas Reading % BB Reading All Students589654.928.410.76.0592248.635.910.25.3 Male301857.327.19.65.9302444.737.411.16.8 Female287052.529.711.86.0289052.834.29.43.6 White492056.028.510.25.3494349.835.99.64.7 Black32129.033.020.617.432327.638.420.413.6 Hispanic19138.735.116.89.419332.138.319.210.4 Asian37475.418.25.11.337363.529.84.81.9 Native American7 7 Multi-Ethnic7540.028.016.0 7536.040.014.79.3 IEP93031.229.819.020.095520.735.323.420.6 ELL5115.741.229.413.7504.046.028.022.0 Economically Disadvantaged92233.733.120.113.193028.340.119.012.6

14.  Economically Disadvantaged  IEP students  Black students  Hispanic students  Single Parent Families*

21.  Economic Disadvantage  School Structures  Sorting vs Learning orientation  Expectations – kids’, parents’ and teachers’  Access to Rigorous courses  Engagement  Formative Assessment & Grading for Learning  Inspire all kids to ASPIRE to be great!

22. Unmarried Births as a % of All U.S. Births

23. By age 4 in a Professional family, a child : has heard ~ 20 million more words than if in a working class family And has heard ~35 million more words than if in a welfare family

24. Standards based environment?? Sorting students or ensuring that they learn?

25.  Norm Referenced = sorting, categorizing, lining up in order  Criterion Referenced = focus on actual learning that has occurred, specific to the learning Expectations – self perceptions of where you fit Our Beliefs – All kids can Learn (do we believe it?)

27. MEDIOCRITY

28.  Tracking (sorting) promotes lower expectations and lower rigor  Tracking contributes to widening of the achievement gap  Slower – less rigorous  Teacher Expectations  Student Expectations  The best of intentions to provide for students in need have resulted in widening of the achievement gap.

29.  The Thinking Mind  Clearly defined learning targets for every course  Formative Assessment  EVERYONE to proficiency on those targets  Motivation to go beyond proficient  Access to higher level content

30. ENGAGEMENT

32.  Blue Birds, Robins and Sparrows  Dolphins, Trout, Rocks  MG – AMP  Talent Pool  Honors, Parallel, Selected Materials  LS, DWLS, Self-contained  Honors / AP  Algebra Topics, Algebra I, IA, IB,

33.  What do they have in common?  What is different than in low performing high poverty schools?  What lessons can translate to Pennsbury?  What limitations are there to trying to implement those lessons in Pennsbury?  New Research on High Performing, High Poverty Schools – http://www.education.com/reference/article/ Ref_New_Research_High http://www.education.com/reference/article/ Ref_New_Research_High

34.  High expectations for faculty, staff and students  Emphasis on academics and instruction  Systems for regularly assessing individual students – and using assessment information for instruction  Caring, respectful relationships

35.  Tentative Goal #1 – Student Learning: Improve Academic Achievement of ALL Students  Shift to Standards Based Curriculum/Grading  Use Data for Instruction  Teacher as Learner  Tentative Goal #2 – Student Life: Improve Affective Development of ALL Students  Belongingness and Character Education  Aspiration to Greatness  Community Engagement

36.  Eliminate Reading Tracking at the elementary division  Eliminate tracking of math in grade 3  Lessen tracking in Math Gr 6  Eliminate SM at 9 and 10  Provide remedial “in addition to” instruction / intervention (Fundations, Rdg Gr 6, Gr 7, Gr 8, HS Rdg,  LRE

37.  Continue elimination of early tracking in math  Provide appropriate supports for “in addition to” instructional time  Develop a Standards-based curriculum and grading system  USE formative assessment  Raise expectations for students – assessment – support – encouragement - advocacy  Develop the Thinking Mind concepts for all students, all instruction, etc.

38.  Comprehensive planning  Get involved?  Start the conversations  Embed and promote ideas  Advocacy for kids  ????  ?????

39.  Intellectual Engagement (Thinking Mind) SIG ◦ Engagement Strategies; Writing; UDL(Maureen?)  Family Involvement SIG ◦ Pre-school; afterschool hours; Community Connections (Lucille)  “In addition To” Learning SIG ◦ Remedial programming; High Expectation opportunities (?)  Curriculum/Instruction Alignment (Standards –Based) SIG ◦ Learning Targets; Grading for Learning; Proficiency (Donna?)