Why We Got Involved…Why We Got Involved…

Bellwood-Antis Middle SchoolBellwood-Antis Middle School

PSSA DataPSSA Data

20032003

2003 Grade 5 Reading2003 Grade 5 Reading

0

5

10

15

20

25

30

35

40

BB B P A

ED

All

53.8% of 53.8% of Economically Economically Disadvantaged Disadvantaged students were students were proficient or advanced proficient or advanced vs. 68.2% of all vs. 68.2% of all students.students.

2003 Grade 5 Math2003 Grade 5 Math

0

5

10

15

20

25

30

35

BB B P A

ED

All

46.2% of 46.2% of Economically Economically Disadvantaged Disadvantaged students were students were proficient or advanced proficient or advanced vs. 61.1% of all vs. 61.1% of all students.students.

2003 Grade 8 Reading2003 Grade 8 Reading

0

5

10

15

20

25

30

35

40

45

BB B P A

ED

All

51.4% of 51.4% of Economically Economically Disadvantaged Disadvantaged students were students were proficient or advanced proficient or advanced vs. 77.9% of all vs. 77.9% of all students.students.

2003 Grade 8 Math2003 Grade 8 Math

0

10

20

30

40

50

60

BB B P A

ED

All

23.5% of 23.5% of Economically Economically Disadvantaged Disadvantaged students were students were proficient or advanced proficient or advanced vs. 44.4% of all vs. 44.4% of all students.students.

RResearch shows (Brophy, esearch shows (Brophy, Good, Barton, Parrett) that Good, Barton, Parrett) that

the very techniques used to the very techniques used to help bring success to help bring success to

struggling learners improve struggling learners improve teaching practices, the teaching practices, the

learning environment and learning environment and results for results for all studentsall students. .

Pennsylvania State Board of EducationPennsylvania State Board of Education

PAGE 1PAGE 1 SCHOOLSSCHOOLS

Analyze and realign curriculum Analyze and realign curriculum as needed for success.as needed for success.

Set high standards for all Set high standards for all students, backed by substantial students, backed by substantial support.support.

Encourage parent involvement Encourage parent involvement

Best Practices ResearchBest Practices Research

Best Practices ResearchBest Practices Research• The NCEA Best Practice Framework helps The NCEA Best Practice Framework helps

school systems across the country identify school systems across the country identify opportunities to “raise academic standards opportunities to “raise academic standards and increase student learning.” Practices and increase student learning.” Practices discerned from over discerned from over 350 high performing 350 high performing schools are the basis for the designschools are the basis for the design. . Access the framework at Access the framework at http://www.just4kids.org/http://www.just4kids.org/

Bellwood-Antis Middle School Bellwood-Antis Middle School Improvement PlanImprovement Plan

Three areas of focus:Three areas of focus:

1.1. Curriculum alignmentCurriculum alignment

2.2. Benchmark Benchmark assessmentsassessments

3.3. Remedial programsRemedial programs

I. Curriculum AlignmentI. Curriculum Alignment

Improvement TargetImprovement Target: Align the math and : Align the math and language arts curricula with assessment anchors language arts curricula with assessment anchors and eligible content. and eligible content.

Developed curriculum maps for each course in Developed curriculum maps for each course in the Middle School and developed reading and the Middle School and developed reading and math portfolios to assist in tracking student math portfolios to assist in tracking student progress. progress.

Eligible Content Grade 7Eligible Content Grade 7 UnitUnit

   11 22 33 44 55 66

Identify meaning of multiple meaning words used in text.Identify meaning of multiple meaning words used in text.                  

Identify a synonym or antonym of a word 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 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.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.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.Make inferences and draw conclusions based on information from text.                  

Cite evidence from text to support generalizations.Cite evidence from text to support generalizations.                  

Identify and/or interpret stated or implied main ideas and relevant supporting details from text. 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.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 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.Identify examples of text that support its narrative or poetic purpose.                  

Apply appropriate meaning of multiple meaning words in context.Apply appropriate meaning of multiple meaning words in context.                  

Identify meaning of content specific words used in text.Identify meaning of content specific words used in text.                  

Determine the author's purpose.Determine the author's purpose.                  

Identify examples of text that support its narrative, informational, persuasive or instructional 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, Describe and interpret the relationships among the following within or across fiction and literary nonfiction texts: Character, Setting, Plot, Theme, Content and TopicPlot, Theme, Content and Topic

                 

Interpret and/or analyze the effect of simile, metaphor, hyperbole and imagery in text.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 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.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.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.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.Analyze positions or arguments for evidence of statements of fact and opinion.                  

Identify bias and propaganda where present.Identify bias and propaganda where present.                  

Analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.Analyze text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.                  

II. Benchmark AssessmentsII. Benchmark Assessments

Improvement TargetImprovement Target: Develop nine week : Develop nine week assessments in math and language arts assessments in math and language arts that measure overall student progress and that measure overall student progress and the progress of disaggregate groups the progress of disaggregate groups toward alignment of proficiency on the PA toward alignment of proficiency on the PA standards as defined by assessment standards as defined by assessment anchors and eligible content in anchors and eligible content in all subject all subject areas.areas.

Scanners and Principia SoftwareScanners and Principia Software

Allow for quick statistical analysis of benchmark Allow for quick statistical analysis of benchmark assessments.assessments.

Teachers administer test using approved format Teachers administer test using approved format (bubble sheet) and submit for scoring.(bubble sheet) and submit for scoring.

Within minutes, reports can be produced that Within minutes, reports can be produced that detail individual and group performance. detail individual and group performance.

Reports also include student / group Reports also include student / group performance on specific assessment anchors performance on specific assessment anchors and eligible content.and eligible content.

Data can be maintained electronically for Data can be maintained electronically for longitudinal examination.longitudinal examination.

III. Remedial ProgramsIII. Remedial Programs

Improvement TargetImprovement Target: : Develop and implement Develop and implement remedial programs that effectively address remedial programs that effectively address individual student remedial needs in language individual student remedial needs in language arts and math as identified by nine-week arts and math as identified by nine-week assessments and PSSA results.assessments and PSSA results.

Operate after school programs – 21Operate after school programs – 21stst Century Century Learning Grant.Learning Grant.

Partially funded by ABGPartially funded by ABG Use of PortfoliosUse of Portfolios

Reading 2003 - 2005Reading 2003 - 2005

YearYear Not Economically Not Economically DisadvantagedDisadvantaged

Economically Economically DisadvantageDisadvantage

ddAchievement GapAchievement Gap

20032003 81%81% 52%52% 29%29%

20042004 84%84% 70%70% 14%14%

20052005 77%77% 61%61% 16%16%

3 Year Average3 Year Average 80.67%80.67% 61%61% 19.33%19.33%

Reading 2005 - 2007Reading 2005 - 2007

YearYear Not Economically Not Economically DisadvantagedDisadvantaged

Economically Economically DisadvantageDisadvantage

ddAchievement GapAchievement Gap

20052005 77%77% 61%61% 16%16%

20062006 79%79% 68%68% 11%11%

20072007 85%85% 75%75% 10%10%

3 Year Average3 Year Average 79.66%79.66% 67.33%67.33% 12.33%12.33%

Reduction =Reduction = 7%7%

Math 2003 - 2005Math 2003 - 2005

YearYear Not Economically Not Economically DisadvantagedDisadvantaged

Economically Economically DisadvantagedDisadvantaged Achievement GapAchievement Gap

20032003 59%59% 32%32% 27%27%

20042004 74%74% 67%67% 7%7%

20052005 73%73% 62%62% 11%11%

3 Year 3 Year AveragAverag

ee68.67%68.67% 53.67%53.67% 15 %15 %

Math 2005 - 2007Math 2005 - 2007

YearYear Not Economically Not Economically DisadvantagedDisadvantaged

Economically Economically DisadvantagedDisadvantaged Achievement GapAchievement Gap

20052005 73%73% 62%62% 11%11%

20062006 83%83% 76%76% 7%7%

20072007 87%87% 80%80% 7%7%

3 Year 3 Year AveragAverag

ee81%81% 72.66%72.66% 8.34 %8.34 %

Reduction = Reduction = 6.66 %6.66 %

QuestionsQuestions

G. Brian Toth – G. Brian Toth – gbt@blwd.k12.pa.usgbt@blwd.k12.pa.us

Bellwood-Antis School DistrictBellwood-Antis School District

(814) 742-227(814) 742-227 1 (phone)1 (phone)

(814) 742-9049 (fax)(814) 742-9049 (fax)