Mark Roosevelt - Superintendent of SchoolsMark Roosevelt - Superintendent of Schools
A Four-Year Comprehensive Framework for Improvement
Presented May 12, 20061
How a District Reform Agenda Helps Us
Unites the District in its vision, mission, and goals to improve teaching and learning
Instills a sense of urgency for improvement in education
Focuses the District around specific educational strategies and objectives that will improve student performance
Communicates learning expectations to students, families, employees and the community
Holds District leadership and employees accountable for results
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A Collaborative Effort
Pittsburgh Federation of Teachers (PFT) and teacher representatives
Families and members of the community
Board members
Leading urban superintendents
Principals
Central office staff
8
The District Reform Agenda is based on the goals of the Board of Education and input from:
Our Vision
9
Mission Statement
The Pittsburgh Public Schools will be one of America’s premier school districts, student-focused, well-managed, and innovative.
We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life.
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What We Believe
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Declaration of Beliefs
All children can learn at high levels
Teachers have a profound impact on student development, and should have ample training, support and resources
Education begins with a safe and healthy learning environment
Families are an essential part of the educational process
A commitment from the entire community is necessary to build a culture that encourages student achievement
Improvement in education is guided by consistent and effective leadership
Central office exists to serve students and schools
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Shared Goals To Guide All Work
1. Maximum academic achievement of all students
2. A safe and orderly environment for all students and employees
3. Efficient and effective support operations for all students, families, teachers, and administrators
4. Efficient and equitable distribution of resources to address the needs of all students, to the maximum extent feasible
5. Improved public confidence and strong parent/community engagement
Pittsburgh Public Schools Board of Education adopted goals, 2006
Academic Performance
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We Must Accelerate Achievement to Meet Federal/State Long-Term Requirements
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005 2008 2011 2012 2013 2014
African American
Historical Trend Expected Based on Historical Trend
White
All Students
PSSA Results: Reading
AYP Target
16
We Must Accelerate Achievement to Meet Federal/State Long-Term Requirements
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005 2008 2011 2012 2013 2014
African American
Historical Trend Expected Based on Historical Trend
White
All Students
PSSA Results: Math
AYP Target
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We Must Increase The Pursuitof Excellence
2005-2006 Advanced Course Enrollment
49
298
62
299
1025
111
0
250
500
750
1000
1250
Advanced Placement Center for AdvancedStudies
InternationalBaccalaureate
Nu
mb
er o
f S
tud
ents
African American White
(AP)
(CAS) (IB)
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2004-2005 Advanced Placement (AP) Exams (Out of 4440 Juniors and Seniors)
296
29
5
40
259
455
Test Takers Exams Taken Scores of 3-5
Num
ber
African American White
Source: College Board 11/22/05
We Must Increase The Pursuit of Excellence
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How We Will Hold Ourselves
Accountable
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By the end of the 2008-2009 school year, we will meet key objectives
We expect to see significant progress towards these objectives by the end of the 2007-2008 school year
These objectives are a small portion of the measurements for which we hold ourselves accountable
Measuring Our Success
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80% of students will be Proficient in Reading on the PSSA by the end of the 3rd grade (49% in 2004-2005)
Percentage of graduating seniors taking SAT exam will increase to 80% (52% in 2004-2005)
Increase graduation rate by 10 percentage points*
Higher Expectations
* Based on soon to be released RAND study on graduation and drop-out rate
(PART 1)
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Increase participation and performance in Advanced Placement (AP) and International Baccalaureate (IB) courses: Number of students that take AP exams
(318 in 2004-2005) and IB diploma exams (24 in 2004-2005) will double
Number of African American students that take AP courses (37 in 2004-2005) will quadruple and IB courses (78 in 2004-2005) will double
Number of AP exam scores of 3-5 (336 in 2004-2005) will increase 50%
Number of IB diplomas (19 in 2004-2005) will double
Higher Expectations (PART 2)
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0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
reFifth-Grade Reading, All StudentsGrowth Across Achievement Spectrum
proficient46% 71%
13%
68%
32%
83%
17%
25%advanced
basic
28
0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
reFifth-Grade Math, All StudentsGrowth Across Achievement Spectrum
proficient56% 71%
27%
81%
19%
91%
9%
34%advanced
basic
29
Eighth Grade Reading, All StudentsGrowth Across Achievement Spectrum
0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
re
proficient
49% 69%
21%
70%
30%
85%
15%
31%advanced
basic
30
0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
re
proficient
46% 66%
22%
66%
34%
76%
24%
32%advanced
basic
Eighth Grade Math, All StudentsGrowth Across Achievement Spectrum
31
0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
re
proficient
51% 66%
24%
67%
33%
82%
18%
31%advanced
basic
Eleventh Grade Reading, All StudentsGrowth Across Achievement Spectrum
32
0
10
20
30
40
50
60
70
80
90
100
2005 2009
PS
SA
sco
re
proficient
38% 58%
18%
57%
43%
75%
25%
28%advanced
basic
Eleventh Grade Math, All StudentsGrowth Across Achievement Spectrum
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While increasing the achievement of all students, we will also accelerate the learning of children who have been historically short-changed by the system
All students, regardless of ethnicity, socio-economic status, or ability level will improve their proficiency
The achievement of African-American students in the Pittsburgh Public Schools will increase at a rate that is five percentage points greater than the gains of their peers
Higher Expectations for All Students
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