mark roosevelt - superintendent of schools a four-year comprehensive framework for improvement ...

Mark Roosevelt - Superintendent of SchoolsA Four-Year Comprehensive Framework for ImprovementPresented May 12, 20061

How a District Reform Agenda Helps UsUnites the District in its vision, mission, and goals to improve teaching and learningInstills a sense of urgency for improvement in educationFocuses the District around specific educational strategies and objectives that will improve student performance Communicates learning expectations to students, families, employees and the communityHolds District leadership and employees accountable for results

7

A Collaborative EffortPittsburgh Federation of Teachers (PFT) and teacher representatives Families and members of the communityBoard membersLeading urban superintendentsPrincipalsCentral office staff

8The District Reform Agenda is based on the goals of the Board of Education and input from:

Our Vision9

Mission StatementThe Pittsburgh Public Schools will be one of Americas 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.

10

What We Believe11

Declaration of BeliefsAll children can learn at high levelsTeachers have a profound impact on student development, and should have ample training, support and resourcesEducation begins with a safe and healthy learning environmentFamilies are an essential part of the educational processA commitment from the entire community is necessary to build a culture that encourages student achievementImprovement in education is guided by consistent and effective leadershipCentral office exists to serve students and schools

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Shared Goals To Guide All WorkMaximum academic achievement of all studentsA safe and orderly environment for all students and employeesEfficient and effective support operations for all students, families, teachers, and administratorsEfficient and equitable distribution of resources to address the needs of all students, to the maximum extent feasibleImproved public confidence and strong parent/community engagementPittsburgh Public Schools Board of Education adopted goals, 2006

Academic Performance15

We Must Accelerate Achievement to Meet Federal/State Long-Term RequirementsAfrican AmericanHistorical TrendExpected Based on Historical TrendWhiteAll StudentsPSSA Results: ReadingAYP Target16

We Must Accelerate Achievement to Meet Federal/State Long-Term Requirements17

We Must Increase The Pursuit of Excellence(AP)(CAS)(IB) 18

Chart1

62299

2981025

49111

African American

White

Number of Students

2005-2006 Advanced Course Enrollment

298

1025

N's

2006 Advanced Course Enrollment

Advanced Course TypeRaceNumber of Students

Advanced PlacementAfrican American72

White384

Center for Advanced StudiesAfrican American298

White1025

International BaccalaureateAfrican American138

White476

Advanced Course TypeAfrican AmericanWhite

Advanced Placement62299

Center for Advanced Studies2981025

International Baccalaureate49111

N's

Number of Students

Number of Students

2006 Advanced Course Enrollment

Percents

2006 Course Taking by Race

race * course type

% within type

typeTotal

APCASIBPSP

raceA4.4%2.0%4.7%1.9%2.2%

B14.8%14.5%20.4%40.4%31.8%

H0.5%0.6%0.2%0.6%0.6%

I0.7%0.1%0.1%0.1%

M1.1%2.4%3.3%2.4%2.4%

W78.5%80.5%71.5%54.5%63.0%

Total100.0%100.0%100.0%100.0%100.0%

Source: College Board 11/22/05We Must Increase The Pursuit of Excellence19

Chart2

29259

40455

5296

African American

White

Number

2004-2005 Advanced Placement (AP) Exams (Out of 4440 Juniors and Seniors)

Chart - Top2 Reading

0.680.36

0.620.35

0.710.36

0.720.31

&L&8* source: PSSA Report as of 1/16/06

White

African American

2005 PSSAProficent or AdvancedReading by Race*

Chart - Top2 Math

0.830.56

0.720.45

0.670.32

0.590.17

&L&8* source: PSSA Report as of 1/16/06

White

African American

2005 PSSAProficient or AdvancedMath by Race*

Chart - Bot2 Reading

0.380.63

0.280.63

0.260.67

&L&8* source: PPS Office of Accountability, 01/06

White

African American

2005 PSSA Basic and Below Basic Reading by Race*

Chart - Bot2 Math

0.280.54

0.330.66

0.380.8

&L&8* source: PPS Office of Accountability, 01/06

White

African American

2005 PSSA Basic or Below Basic Mathematics by Race*

Chart - Adv Crse Grades

0.7870.923

&L&8* source: PPS Office of Accountability, 1/17/06

African American

White

Advanced Course Grades Students Scoring "C" or Above 1st Quarter, 2005-2006*

Chart - PSE

0.6050.7870.262

0.3710.1890.67

(variances in data in all other areas of Special Education were statistically insignificant)

Source: RTI as of 6/16/2005

Overall Population

Severely Emotionally Disturbed

Gifted

2004-2005 Special Education Comparison of Severely Emotionally Disturbed and Gifted to Overall Population*

RD - Top2

Reading

Grade 3Grade 5Grade 8Grade 11

White68%62%71%72%

African American36%35%36%31%

Latino/Hispanic0%0%59%0%

Asian48%64%61%66%

Multiracial64%68%48%67%

Math

Grade 3Grade 5Grade 8Grade 11

White83%72%67%59%

African American56%45%32%17%

Asian79%83%89%76%

Multiracial76%70%53%48%

Math

RD - Bot 2

Basic or Below Basic

Reading

Grade 5Grade 8Grade 11

White38%28%26%

African American63%63%67%

Math

Grade 5Grade 8Grade 11

White28%33%38%

African American54%66%80%

RD - Adv Courses

C or Better

African American78.7%

White92.3%

RD working sheet

Racial Data Analysis

2004-20052005-20062003-20042002-2003

African AmericanWhiteAfrican AmericanWhiteAfrican AmericanWhiteAfrican AmericanWhite

PSSA% Proficient or Advanced - Reading 5th Grade35.462.132.960.130.560.3



PSSA% Proficient or Advanced - Math 5th Grade44.372.128.662.432.761.2

PSSA% Proficient or Advanced - Math 8th Grade31.766.523.658.31948.9


PSSA% Basic or Below Basic - Reading 5th Grade64.637.967.139.969.539.7



PSSA% Basic or Below Basic - Math 5th Grade55.727.971.437.667.338.8

PSSA% Basic or Below Basic - Math 8th Grade64.128.776.441.78151.1


Special Education% of Students with Disabilities16.0%14.2%

Special Education% Gifted Students3.2%11.9%

APTest Takers29259

APExams Taken40455

APScores of 3-55296

AP% of Total Test Takers9.1%81.4%

AP% of Scored 3-51.5%88.1%

SAT# of Test Takers371519

SAT% of Total Test Takers33.9%47.4%

African AmericanWhite

(n=371)(n=519)

SAT mean scoreVerbal414513

SAT mean scoreMath412520

%

%

%International Baccalaureate (IB)20.471.5

%Advanced Placement (AP)14.878.5

%Centers for Advanced Studies (CAS)14.580.5

%PSP40.454.5

%SATSAT - % Participating

SATSAT - Average Score

Terra NovaTN Average Score - Reading

Terra NovaTN - Average Score -Math

Socio-Economic% Free/Reduced Lunch *77.342.4

Socio-Economic% Single Parent

% Attendance87.789.5

% Vocational Education Courses

% Mobility

% Stability

Graduation Rate

* The variable definitions of riskness are as follows: 1 or more transfers; 1 or more suspensions; less than a 2.0 GPA; greater than 20 days absent; a below basic score on the PSSA, New Standards, TerraNova or Standards Based Reading assessments (1); si

RD working sheet

00

00

00

Source: College Board 11/22/05

African American

White

Number Of Students

2004-2005 Advanced Placement (AP) Exams Comparison of African American and White Students

RD

00

00

00

Source: Office of Accountability, 1/30/06

African American

White

Percent of Students

2005-2006 Advanced Course Enrollment Comparison of African American and White Students

At Risk - Def

00


African American

White

Percent Of Students

2004-2005 Free and Reduced Lunch Comparison of African American and White Students

RD - PSE

00


African American

White

Percent Attendance

2004-2005 Attendance RateComparison of African American and White Students

Racial Data Analysis

2005-20062004-20052003-20042002-2003

African AmericanWhiteAfrican AmericanWhiteAfrican AmericanWhiteAfrican AmericanWhite





PSSA% Proficient or Advanced - Math 8th Grade31.766.523.658.31948.9






PSSA% Basic or Below Basic - Math 8th Grade64.128.776.441.78151.1


Special Education% of Students with Disabilities16.0%14.2%

Special Education% Gifted Students3.2%11.9%

% Drop Out

% post-secondary

AP# of Test Takers29259

AP% of Total Test Takers9.1%81.4%

AP# of Exams Taken40455

AP# of Grades 3-55296

AP% of Grades 3-51.5%88.1%

SAT# of Test Takers371519

SAT% of Total Test Takers33.9%47.4%

SATVerbal Mean414513

SATMath Mean520

IBIB - %Enrolled20.471.5

IBIB - % Passed Test

APAP - % Enrolled14.878.5

CASCAS - % Enrolled14.580.5

PSPPSP - % Enrolled40.454.5

SATSAT - % Participating

SATSAT - Average Score

Terra NovaTN Average Score - Reading

Terra NovaTN - Average Score -Math

Socio-Economic% Free/Reduced Lunch *77.342.4

Socio-Economic% Single Parent

% Attendance87.789.5

% Vocational Education Courses

% Mobility

% Stability

Graduation Rate

* The variable definitions of riskness are as follows: 1 or more transfers; 1 or more suspensions; less than a 2.0 GPA; greater than 20 days absent; a below basic score on the PSSA, New Standards, TerraNova or Standards Based Reading assessments (1); si

Source: College Board, 11/22/06

African American (n=371)

White (n=519)

Average Score

2004-2005 Scholastic Aptitude Test (SAT) Comparison of African American and White Students

0

0

0

0

At-Risk - Definition

The variable definitions of riskness are as follows: 1 or more transfers; 1 or more suspensions; less than a 2.0 GPA; greater than 20 days absent; a below basic score on the PSSA, New Standards, TerraNova or Standards Based Reading assessments (1); sing

Overall PopulationSeverely Emotionally DisturbedGifted

African American60.5%78.7%26.2%

White37.1%18.9%67.0%

How We Will Hold Ourselves Accountable20

By the end of the 2008-2009 school year, we will meet key objectivesWe expect to see significant progress towards these objectives by the end of the 2007-2008 school yearThese objectives are a small portion of the measurements for which we hold ourselves accountableMeasuring Our Success21

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)22

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 doubleNumber of African American students that take AP courses (37 in 2004-2005) will quadruple and IB courses (78 in 2004-2005) will doubleNumber of AP exam scores of 3-5 (336 in 2004-2005) will increase 50%Number of IB diplomas (19 in 2004-2005) will doubleHigher Expectations (PART 2)23

Fifth-Grade Reading, All StudentsGrowth Across Achievement Spectrumproficient46%71%13%68%32%83%17%25%advancedbasic

28

Fifth-Grade Math, All StudentsGrowth Across Achievement Spectrumproficient56%71%27%81%19%91%9%34%advancedbasic

29

Eighth Grade Reading, All StudentsGrowth Across Achievement Spectrumproficient49%69%21%70%30%85%15%31%advancedbasic

30

proficient46%66%22%66%34%76%24%32%advancedbasic

Eighth Grade Math, All Students Growth Across Achievement Spectrum31


Eleventh Grade Reading, All Students Growth Across Achievement Spectrum32


Eleventh Grade Math, All Students Growth Across Achievement Spectrum33

While increasing the achievement of all students, we will also accelerate the learning of children who have been historically short-changed by the systemAll students, regardless of ethnicity, socio-economic status, or ability level will improve their proficiencyThe 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 peersHigher Expectations for All Students 34

**************2******Similar projections in mathematics**Similar projections in mathematics**Excellence For All - all races and all abilities.

In grades 9-12 during this school year, there are AP courses offered to all students at our ten comprehensive high schools. 62 AA students are enrolled in AP classes, compared to 289 white students. Source is SASI, May, 2006. AP course enrollment for AA students increased 68%, from 37 in 2004-2005 to 62 in 2005-2006.CAS COURSES are enrolled by students who have been identified as gifted and talented. Students must complete a minimum of 8 CAS courses to earn graduate with the CAS designation. Students are encouraged to take more CAS courses and include AP and IB courses in their program, which also count toward their eight required units for a CAS diploma. Enrollment numbers were provided by CAS facilitators 9/05. These numbers reflect the number of students identified as CAS students in grades 9-12. Source is school-based tallys from September of 2005.IB NUMBERS. Students must pass six exams to earn the diploma. Numbers reflect the numbers of students enrolled in all of the IB courses at Schenley High School SASI system. Based on enrollment figures, there was a 37% decrease in African American enrollment from 78 in 2004-2005 to 49 in 2005-2006. Source is SASI, Schenley high school, May, 2006.**4440 Juniors and Seniors, RTI as of June, 2005**How we set goals:

We took into account that we must do better than state and federal requirements for 2008. Many districts are working on triage. We are addressing all various grade levels, performance levels (Advanced and Below Basic) and student populations.

Our objectives are based on our gains in performance and comparisons to other leading urban districts. These objectives are an achievable stretch. We are raising the bar.

Other districts made progress in some areas, but few, if any districts with similar poverty levels, racial makeup, grades, and proficiency levels have made comprehensive gains that we aspire to.

**Setting expectations.

Even though progress is being made, gains may not be visible for 2-3 years after reform begins. we are starting these reforms nowRight-Sizingthis has to be a phased implementationResearch of other districts gains show in 2-3 years

We will be developing other non-academic measurements as we go along

**College Board indicates number of self-reported seniors who take the SAT as 1096 (2004-2005 data); 2105 is the number of seniors in RTI in June. (2004-2005 data)

3rd Grade Literacy researchThe California State government is using the number of illiterate children in the third grade as its reference number to determine how many jail-cells are needed. A third-grader is around the age of nine; by the age of nine impressions about the students behavior and future success have already been formed. If a child is treated according to those negative impressions, the student could view himself as incompetent, and feel like a failure. (Carnes)

According to Juel (1988), 87 percent of children who were poor readers at the end of 1st grade were still poor readers by the end of 4th gradeand 75 percent of those who underperformed in 3rd grade were still behind in high school, often by as much as four years (National Center for Education Statistics, 2003).

The International Center for Leadership in Education reports that entry level jobs in the U.S. now have higher reading requirements than are necessary to graduate from high school. (Dagget, 2004)

The social and economic consequences of leaving school without basic reading skills are profound, ranging from failure to graduate to unemployment. Without an adequate education, young people may have trouble managing their finances and family lives. Criminal records indicate that at least half of all teenagers and young adults with criminal histories, and half of those with substance abuse problems, have reading difficulties; some states even predict their future need for prisons based on their 4th grade reading failure rates (Lyon, 2001, ASCD).

In fact, research has shown that we can predict with reasonable accuracy students future academic success by their reading level at the end of third grade.

Studies show that late bloomer are rare.

SATRAND study of students in California found that students with the qualifications did not take the SAT.

This objective is based on our efforts to increase the awareness and access to college preparation, such as including SAT prep grades 6-12 curriculum, and college awareness programs.

**

NUMBER OF STUDENTS WHO TAKE AP EXAMS IS LISTED ON COLLEGE BOARD REPORT. {report received 11/05} 2005-2006 AP course enrollment for African Americans is at 72, double the number of students from 2004-2005.

IB DIPLOMA EXAM REPORT WILL BE MADE AVAILABLE FROM SCHENLEY/INTERNATIONAL BACCALAUREATE. IB course enrollment is determined by IB coordinator. Each IB course is tabulated for enrollment. (SASI) (2004-2005 data). IB program provides results of IB diploma exams The IB test is taken in May report is received the following Fall.2005-2006 IB course enrollment for African Americans is 138, a decrease from 201 in 2004-2005**When we say excellence for all, we mean all races and all abilities.

************Broad Prize or Finalist districts:

The Council of Great City Schools Report on achievement gap result in urban districts

BostonFrom 2001-2005, there was merely a 2% reduction in the achievement gap in elementary reading. (add overall achievement here)

When looking at other