2009-2014 STRATEGIC PLAN MID-POINT REVIEW

EDUCATION BOARD MEETING
SEPTEMBER 12, 2011

1 

Strategic Plan Mid-Point Review

From the time a child enters the district he/she is observed and assessed to identify his/her academic and developmental levels. At each grade level, on a regular basis, measurements are taken formally and informally to identify areas of strength and areas of need as well as note progress in the curriculum. These measurements include, but are not limited to, math, reading, and writing benchmarks. Teachers collaboratively review the assessment data and monitor student progress to inform instruction and to strengthen the student, class, and grade. All students benefit from a continuum of services, either short term or long term, from the interventions of literacy and math specialists and the building-wide achievement teams to supports for students with disabilities. Each building team considers the holistic needs of the child no matter where he/she is academically or developmentally.

2 

Strategic Plan Mid-Point Review

The Lower Merion School District (LMSD) strategic planning committee was formed in 2009 and included over 60 parents, community members, teachers, students, school administrators and board members. The committee began the strategic planning process by affirming the district’s Mission, Vision and Values and identified strengths and needs that would be key in the development of the plan. From these strengths and needs emerged goals that would provide the district with direction for the next 5 years. The district has reached the mid-point of the 5 year strategic plan. The following presentation includes an overview of the 6 LMSD goals, preliminary indicators of progress, and identification of areas of need. Once approved by the Board of School Directors, the plan will move from mid-point review and modifications to the second phase of implementation.

3 

LMSD Strategic Plan Timeline
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Plan Development Implementation I Implementation III Mid-Point Review & Plan Modifications Implementation II Plan Evaluation Plan Adoption Implementation II Implementation IV Implementation I Implementation III New Plan Development/ Adoption
4 

Strategic Plan Process

Mission, Vision, Values Strengths & Needs Goals Strategies Activities
5 

2009-14 Strategic Goal Areas
P  Curriculum   P  Student  Achievement   P  Achievement  Gaps   P  Holis7c  Needs  of  Students   P  Communica7ons   P  Facili7es  
Mathema'cs   Reading   Par'cipa'on  in  State   Assessments   Student  A7endance   Gradua'on   Educa'onal   Technology  
6

     

      

Advisory Committee Members

  Parents / Community Members   Teachers   Students   School Administrators   School Board Members
7 

Sub-Committees Providing Recommendations
 Academic Council  Committee to Address Race in Education (CARE)  Communications  Curriculum, Instruction & Professional Development Council (CIPD)  Safety and Health/Green Council  Technology Office  Holistic Needs/ Graduation  Others…
8 

GOAL: FACILITIES
Prepare  and  Implement  a  Strategic   Energy  Plan   P  Environmental  Impact  Reduc7on   Policy  Approved        Recycling  Audit      Penn  Valley  Solar  Panels  Installed  
9 

Solar Panels at Penn Valley

10 

Facilities

Prepare  and  Implement  a  Strategic   Energy  Plan    (Cont.)      Energy  Saving  Projects   P  Ini7al  Energy  Star  Benchmarking   Complete   P  Demand  Response  Par7cipa7on  
11 

Facilities

Use  of  Alterna7ve  Fuel  Vehicles   P  CNG  Bus  Replacement     P  Awarded  Grant  -­‐  $315,000   P  Began  Use  of  Bio-­‐Diesel  in   all  District  Vehicles  
12 

GOAL: COMMUNICATIONS
To create open communication channels for all district stakeholders including parents, students, community members, staff, and board members.
13 

Communications
•  Access to Communication Technology
  Fall 2011 survey   Comcast Essentials   TV studios at new high schools   1 to 1 computing

•  Engaging with stakeholders
  Community Conversations   Community programs and events (parenting series, faculty forums, alumni events)   Communications Committee meetings/revised schedule   Community Comments (@lmsd.org)
14 

Communications
•  Sharing information across District
 Expanded content on district website (school board meetings, community events, letter days, registration information, district policies, parent/ staff sections)  Implementation of voice messaging system to communicate important announcements  Use of social media/Twitter  NTAP tutorial
15 

Communications
•  In Progress/Pending
–  Website redevelopment/re-launch
•  School-based content management •  Customized user experience •  New, integrated calendar system (events, sports schedules, etc.) •  Integration with Sharepoint

–  Integration of video production curriculum and LMSDtv
16 

GOAL: ADDRESS HOLISTIC NEEDS OF STUDENTS
To further the goal of creatively developing a school and community environment that recognizes and addresses the holistic needs of our students, i.e., mental health, character, citizenship, self worth, etc.
17 

Holistic Needs of Students Classroom Lessons
  No Place for Hate
 Student Stress and Mental Health  Self Worth and Belonging

  That’s a Family   Second Step   Safe Kids   OLWEUS Bullying Prevention Program   K-5 School Counseling Curriculum, as defined by ASCA
18 

Holistic Needs of Students
 Homework Policy  Student Mentor Program
 Student Stress and Mental Health  Self Worth and Belonging

 Community Series Discussion Forum  Internet Safety Task Force  Mental Health Counseling  F.A.C.T.S. Workshops  Welcoming Schools

19 

Holistic Needs of Students Addressing Student’s Health Needs
 SHAC   Increased parent, student & community involvement   Fit Fest; Turn off the TV Week; Gardens  Consultation with Athletic Department  Collaboration with CDC  Collaboration with Wills Eye Hospital  Collaboration with PA Department of Health   Guidelines for life threatening allergies   Prevention & management of communicable disease

 Student Stress and Mental Health  Self Worth and Belonging

20 

Holistic Needs of Students Community Series
  Race to Nowhere
 Student Stress and Mental Health  Self Worth and Belonging

  Resiliency from Dr. Ken Ginsburg   Social Media and Teens’ Use of Technology   Community series discussion forum
21 

GOAL: CURRICULUM
Develop and implement an integrated, coherent, culturally proficient and rigorous curriculum with relevant instruction and assessment framework.
  Communicate & Monitor Curriculum   Curriculum Alignment   Collaboration
22 

Curriculum, Instruction & Assessment
  Consensus

Map Alignment to Common Core Standards & Assessment Anchors
  Increase

The Elementary and Secondary Support Teams have the primary charge to enhance, enrich, and support Curriculum, Instruction, & Assessment K-12. We work with each elementary and secondary school’s administrative leadership team and staff members to design, implement, revise, and assess all content areas while providing classroom support, materials, resources, and professional development.
23

Collaboration Benchmarks & Common Finals

  Assessment –

  Elementary

Revised Writing, Math, Reading & Science
  Secondary

New Courses 

Curriculum Goal   Professional Development:
­  K-12 Curriculum, Instruction, & Assessment
  Communicate

& Monitor Curriculum
  Curriculum

­  Instructional Technology ­  Data Analysis To Inform Instruction ­  Curriculum Mapping and Alignment ­  Assessments FOR Learning (Formative) ­  Assessments OF Learning (Summative) ­  Asante African American Infusion Model (AAAIM)
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Alignment
  Collaboration 

Curriculum
•  Elementary: •  Writing Program
  Communicate

•  Secondary: •  6-12 Writing Sequence Guide •  Revised Math Sequence and courseware •  New Anthologies with scope and sequence for grades 6, 7, & 8 •  Curriculum Alignment & Consensus Maps

•  Being a Writer •  Math Program •  Investigations •  Reading Program •  HMH- Journeys •  Curriculum Alignment & Consensus Maps

& Monitor Curriculum
  Curriculum

Alignment
  Collaboration

25 

Secondary Courses Added 2009-2011

  MS Thematic Courses   Points of View (POV)   ARTiFACTS

  HS Courses   New English Electives   AP Psychology   AP Studio Art

26 

STUDENT ACHIEVEMENT
To sustain and increase the number of students achieving at the proficient and advanced levels in the PSSA across all grade levels and content areas.
  Identify measures of success   Increase standardized assessment

 Identify measures of success  Increase standardized scores

scores for students in identified groups
27 

Student Achievement Goal

  Achievement Teams
 Identify measures of success  Increase standardized scores

  Math & Reading Labs   New Math Sequence   Writing Resources
28 

Student Achievement

 Elementary And Secondary Benchmark Assessments & Common Finals
 Identify measures of success  Increase standardized scores

 Collaborations Focusing on Student Achievement  Data Analysis Training  Academic Recovery / RAM
29 

CURRICULUM & STUDENT ACHIEVEMENT GOAL

PSSA Reading, Math & Writing
  Grade 5 2008 & 2011   Grade 8 2008 & 2011   Grade 11 2008 & 2011

30 

CURRICULUM & STUDENT ACHIEVEMENT GOAL
Data connected to the curriculum, student achievement, and achievement gaps goals are contained in the following sections of the mid-point review presentation. Data from standardized assessments is presented to underscore progress and identify areas of need. Student achievement data such as standardized test score reports can be used to inform instructional decisions. The district also collects and analyzes information from observations, surveys, and conversations to ensure students are growing socially and emotionally as well as academically. The achievement data presented in the mid-point review is but one of the many components of a comprehensive educational program focused on the success of every child.
31 

CURRICULUM & STUDENT ACHIEVEMENT GOAL
The preliminary indicators of progress for student achievement in reading, math, & writing at the benchmark grades of 5, 8, and 11 are presented in this section. Pennsylvania System of School Assessment (PSSA) data from 2008 was used by the strategic planning committee to inform the development of the strategic plan goals, strategies, and activities. PSSA data from 2011 is the most recent achievement data available and coincides with the strategic plan mid-point review. The 2011 reading and math results indicate an increase in the number and percentage of students achieving at the advanced level in grades 5, 8, and 11. The writing results are mixed at the benchmark grades and indicate the overall percentage of students performing at the proficient and above level has remained over 84% from 2008 to 2011 in grades 5, 8, and 11 while the number and percentage of students performing at the advanced level decreased in grade 5 by 10% and in grade 11 by 5% in the same timespan.

32 

Grade  5  PSSA  Reading  -­‐  2008  &  2011  

Student  Achievement  Goal  

%

%

Proficiency   Percent  

%

%

Percentage     of  Students  

%

Number   of  Students  

35  

24  

53  

43  

181  

214  

223  

261  

Level  of  Proficiency   

Student  Achievement  Goal  
Grade  8  PSSA  Reading  -­‐  2008  &  2011  

Proficiency   Percent  

15  

11  

22  

19  

73  

59  

387  

436   

Grade  11  PSSA  Reading  -­‐  2008  &  2011  

Student  Achievement  Goal  

Proficiency   Percent  

30  

25  

42  

41  

154  

119  

337  

353   

Student  Achievement  Goal  

Grade  5  PSSA  Math  -­‐  2008  &  2011  

Proficiency   Percent  

29  

10  

44  

39  

113  

108  

308  

387   

Student  Achievement  Goal  
Grade  8  PSSA  Math  -­‐  2008  &  2011  

Proficiency   Percent  

32  

14  

32  

42  

126  

87  

305  

383   

Student  Achievement  Goal  
Grade  11  PSSA  Math  -­‐  2008  &  2011  

Proficiency   Percent  

46  

38  

51  

56  

132  

120  

334  

326   

Grade  5  PSSA  Wri'ng  -­‐  2008  &  2011  

Student  Achievement  Goal  

Proficiency   Percent  

0  

0

79  

70  

330  

431  

82  

34   

Student  Achievement  Goal  
Grade  8  PSSA  Wri'ng  -­‐  2008  &  2011  

Proficiency   Percent  

0  

0

70  

65  

401  

345  

21  

110   

Student  Achievement  Goal  
Grade  11  PSSA  Wri'ng  -­‐  2008  &  2011  

Proficiency   Percent  

0  

0

11  

27  

308  

301  

235  

195   

CURRICULUM & STUDENT ACHIEVEMENT GOAL

PSSA Cohort Data
  Grade 5 (2008) and Grade 8 (2011) Cohort   Grade 8 (2008) and Grade 11 (2011) Cohort

42 

CURRICULUM & STUDENT ACHIEVEMENT GOAL
The preliminary indicators of progress for 2008 and 2011 benchmark year cohorts in PSSA Reading, Math, & Writing are presented in this section. Data from 2008 was used by the strategic planning committee to inform the development of strategic plan goals, strategies, and activities. The 2008 data is included for each cohort group in grades 5 and 8 and is put side by side with the 2011 data in grades 8 and 11. The reading and math results indicate an increase in the number and percentage of students achieving at the proficient and advanced levels for the grade 5-8 cohort. The writing results indicate an increase in the number and percentage of students performing at the proficient and above levels. The largest number and percentage of students performed at the proficient level for both cohorts.
43 

Student Achievement Goal

Grade 5 (2008) and Grade 8 (2011) Cohort PSSA Math

Proficiency Percent

29

10

44

39

113

108

308

387

44 

Student Achievement Goal

Grade 8 (2008) and Grade 11 (2011) Cohort PSSA Math

Proficiency Percent

32

38

32

56

126

120

305

326

45 

Grade  5  (2008)  and  Grade  8  (2011)  Cohort   PSSA  Reading  

Student  Achievement  Goal  

Proficiency   Percent  

35  

11  

53  

19  

181  

59  

223  

436   

Student  Achievement  Goal  

Grade  8  (2008)  and  Grade  11  (2011)  Cohort   PSSA  Reading  

Proficiency   Percent  

15  

25  

22  

41  

73  

119  

387  

353   

Student  Achievement  Goal  

Grade  5  (2008)  and  Grade  8  (2011)  Cohort   PSSA  Wri'ng  

Proficiency   Percent  

0  

0

79  

65  

330  

345  

82  

110   

Student  Achievement  Goal  
Grade  8  (2008)  and  Grade  11  (2011)  Cohort   PSSA  Wri'ng  

Proficiency   Percent  

0  

0

70  

27  

401  

301  

21  

195   

STUDENT ACHIEVEMENT GOAL
SAT, Advanced Placement (AP), and International Baccalaureate (IB) 2008 & 2011

50 

CURRICULUM & STUDENT ACHIEVEMENT GOAL
This section of the presentation includes data for the SAT and Advanced Placement (AP) exams and average grades earned by candidates in the International Baccalaureate (IB) program. The SAT data indicates LMSD students are exceeding the state and national averages in the 2008 planning year and at the 2011 mid-point. AP results indicate the percentage of students earning a 3 or higher has risen from 87% in 2008 to 89% in 2011. The percentage of LMSD students scoring 3+ on the AP exams exceeds state and national averages in both 2008 and 2011 by greater than 20 percentage points. The IB average grades for courses with 10 or more candidates in 2011 indicate LMSD students are near or above global averages in each of the 5 courses. An IB grade is the official score earned through IB assessments and includes the end of year IB exam as well as other assessments completed throughout the school.

51 

Student  Achievement  Goal  
SAT  Cri'cal  Reading  Mean  2008  &  2011  

Mean  Score  

475
462

#  of     students    

1.5 million

105,000

LMSD

Nation

State 

Student  Achievement  Goal  
SAT  Math  Mean  2008  &  2011  

Mean  Score  

475
462

#  of     students    

1.5 million

105,000

LMSD

Nation

State 

Student  Achievement  Goal  
SAT  Wri'ng  Mean  2008  &  2011  

Mean  Score  

475
462

#  of     students    

1.5 million

105,000

LMSD

Nation

State 

Student  Achievement  Goal  

District-­‐wide  AP  Exam  Scores  2010  &  2011  

AP  Exam  Score  Distribu'on  2010   Total  Exams:  774   Total  Students:  405  
36  Exams   Score  =  1   65  Exams   Score  =  2   187  Exams   232  Exams   Score  =  3   Score  =  4   254  Exams   Score  =  5  

AP  Exam  Score  Distribu'on  2011   Total  Exams:  602   Total  Students:  341  
13  Exams   49  Exams   113  Exams   184  Exams   243  Exams   Score  =  1   Score  =  2   Score  =  3   Score  =  4   Score  =  5   

Student  Achievement  Goal  

AP  Exam  Mean  Score  Trend  2008-­‐2011   Percent  of  Total  AP  Students  with  Scores  3+  

Percent   

Student  Achievement  Goal  

International Baccalaureate Mean Grades
Subjects with 10 or More Candidates 2011

Mathema'cal     Studies  

History  of     the  Americas  

Economics  

English  

Psychology   

STUDENT ACHIEVEMENT GOAL

District-Wide Post Graduation Plans

58 

STUDENT ACHIEVEMENT GOAL
This section of the presentation includes 3 charts containing information about post-secondary commitments for students graduating in 2010 and 2011. The percentage of students choosing to enroll in either a 4 year or 2 year college increased from 89% in 2010 to 91% in 2011.

59 

Student  Achievement  Goal  
District-­‐wide  Post  Gradua'on  Plans     Class  of  2010  &  2011  

Class  of  2010  

Class  of  2011   

Student  Achievement  Goal  

Post  Gradua'on  Plans  Class  of  2011   

Student  Achievement  Goal  
Post  Gradua'on  Plans   4  Yr  or  2  Yr  College  

Percentage  of   Students  

294

277

236

214

25

30

20

17 

GOAL: ACHIEVEMENT GAPS
To significantly decrease and/or eliminate the achievement gap for all African American students, and for other groups of students where data show the gaps exist.
  Identify/address the academic achievement needs of African-American and other students in identified groups   Identify ways to measure improvement   Improve grades for African-American and other students in identified groups
63 

Achievement Gaps
 Identify / address the academic achievement needs of AfricanAmerican and other students in identified groups  Identify ways to measure improvement  Improve grades for AfricanAmerican and other students in identified groups

  4 Years of Cultural Proficiency Cadres   District Wide Training (Cultural Proficiency 101 & 102)   Building Level Cultural Proficiency Cadres   Cultural Proficiency 101, 102, and 103 PRP’s   AAAIM – Elementary & Secondary   Cultural Proficiency Leadership Action Plans   Increase in college visits   Summer Programs
64 

ACHIEVEMENT GAP GOALS
African American Students PSSA Reading, Math & Writing
  Grade 5 2008 & 2011   Grade 8 2008 & 2011   Grade 11 2008 & 2011

65 

ACHIEVEMENT GAPS GOAL
This section of the presentation is similar to the first section and contains PSSA results for grades 5, 8, and 11 in 2008 and 2011 and cohort data for grades 5 and 8 in 2008 and grades 8 and 11 in 2011. The data is presented in sections of disaggregated subgroups identified in the strategic planning process. The African American student population data indicates a decrease in the number and percentage of students performing at the below basic level in reading, math, and writing. PSSA writing cohort data for the African American students indicates an increase in the number and percentage of students performing at the advanced level from 67% in grade 8 in 2008 to 84% in grade 11 in 2011. Math and reading cohort data for African American students indicates a proficiency increase from grades 5 to 8 and a proficiency decrease from grades 8 to 11.
66 

African  American  Students     Grade  5  PSSA  Reading  2008  &  2011  
%

Achievement  Gaps  Goal  

%

Proficiency   Percent  

%

Percentage     of  Students  

%

%

Number   of  Students  

14  

4

13  

9  

12  

15  

10  

4  

Level  of  Proficiency   

Achievement Gaps Goal
African American Students Grade 8 PSSA Reading 2008 & 2011

Proficiency Percent

5

3

4

7

17

20

22

26

68 

Achievement Gaps Goal
African American Students Grade 11 PSSA Reading 2008 & 2011

Proficiency Percent

7

9

11

11

12

27

7

17

69 

African  American  Students     Grade  5  PSSA  Math  2008  &  2011  

Achievement  Gaps  Goal  

Proficiency   Percent  

14  

1

12  

9  

12  

13  

11  

9   

Achievement Gaps Goal
African American Students Grade 8 PSSA Math 2008 & 2011

Proficiency Percent

12

8

4

15

19

17

13

16

71 

Achievement Gaps Goal
African American Students Grade 11 PSSA Math 2008 & 2011

Proficiency Percent

10

12

14

17

9

25

4

10

72 

Achievement Gaps Goal
African American Students Grade 5 PSSA Writing 2008 & 2011

Proficiency Percent

0

0

19

12

29

19

1

0

73 

Achievement Gaps Goal
African American Students Grade 8 PSSA Writing 2008 & 2011

Proficiency Percent

0

0

15

19

31

29

0

6

74 

Achievement  Gaps  Goal  
African  American  Students     Grade  11  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

0  

0

2  

10  

22  

46  

8  

5   

African  American  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

14  

3

13  

7  

12  

20  

10  

26   

African  American  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

5  

9

4  

11  

17  

27  

22  

17   

African  American  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

14  

8

12  

15  

12  

17  

11  

16   

African  American  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

12  

12  

4  

17  

19  

25  

13  

10   

Achievement  Gaps  Goal  
African  American  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Wri'ng  

Proficiency   Percent  

0  

0  

19  

19  

29  

29  

1  

6   8 0 

African  American  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Wri'ng  

Achievement  Gaps  Goal  

Proficiency   Percent  

0  

0

15  

10  

31  

46  

0  

5   

ACHIEVEMENT GAPS GOAL
Students With IEPs PSSA Data   Grades 5, 8, and 11   Grade 5 (2008) & Grade 8 (2011) Cohort   Grade 8 (2008) & Grade 11 (2011) Cohort

82 

ACHIEVEMENT GAPS GOAL
This section of the presentation is similar to the first section and contains PSSA results for grades 5, 8, and 11 in 2008 and 2011 and cohort data for grades 5 and 8 in 2008 and grades 8 and 11 in 2011. The data is presented in sections of disaggregated subgroups identified in the strategic planning process. The data for students with Individualized Education Plans (IEP) indicates a decrease in the number and percentage of students performing at the below basic level in reading, math, and writing with the exception of grade 11 reading and writing. The number and percentage of proficient and advanced students fluctuated in grades 5, 8, and 11. Cohort data for students with IEPs indicates an increase in the number and percentage of students performing at the proficient and advanced levels in each cohort except grade 8 to 11 reading. The percentage of proficient and above students in grade 8 was 74% in 2008 and decreased to 60% in grade 11 in 2011.

83 

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  5  PSSA  Reading  2008  &  2011  

Proficiency
Percent

31

17

26

20

39

41

27

14 

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  8  PSSA  Reading  2008  &  2011  

Proficiency   Percent  

10  

9

8  

13  

22  

25  

29  

44   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  11  PSSA  Reading  2008  &  2011  

Proficiency   Percent  

14  

1 6

12  

14  

28  

29  

15  

16   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  5  PSSA  Math  2008  &  2011  

Proficiency   Percent  

25  

9

23  

21  

33  

26  

42  

36   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  8  PSSA  Math  2008  &  2011  

Proficiency   Percent  

21  

1 0

15  

24  

20  

27  

13  

30   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  11  PSSA  Math  2008  &  2011  

Proficiency   Percent  

25  

2 5

11  

12  

22  

24  

12  

14   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  5  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

1  

1

44  

29  

72  

55  

5  

1   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  8  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

0  

1

27  

30  

42  

49  

1  

7   

Achievement  Gaps  Goal  
Students  with  IEPs   Grade  11  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

1  

3

5  

15  

45  

43  

14  

4   

Students  with  IEPs   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

31  

9  

26  

13  

39  

25  

27  

44   

Students  with  IEPs   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

10  

1 6

8  

14  

22  

29  

29  

16   

Students  with  IEPs   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

25  

10  

23  

24  

33  

27  

42  

30   

Students  with  IEPs   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

21  

25  

15  

12  

20  

24  

13  

14   

Students  with  IEPs   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Wri'ng  

Achievement  Gaps  Goal  

Proficiency   Percent  

1  

1

44  

30  

72  

49  

5  

7   

Students  with  IEPs   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Wri'ng  

Achievement  Gaps  Goal  

Proficiency   Percent  

0  

3

27  

15  

42  

43  

1  

4   

ACHIEVEMENT GAPS GOAL
Economically Disadvantaged Students PSSA Data   Grades 5, 8, and 11   Grade 5 (2008) & Grade 8 (2011) Cohort   Grade 8 (2008) & Grade 11 (2011) Cohort

99 

ACHIEVEMENT GAPS GOAL
This section of the presentation contains PSSA results for grades 5, 8, and 11 in 2008 and 2011 and cohort data for grades 5 and 8 in 2008 and grades 8 and 11 in 2011. The data for economically disadvantaged students indicates an increase in overall proficiency in 2011 at the middle level in grade 8 and a decrease at the high school level in reading, math, and writing with the exception of grade 11 reading and writing. Cohort data for economically disadvantaged students indicates an increase in the number and percentage of students performing at the proficient and advanced levels in the grade 5-8 cohort and a decrease in the grade 8-11 cohort. One exception is grade 11 writing with a 6% increase in the percentage of students at the proficient and above level.

100 

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  5  PSSA  Reading  2008  &  2011  

Proficiency   Percent  

11  

8

9  

7  

8  

15  

3  

9   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  8  PSSA  Reading  2008  &  2011  

Proficiency   Percent  

4  

4

2  

6  

12  

12  

10  

18   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  11  PSSA  Reading  2008  &  2011  

Proficiency   Percent  

3  

10  

5  

10  

9  

19  

6  

9   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  5  PSSA  Math  2008  &  2011  

Proficiency   Percent  

11  

4

8  

8  

5  

15  

7  

12   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  8  PSSA  Math  2008  &  2011  

Proficiency   Percent  

8  

6

4  

10  

11  

9  

5  

15   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  11  PSSA  Math  2008  &  2011  

Proficiency   Percent  

6  

14  

6  

14  

5  

12  

6  

8   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  5  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

0  

0

16  

14  

13  

25  

2  

0   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  8  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

0  

0

7  

16  

16  

22  

0  

1   

Achievement  Gaps  Goal  
Economically  Disadvantaged  Students   Grade  11  PSSA  Wri'ng  2008  &  2011  

Proficiency   Percent  

1  

0

2  

11  

17  

30  

4  

5   

Economically  Disadvantaged  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

11  

4

9  

6  

8  

12  

3  

18   

Economically  Disadvantaged  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Reading  

Achievement  Gaps  Goal  

Proficiency   Percent  

4  

1 0

2  

10  

12  

19  

10  

9   

Economically  Disadvantaged  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

11  

6

8  

10  

5  

9  

7  

15   

Economically  Disadvantaged  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Math  

Achievement  Gaps  Goal  

Proficiency   Percent  

8  

1 4

4  

14  

11  

12  

5  

8   

Economically  Disadvantaged  Students   Grade  5  (2008)  &  Grade  8  (2011)  Cohort   PSSA  Wri'ng  

Achievement  Gaps  Goal  

Proficiency   Percent  

0  

0

16  

16  

13  

22  

2  

1   

Economically  Disadvantaged  Students   Grade  8  (2008)  &  Grade  11  (2011)  Cohort   PSSA  Wri'ng  

Achievement  Gaps  Goal  

Proficiency   Percent  

0  

0

7  

11  

16  

30  

0  

5   

ACHIEVEMENT GAPS GOAL

SAT Data
2008 & 2011

116 

ACHIEVEMENT GAPS GOAL
This section of the presentation contains SAT mean scores disaggregated by ethnicity. The African American student data indicates lower mean scores on all three sections of the SAT compared to Caucasian and Asian/Pacific Islander students.

117 

Achievement  Gaps  Goal  

SAT  Cri'cal  Reading  Mean  2008  &  2011  

Mean  Score  

396

#  of     students    

367

Caucasian Students

36
44
African American
Students

33

32

Asian/Pacific Islander
Students 

Achievement  Gaps  Goal  

SAT  Math  Mean  2008  &  2011  

Mean  Score  

396
367

#  of     students    

Caucasian Students

36
44
African American
Students

33

32

Asian/Pacific Islander
Students 

Achievement  Gaps  Goal  
SAT  Wri'ng  Mean  2008  &  2011  

Mean  Score  

396
367

#  of     students    

Caucasian Students

36
44
African American
Students

33

32

Asian/Pacific Islander
Students 

2400   2200   2000   1800   1600   1400   Total  SAT  Score   1200   1000   800   600   400   200   Student  1   990  

The  Princeton  Review  Pilot  Program   Spring  2011  
19%  
1700  

13%  

1600  

34%  
1330   1200   1290  

28%  
1090   1080   1430   1410   1210   850   1000   960   1040  

1140  

Student  2  

Student  3  

Student  5  

Student  6  

Student  7  

Beginning  Score  

Student  4    

Final  Score    

%  Increase    

Student  8   

2400   2200   2000   1800   1600   1400   SAT  Score   1200   1000   930   800   1200   600   400   200   Student  10   910  

The  Princeton  Review   Pilot  Program   Spring  2011  
   9%  
1650  

2010  

   7%  

1520   1170  

1470  

1250  

18%  

1220  

1960   930   1220  

1400  

1510  

1420   1030  

950  

Student  11  

Student  12  

Student  13  

Student  14  

Student  15  

Student  16  

Beginning  Score  

Final  Score    

%  Increase    

Student  17  

Student  9   

2400  

2200   2170   2000   1930  

Revolu7on  Pilot   Program   Spring  2011  
1890  

86%   2160  

1800  

28%  
1600  

1740  

Total  SAT  Score  

1400  

1470   1320   1360  

1490  

1550  

1200  

1310  

38%  
1000   1090  

1160  

800   790   600  

400  

200   Student  1   Student  2     Student  3   Beginning  Score   Student  4   Final  Score     Student  5   %  Increase     Student  6   Student  7   

ACHIEVEMENT GAPS GOAL
Enrollment in
  Honors   Advanced Placement   IB

124 

ACHIEVEMENT GAPS GOAL
This section of the presentation contains advanced course enrollment disaggregated by ethnicity. The African American student data indicates an increase in the average number of advanced courses taken per student, an increase in the percentage of African American students taking at least 1 advanced course, and an increase in the percentage of African American students enrolled in advanced courses in relation to Caucasian and Asian/Pacific Islander students.

125 

Achievement  Gaps  Goal  

Enrollment  in  Advanced  courses  -­‐  Honors,  AP,  &  IB   Class  of  2008,  2011,  and  2012  

Average  Number  of  Advanced  Courses  Per  Student  
Avg  #  of  adv   courses  per   student  

Courses  

#  of  students     in  grade  

524  

53  

38  

487  

65  

40  

455  

65  

36  

Class  of  2008   Senior  Year  

Class  of  2011   4  Yrs  of  Classes  

Class  of  2012   4  Yrs  of  Classes   

Achievement  Gaps  Goal  

Enrollment  in  Advanced  courses  -­‐  Honors,  AP,  &  IB   Class  of  2008,  2011,  and  2012  

Percent  of  Ethnic  Popula'on  Taking  at  least  1  Advanced  Course  

Percent  

#  of  students     in  grade  

524  

53  

38  

487  

65  

40  

455  

65  

36  

Class  of  2008   Senior  Year  

Class  of  2011   4  Yrs  of  Classes  

Class  of  2012   4  Yrs  of  Classes   

Achievement  Gaps  Goal  

Enrollment  in  Advanced  courses  -­‐  Honors,  AP,  &  IB   Class  of  2008,  2011,  and  2012  

Percent  of  Advanced  Course  Enrollment  by  Ethnicity  

Percent  

#  of  students     in  grade  

524  

53  

38  

487  

65  

40  

455  

65  

36  

Class  of  2008   Senior  Year  

Class  of  2011   4  Yrs  of  Classes  

Class  of  2012   4  Yrs  of  Classes   

Moving Forward…
•  Goals and Strategies continue as defined by the Strategic Planning Committee •  Activities will continue to be reviewed and refined based on data and evidence •  Understanding & Supporting Sociocultural Identities: The Intersection of Identities, Teaching, & Learning •  Presentations and documents available on District Website •  Comments always welcome at info@lmsd.org •  September 19, 2011 - Board approval of Mid-Point Review
129