Rationale Research shows that standards-based education can improve - PDF document

Rationale Research shows that standards-based education can improve teaching and learning. Findings from the 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. This presentation is to showcase the model we use in Abington School District and share some of the best practices we use to help our students achieve. 1

For Roslyn Elementary School, the State Performance Profile (SPP) score for 2012-2013 was 94.5 The percentage of students proficient or advanced was 90.71 in 2012-13 In 2013-2014 the score was relatively stable and the percentage of students proficient or advanced was 90.72. PVAAS Growth showed Significant Evidence (Dark Blue) in all areas for all grade levels. 2

The goal of this project is to share the strategies for data analysis and curriculum alignment that we believe leads to high student achievement. 3

Based upon the fact that research shows that standards-based education can improve teaching and learning, we work to align our curriculum, instruction and assessment to the PA Core Standards. 4

To accomplish the alignment with the PA Core Standards, in this presentation we address strategies to analyze achievement data, align the curriculum and instruction with the standards, plan units of instruction and develop common standards-aligned assessments. 5

Professional development must be an integral part of developing and implementing new standards-aligned curriculum, instruction and assessment. 6

The culture of the school and the district must be based upon a philosophy of high expectations for all students. Abington School District’s motto is: Excellence is Our Standard and Achievement is the Result. Historically, Abington has been a school district that prides itself on student achievement. In order to continue high achievement in an educational culture based on standards, the curriculum must be standards-based, with instruction and common assessments consistent across all classrooms. This culture must be put into practice by all staff including administrators, teachers, aides, volunteers, etc. In addition, work needs to be done to obtain parent participation in this culture. 7

Change Takes Time, for example: in 1991, Abington School District adopted the Everyday Mathematics program for use in kindergarten classes across the district. In the ensuing years, the program was phased in to grades 1 through 6 one year at a time. This allowed students time to learn the appropriate foundational skills and background knowledge needed at the next grade level. Teachers also became familiar with the program and implementation strategies from teachers from the grade levels that had already implemented the program. Recently enhanced by the appropriate use of technology, the program was developed and continues to offer all students a rich variety of mathematical skills, concepts and applications with the Spiral Approach and Distributed Practice that allows acquisition of conceptual knowledge as well as skill attainment. 8

We hold an annual Math Night where students teach their parents and other adults to play math games and use mathematics technology. Students also take part in mathematics contests such as the Mathematical Olympiad, MathFax, Pennsylvania Mathematics League, and the PA Statistics Poster Contest. Roslyn students performed very well on the 2014 PA Statistics Poster Competition with over 100 posters submitted. In the grade 4-6 category, our students captured first, second and third place as well as several honorable mention awards. Students in the grade K-3 category also received honorable mention awards. We provide incentives for First in Math and Title I students who complete pre-arranged goals. Abington School District holds its Mathematics Awards at a School Board meeting in June. Students from each of our schools are recognized for their achievements in mathematics throughout the school year. 9

The culture of the school and school district is high achieving and it is important to note that this achievement happens over a period of time. Roslyn School and Abington School District have students participate in many events and activities to foster the importance of mathematics achievement and create a love of mathematics. Roslyn School hosts an annual Math Night, as do the other elementary schools in Abington, where students teach their parents and other adults to play math games and use mathematics technology. Adults explain algorithms, thought processes and mathematical thinking that may be unfamiliar to many of the parents. Students also take part in mathematics contests such as the Mathematical Olympiad, MathFax, Pennsylvania Mathematics League, and the PA Statistics Poster Contest. These contests encourage deeper thinking in mathematics and engage students in rigorous problem solving opportunities. Our students have historically done very well in competitions. The school has allocated money from its budget to provide the First in Math program. We also provide incentives for students who complete pre-arranged goals through Study Island and Compass Learning. Abington School District holds its Mathematics Awards at a School Board meeting in June. Students from each of our schools are recognized for their achievements in mathematics throughout the school year. 10

As further evidence of our emphasis on the importance of mathematical achievement, our students also annually participate in the PA Statistics Poster Competition. In 2014 we had over 100 posters submitted from across all grades at Roslyn School. As a result of our focus on this competition students at Roslyn School captured the top three prizes in the grade 4-6 category as a well as numerous honorable mentions. Our students also did well in the grade K-3 category. 11

The racial breakdown of the school is: Roslyn School is representative of the demographics that encompass Abington School District. Our racial breakdown is: 64% White, 17% Black, 14% Hispanic, 1.5% Asian, 64% White and 4% Multiracial. The school district has a goal to have our professional staff closely 17% Black align with the student population. There are concerted efforts to recruit high quality 14% Hispanic candidates from all backgrounds that could provide positive role models to all of our students and parents. 1.5% Asian For example, Roslyn Elementary School has bilingual school psychologist who speaks 4% Multiracial both English and Spanish. We are able to utilize this individual to be a resource to our Spanish speaking parents. An example of systematically using this resource is during Our school psychologist is bilingual, and we are able to provide a Spanish language Back to School Night. Rather than having Spanish speaking parents sit in a classroom session during Open House . Teachers share important information with the not comprehending what is being said, a separate session is held with the psychologist. psychologist who then translates the information to parents. The classroom teachers share important information with the psychologist who then relays this information to parents in an environment in which they are comfortable. 12

We focus on the success of all students. Trends are looked at across all groups of a period of years. The data analysis that is conducted allows us to focus on areas of strength and need. For example, analysis of disaggregated PSSA data over the last few years revealed an increase from 2012 to 2013 in achievement of our Black students, surpassing the White and All student groups. 13

The steps in the Implementation Plan reflect major components of professional development, standards-alignment, and data analysis that we have used in our district over many years. We believe that we have a series of steps that will be easily replicated by others to lead them to improving student achievement . 14

The Elementary Mathematics Planned Course of Study was developed to link curriculum and instruction with the standards. It is revised each time a new edition of the Mathematics program is adopted or changes were made to the mathematics standards. With an accurate alignment, we can ensure that students are being instructed in a sequential scope and sequence to ensure optimal performance on the PSSA as well as on curriculum based assessments. This slide shows an example of the alignment of standards and concepts and where across grade levels they are taught. 15

Data analysis begins with reviewing the school’s overall performance by ALL students Data analysis begins with reviewing the school’s overall performance by ALL students and by the disaggregated groups. Here it is important to look at the trends over at and by the disaggregated groups. Here it is important to look at the trends over at least three years. least three years. 16