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CENTRAL HIGH SCHOOL
PSSA IMPROVEMENT PLAN
2003/2004
While scores on the Pennsylvania System of School Assessment (PSSA) tests at Central High School have shown improvement over the last two years, our faculty and administration are committed to continuing and accelerating this trend. This continued growth will provide benefits for our students, our school and our community and will accurately reflect the quality of education available to our students.
Study of previous test data has identified several areas of targeted focus necessary to make the first steps in score improvements. In the area of math, problem areas are geometry, open-ended questions and among several sub-groups. Likewise in reading, open-ended questions, the use of reading strategies and the scores of sub-groups such as students with Individualized Education Programs and the economically disadvantaged call for immediate attention.
An ACTION PLAN for addressing these areas follows:
MATH
Problem Area: Geometry Scores
To be addressed by….
· Adoption of the Holt Series of textbooks. These were chosen primarily because of an improved sequencing with the PSSA tests. The current sophomore class is the first to use these books, so future scores will be closely scrutinized for results.
· Continued investigation of software for individualized remediation.
· Remediation classes over lunch-time activity period for identified senior and junior students.
· Completion and implementation of Math local assessment.
Problem Area: Scores on Open-ended problems
To be addressed by…
· A department generated packet of course specific
questions and examples for practice in each course.
· Continued investigation of software for individualized remediation.
· Remediation classes over lunch-time activity period for identified senior and junior students.
· Completion and implementation of Math local assessment.
Problem Area: Sub-group scores
To be addressed by..
· Continued investigation of software for individualized remediation.
· Remediation classes over lunch-time activity period for identified senior and junior students.
· Completion and implementation of Math local assessment to aid in problem area identification.
· Investigation and implementation in fall of 2004 of Algebra II course to address identified curriculum gap.
· An increased focus on training for teachers and implementation of appropriate alternative testing strategies for IEP students.
· Additional math tutoring offered to needed Career and Technology Students as part of their CTC curriculum.
· Linking test results to graduation will also increase student concern over performance, increasing effort expanded on such items.
DESIRED OUTCOMES
The desired outcomes of the above listed steps (coupled with the other improvements listed at the end of this Action Plan) will be…
· A closing of the gap between state and school geometry averages from the current five percentage points.
· Increased scores on open-ended items.
· An increase of IEP students meeting “proficient” and “advanced” levels from the current 5.3 % to at least the state average of 9.6%.
· An increase of Economically Disadvantaged students meeting “proficient” and “advanced” from the current level of 18% to at least the state level of 23%.
· An intermediate goal must also be the movement of students from any lower level to higher levels in significant numbers.
· Seven of 20 students (35%) must score at “proficient” or “advanced” levels to meet the 2003/04 Improvement Targets. Our desired outcome would be to score at least 5% above this level this year.
READING
Problem Area: Open-ended question scores
To be addressed by…
· Communication/English Department focus on five paragraph themes, test-taking strategies and posting of writing processes in classrooms.
· Remediation classes over lunch-time activity period for identified senior and junior students.
· Linking test results to graduation will also increase student concern over performance, increasing effort expanded on such items.
· Completion and implementation of Language Arts local assessment plan.
Problem Area: Utilization of reading strategies.
To be addressed by…
· Communications/English Department will increase focus on reading strategies and graphic organizers in classrooms. Department meetings will also continue to focus attention and discussion on current research and best practices on PSSA strategies and curriculum.
· Remediation classes over lunch-time activity period for identified senior and junior students which includes a focus on test taking strategies.
Problem Area; Sub-group scores
To be addressed by…
· Remediation classes over lunch-time activity period for identified senior and junior students.
· Incorporation of Corrective Reading program into grade 9/10 Special Education Resource Room.
· Renewed professional development in Writing Across the Curriculum program.
· An increased focus on training for teachers and implementation of appropriate alternative testing strategies for IEP students.
· Linking test results to graduation will also increase student concern over performance, increasing effort expanded on such items.
DESIRED OUTCOMES
The desired outcomes of the above listed steps (coupled with the other improvements listed at the end of this Action Plan) will be…
· Increased numbers of students scoring in “proficient” and “advanced” level as open-ended question scores increase and reading strategies are utilized. A widening of the gap between CHS and the almost equal state level (approximately 65%)should be an expected result for non-IEP students.
· An increase of students from lower level to higher levels, particularly a drop in the 73% of IEP students scoring ‘below basic” to at least the state average of 70%.
· The No Child Left Behind target of having 9 out of 20 students (45%) being at least proficient in reading would be a major step down, so our desired outcome is to improve on last years 59% by at least 5 percent.
ADDITIONAL GENERAL MEASURES
In addition to the specific solutions listed above, the following steps are also being taken this year in an effort to aid in the overall improvement of PSSA scores…
· Fine-tuning of local assessment rubric.
· Continuation of investigation of restructuring options. Currently under investigation are several suggestions for changes in the scheduling of Communications/English that will aid in the timing of courses and instruction.
· Learning Team discussions regarding small class settings for testing, snacks, number of tests per day, etc.
· Analysis and evaluation of test data by administration, staff and Learning Team.
· Teachers assigned to link standards with assessments and lessons to aid in possible curriculum alterations.
· Alternative Education class to aid in reduction of dropout rate.
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Proposed Local Assessment Graduation Requirements-Feb. 2003
To graduate from Central High School, students must meet the requirements of completing the required courses of planned instruction at a basic level or above, attain proficiency scores on the Pennsylvania State System of Assessment, complete a culminating project and demonstrate mastery of PA Academic Standards.
Students who have not demonstrated mastery of the PA Academic Standards by scoring at the “proficient” level or above on any of the three parts of the PSSA may still become eligible for a diploma by meeting the requirements of the local assessment rubric set below…
Students identified as having special needs and qualifying for an Individual Educational Program will graduate by meeting the requirements of their IEP.
This plan has been adopted by the Spring Cove School District Core Team and School Board. It will go into effect with the Class of 2004.
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Justification |
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1 point |
2 points |
3 points |
4 points |
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Combined PSSA Score |
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Below 2999 |
3000- 3400 |
3401-3799 |
3800 + |
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1 low score brought up by 2 high….linked to standards |
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Senior GPA |
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Below 76 |
77-84 |
85-92 |
Above 93 |
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course assessments linked to standards |
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ASVAB or |
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below 31 pts. |
31 |
40 |
50+ |
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used by military to predict success in different areas of specialization. |
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NOCTI or |
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No Certificate |
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Certificate |
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Proposed Career and Work Standards 13.1.11 and 13.2.11 and PA Code 4.52.d.1 |
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Graduation Project |
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Unsat. |
Sat/2nd try |
Sat/1st try |
Outstanding |
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same as above |
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Sat. Completion of Remediation |
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No |
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Yes |
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PA Code 4.52.a.1 and Strategic Plan Item 12. 1 and PA Code 4.52 a.1 |
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PSSA Improvement(average test) |
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Took test, but no increase |
1-25 pts |
26-49 pts. |
50+ pts. |
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Eventually to be replaced by V.A.T.improvement. Strategic Plan Item 6-Continuous Improvement |
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Senior Absences/Tardies |
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11+ |
7-10 total |
3-6 total |
0-2 total |
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Proposed Career and Work Standards 13.2.11 e. and f. |
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14 + points to be eligible for graduation |
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