 School Performance Profile (SPP)  Key points for the PSSA
 Statewide student performance

 Shaler Area SD vs. PA performance Past and Present by subject level
 Keystone exam overview

 NOCTI, SAT, ACT and AP score review  Action Items
Focus ~ Follow Through ~ Implementation ~ Evaluation  Questions and Answers

What is the Performance

School Profile?

Developed by the Pennsylvania Department of Education, the PA School Performance Profile is an online resource designed to provide information and resources on school quality for public schools across theCommonwealth.

2016‐2017 is the last year the School Performance Profile (SPP) will be used in the Commonwealth.

 The Future Ready PA Index, will be a new, public‐facing school report card that expands the indicators used to measure performance, extends the comprehensive approach to ensuring student and school success.

 The Index will place additional emphasis on academic growth, evaluation of school climate through a robust chronic absenteeism measure, attention to both four‐ year and extended‐year graduation rates, and assessments of postsecondary readiness.

Shaler Area School District School Performance Profile Scores

School Name	SY 16‐17	
 Burchfield Primary	95.8

 Jeffery Primary	70.6  Marzolf Primary	72.1  Rogers Primary	91.6  Reserve Primary	78.6  SAES	71.2  SAMS	58.5  SAHS	77.6

Key Points Educators/Parents Should Know About the New PSSA (Source: Pennsylvania Department of Education)

 Over the past three years a new PSSA was administered in Pennsylvania’s classrooms, grades 3 through 8, in English Language Arts and Mathematics.

 2016‐17 school year marks year three of what will be a multi‐year transition for the PA Core standards.

 This assessment is fully‐aligned to the more rigorous PA Core Standards, which the State Board of Education adopted in fall 2013.

Percentage of Students Scoring Basic or Below Basic on PSSA (Statewide Comparison)

Year
	Grade 3
	Grade 4
	Grade 5
	Grade 6
	Grade 7
	Grade 8
	
2017
	84
	75
	66
	72
	64
	60
	
2016
	85
	69
	67
	73
	57
	60
	
2015
	83
	61
	68
	67
	62
	62
	
2014
	88
	74
	63
	74
	71
	85
	
2013
	86
	70
	68
	70
	78
	78
	
2012
	83
	76
	67
	78
	76
	80

*Does not include students who took PASA

Year
	Grade 3
	Grade 4
	Grade 5
	Grade 6
	Grade 7
	Grade 8
	
2017
	80
	63
	51
	40
	39
	21
	
2016
	78
	57
	43
	42
	26
	20
	
2015
	67
	41
	38
	33
	22
	22
	
2014
	89
	84
	63
	80
	76
	84
	
2013
	90
	78
	70
	76
	83
	79
	
2012
	90
	87
	68
	81
	76
	75

*Does not include students who took PASA

2017	2017

School/Grade
	
ELA 2016	ELA 2017	ELA (State)	Math 2016	Math 2017	Math (State)

Burchfield – 3
	
85
	
94
	
64.6	78
	
88
	
54.5

Jeffery – 3
	
89
	
81
	
64.6	89
	
67
	
54.5

Marzolf – 3
	
76
	
79
	
64.6	86
	
75
	
54.5

Reserve – 3
	
85
	
81
	
64.6	51
	
87
	
54.5

Rogers – 3
	
92
	
86
	
64.6	86
	
83
	
54.5

SAES – 4
	
69
	
75
	
60.9	57
	
63
	
46.6

SAES – 5
	
67
	
66
	
59.6	43
	
51
	
43.8

SAES – 6
	
73
	
73
	
63.6	42
	
40
	
40.3

SAMS – 7
	
57
	
64
	
59.5	26
	
39
	
37.8

SAMS – 8
	
60
	
60
	
58.9	20	21	32.5

Year
	Grade 4
	State Average
	Grade 8
	State Average
	
2017
	84
	74.5
	56
	52.7
	
2016
	82
	76.2
	59
	57.7
	
2015
	82
	77.3
	59
	58.8

 Earlier this year, Governor Wolf and Secretary Rivera announced a reduction in testing time for students taking the PSSA exams. Beginning this school year, students and teachers in grades 4 through 8 will spend an average of 20 percent less time on statewide testing, and an even greater reduction – nearly 25 percent – for Pennsylvania’s youngest students.

 The Department has identified and removed two sections – one in math, one in English language arts – and additional questions from the science section, which could eliminate up to two full testing days for some of our schools.

Shaler Area High School

Keystone Exam
	2015
	2016
	2017
	State Average
	
Algebra I
	70
	71
	70
	65.6
	
Literature
	78
	82
	73
	72.7
	
Biology
	65
	72
	67
	63.4

Shaler Area Middle School

Keystone Exam
	2015
	2016
	2017
	
7th Grade
	
91
	
64
	
90
	
8th Grade
	
71
	
50
	
55
	
Overall
	
76
	
53
	
68

 House Bill 178 of 2017, which was recently passed into law, includes a change to the school code that makes proficiency on the Keystone Exams a graduation requirement for the class of 2020.

 The requirement was previously applicable to the graduating class of 2019.

 Measures how a student performs against a benchmark. What does the student know relative to the standard?

 Does not take into account a student’s prior performance

 Has correlation to socio‐economic advantage

 Is useful in assessing curriculum

 Measures if students are high‐performing

 As a growth measure for Math and ELA

 Calculated based on a student’s relative position in a cohort

Has the student acquired enough information relative to the standards in order to maintain their position in the cohort?

OVERSIMPLIFIED‐ Has the student maintained their percentile?

Measures the change between two points in time. How much has the student gained relative to their peers?

Is relative to a student’s prior performance and their performance against their cohort

Provides a “level playing field” Natural ability less of a factor Socio‐economic status is irrelevant
Difficulty of current test and previous test is irrelevant

The district is exceeding the growth standard in Grade 6 Math/ELA and Grade 8 ELA/Science.

The district is showing moderate evidence in exceeding the growth standards in Grade 5 ELA and Grade 7 Math.

The district met the growth standard for Grade 8 Math.

The district is exceeding the growth standard for the Keystone Biology Exam and met the growth standard for Keystone Literature.

The district did not meet the growth standard for Keystone Algebra I, Grade 4 ELA/Math/Science, Grade 5 Math, Grade 7 ELA

Testing Year
	% Students Scoring Competent / Advanced
	
2014
	79.7
	
2015
	80.87
	
2016
	82.6
	
2017
	84.62

	# of Students Taking the SAT
	Senior Enrollment
	% of Seniors Taking SAT
	
2015
	247
	367
	67%
	
2016
	256
	390
	66%
	
2017
	237
	354
	67%

	2014‐2015 SASD
	2014‐2015 PA
	2015‐2016 SASD
	2015‐2016 PA
	
Critical Reading
	509
	495
	509
	494
	
Mathematics
	503
	511
	504
	508
	
Writing
	488
	484
	488
	482

Redesigned SAT
	2016‐2017 SASD
	2016‐2017 PA
	
Mathematics
	532
	533
	
Evidence Based Reading/Writing
	538
	541
	
Cumulative Total
	1070
	1074

Shaler Area High School 2017
SAT Average Scores

Shaler Area High School 2017
SAT Composite Scores

	# of Students Taking the ACT
	
2015
	109
	
2016
	137
	
2017
	85

	2016‐2017 Shaler Area
	PA
	National

English
	
22.4
	
23.4
	
20.3

Mathematics
	
22
	
23.4
	
20.7

Reading
	
23.6
	
24.2
	
21.4

Science
	
22.9
	
23
	
21

Composite
	
22.9
	
24
	
21

2014‐2015
2015‐2016
2016‐2017
2014‐2015
2015‐2016

Course
	
Enrollment
	
Grade Average
	
# Test Takers
	
Mean SAHS Score
	
Mean Global Score

2016‐2017
	
2014‐2015

2015‐2016

2016‐2017

2014‐2015

2015‐2016

2016‐2017

2014‐2015
	
2015‐2016

2016‐2017
						
AP Eng Lang & Comp
	52
	42
	49
	89.21
	87.60
	89.06
	40
	37
	44
	3.70
	3.32
	3.73
	2.79
	2.82
	2.77
	
AP Eng Literature
	37
	38
	30
	86.70
	87.87
	87.67
	29
	36
	26
	3.48
	3.56
	3.31
	2.78
	2.75
	2.69
	
AP US History
	32
	18
	37
	88.53
	89.89
	87.59
	20
	16
	10
	3.25
	2.25
	3.00
	2.64
	2.70
	2.65
	
AP European History
	11
	6
	19
	86.00
	84.50
	85.00
	11
	5
	19
	4.64
	4.20
	3.89
	2.75
	2.71
	2.81
	
AP Economics *
	15
	27
	15
	89.40
	88.41
	87.53
	12/14
	20/22
	10/11
	3.97
	3.27
	3.43
	2.97
	3.01
	3.08
	
AP Calc AB
	16
	14
	17
	88.06
	83.21
	86.18
	7
	4
	7
	3.86
	2.50
	2.43
	2.86
	2.96
	2.93
	
AP Calc BC
	14
	11
	0
	83.71
	87.18
	‐
	6
	8
	0
	3.00
	3.38
	‐
	3.72
	3.81
	3.78
	
AP Biology
	26
	31
	39
	89.54
	87.45
	85.90
	19
	18
	27
	3.42
	3.56
	3.26
	2.91
	2.85
	2.89
	
AP Chemistry
	24
	31
	27
	90.63
	90.61
	93.04
	17
	17
	15
	2.88
	2.47
	2.07
	2.66
	2.69
	2.67
	
AP Physics
	19
	29
	11
	87.47
	86.90
	88.73
	8
	15
	2
	3.75
	3.29
	3.50
	3.56
	3.60
	3.71
	
AP French
	13
	13
	0
	92.62
	93.92
	‐
	1
	2
	0
	3.00
	4.00
	‐
	3.28
	3.32
	3.29
	
AP Spanish
	4
	0
	0
	89.75
	‐
	‐
	1
	0
	0
	3.00
	‐
	‐
	3.77
	3.77
	3.61
	
AP Japanese 5
	8
	5
	6
	88.00
	92.20
	87.83
	4
	1
	3
	2.50
	4.00
	2.00
	3.68
	3.73
	3.63
	
AP Latin
	20
	13
	0
	89.80
	89.31
	‐
	1
	0
	0
	2.00
	5.00
	‐
	2.99
	3.00
	2.94
	
AP Art Studio‐Design
	12
	8
	13
	84.83
	85.25
	86.46
	6
	0
	10
	3.50
	‐
	3.00
	3.35
	3.41
	3.53

Total Students
	303
	286
	263
				196
	201
	184

Primary Schools (K‐3)
	
Focus
	Purpose
	Action

Fundations Implementation
	Meet the students’ needs and provide interventions for our students who may need support
	Training and professional development to help initiate the program, allow for mistakes and a safe environment for teachers to grow in the process, and support staff with resources, time, and materials to ensure success

Title I
	
Increase “push in” opportunities for Title 1 students
	Work with state during the audit of our programs, create a schedule that is conducive to both the general education and Title I staff, and seek ways to include Title I staff within the mainstream classroom

Tiered Interventions
	
Meet the needs of all students, especially students identified as special needs and Title 1
	Expand upon the resources created by the Title 1 and special education teachers, seek materials and resources that are research‐based, and plan for consistency of materials and programs among K‐3 special education and Title 1 programs

Attendance
	
Change in expectations from state
	Educate school personnel on new policies, update letters and notifications that are sent to parents, and communicate with parents the new guidelines

Elementary School (4‐6)
	
Focus
	Purpose
	Action

Titan Time

Meet the needs of individual students
	Focus on remediation, enrichment, and flexible student grouping

Thinking by Design
	
Cultivate critical thinking skills in students
	Focus on teaching students thinking routines, critical thinking skills, and metacognitive thinking strategies

Unpacking Data
	
Improve decision making, understanding student performance, correlation to planning and instruction
	Focus on collecting, interpreting, and using data to drive planning and instruction

Inclusive Practices
	
Meet the needs of our students with special needs
	Focus on best practices in designing instruction and assessment that allow for all students to be immersed in grade‐level curriculum

Middle School (7‐8)
	
Focus
	Purpose
	Action

Enrichment and Intervention

Meet the needs of all students
	Collaborate and develop strategies for student growth and achievement by reviewing and implementing strategies for intervention and enrichment

Positive Culture
	
Collaborative, cooperative, and positive culture will yield most productive results
	Collaborate to grow a positive culture by revamping and rebuilding our PBIS plan, develop systems of recognition for students and staff, and employ methods of communication with all stakeholders

Professional Learning
	
Maintain growth mindset for all, always learning, growing, and improving
	Participate in professional learning opportunities in the areas of: ELA, Mathematics, Data Driven Decision Making, PBIS, and "Tough Kids" Training, to build upon the goals of “Enrichment and Intervention” and “Positive Culture”

High School (9‐12)
	
Focus
	Purpose
	Action

Student Engagement
	
Meet the needs of all students and focus on attention to task
	Transition to a full inclusion model supported by co‐ teaching, case management, and universal design for learning

PBIS
	
Collaborative, cooperative, and positive culture will yield most productive results
	Utilize positive behavioral interventions and supports to create a positive nurturing culture for our students to increase student achievement across all content areas, including standardized testing

Differentiated Professional Learning

Maintain a growth mindset for all and permit individuals to take ownership of their professional learning and growth
	Allow faculty to select an area of improvement that specifically applies to their classroom instruction, cultivating a personalized approach to professional development and a direct correlation to student engagement