pssa: pennsylvania system of schools assessment robert valeria

PSSA: Pennsylvania PSSA: Pennsylvania System of Schools System of Schools

AssessmentAssessment

Robert ValeriaRobert Valeria

PurposePurpose To improve student understanding of standards To improve student understanding of standards

recognized by the state of PA, which will lead to recognized by the state of PA, which will lead to improved PSSA scores.improved PSSA scores.

To accomplish this:To accomplish this: 1) We will first look at information about the PSSA—what 1) We will first look at information about the PSSA—what

is it and how is it scored. We can use this to improve is it and how is it scored. We can use this to improve scores.scores.

2) Then we will look at our scores from 2008 to see 2) Then we will look at our scores from 2008 to see where we are.where we are.

3) We will look at how our school compares with nearby 3) We will look at how our school compares with nearby schools.schools.

4) Finally, we will discuss ways to improve student 4) Finally, we will discuss ways to improve student understanding and their PSSA scores.understanding and their PSSA scores.

ContentsContents

General PSSA InformationGeneral PSSA Information Tests (Math, Reading, Writing, Science)Tests (Math, Reading, Writing, Science) Scoring BreakdownScoring Breakdown Adequate Yearly ProgressAdequate Yearly Progress

2008 District Results2008 District Results Comparison to Other SchoolsComparison to Other Schools How to Improve PSSA ScoresHow to Improve PSSA Scores

General PSSA General PSSA InformationInformation

Pennsylvania System of Pennsylvania System of School AssessmentSchool Assessment

Origins of the PSSAOrigins of the PSSA

No Child Left Behind (NCLB) is federal No Child Left Behind (NCLB) is federal legislation that mandates that states legislation that mandates that states assess schools to ensure that all assess schools to ensure that all students reach proficiency of high students reach proficiency of high standards.standards.

Each state uses a state-designed test to Each state uses a state-designed test to assess student learning and assess student learning and understanding.understanding.

Pennsylvania uses the PSSA Pennsylvania uses the PSSA (Pennsylvania System of School (Pennsylvania System of School Assessment)Assessment)

PSSA TestsPSSA Tests

MathematicsMathematics Grades 3-8, 11Grades 3-8, 11 2009 Testing 2009 Testing

Window: March 16-Window: March 16-2727

WritingWriting Grades 5, 8, 11Grades 5, 8, 11 2009 Testing 2009 Testing

Window: February 9-Window: February 9-2020

ReadingReading Grades 3-8, 11Grades 3-8, 11 2009 Testing 2009 Testing

Window: March 16-Window: March 16-2727

ScienceScience Grade 4, 8, 11Grade 4, 8, 11 2009 Testing 2009 Testing

Window: April 27-Window: April 27-May 8May 8

PSSA TestsPSSA Tests The tests seek to provide students, parents, schools, The tests seek to provide students, parents, schools,

and states information about student and school and states information about student and school performance.performance.

The tests are aligned with the Assessment Anchors in The tests are aligned with the Assessment Anchors in each subject. The anchors identify reporting each subject. The anchors identify reporting categories and specific standards for each grade that categories and specific standards for each grade that should be taught and may be assessed on the PSSA.should be taught and may be assessed on the PSSA.

Each test is composed of multiple sections.Each test is composed of multiple sections. Currently, the Mathematics and Reading tests are Currently, the Mathematics and Reading tests are

the only ones that are formally used to assess school the only ones that are formally used to assess school performance (to determine if schools are making performance (to determine if schools are making progress towards having all students reach progress towards having all students reach proficiency).proficiency).

PSSA TestsPSSA Tests By 2014, the goal is to have 100% of students By 2014, the goal is to have 100% of students

pass the tests. Currently, the benchmark in PA is pass the tests. Currently, the benchmark in PA is 63% for reading and 56% for math.63% for reading and 56% for math.

The mathematics and reading tests are given The mathematics and reading tests are given together. Each test has 3 sections and they together. Each test has 3 sections and they alternate:alternate: Math – Reading – Math – Reading – Math – ReadingMath – Reading – Math – Reading – Math – Reading

The science and writing tests are given at The science and writing tests are given at different times in the year.different times in the year.

Each section in the tests identify a suggested Each section in the tests identify a suggested amount of time that the section should take. amount of time that the section should take. Students, however, can use as much reasonable Students, however, can use as much reasonable time as needed.time as needed.

Scoring the TestsScoring the Tests

The items that are assessed to determine The items that are assessed to determine student and school performance are called student and school performance are called “common items,” because these items are “common items,” because these items are the same on all tests.the same on all tests.

The tests also have field test items and The tests also have field test items and equating items which are not the same. equating items which are not the same. These items do not count in final scores. These items do not count in final scores. Field test items are for research. Equating Field test items are for research. Equating items are aligned with standards from items are aligned with standards from previous years. Students do not know which previous years. Students do not know which items are field test items or equating items.items are field test items or equating items.

Scoring the TestsScoring the Tests On the common items, points are given in the On the common items, points are given in the

following fashion:following fashion: Multiple Choice (0 or 1 points)Multiple Choice (0 or 1 points) Open-Ended Questions Open-Ended Questions

Reading (0 to 3 Points)Reading (0 to 3 Points) Math (0 to 4 Points)Math (0 to 4 Points) Writing (1 to 4 Points)Writing (1 to 4 Points) Science – Open Ended (0 to 2 Points), Scenario (0 to 4)Science – Open Ended (0 to 2 Points), Scenario (0 to 4)

Totals are combined from all sections to get final Totals are combined from all sections to get final raw scores. These results are converted to scale raw scores. These results are converted to scale scores, which usually range from 700 to 2400scores, which usually range from 700 to 2400

Scaled scores are divided into four categories: Scaled scores are divided into four categories: Below Basic, Basic, Proficient, and Advanced. Below Basic, Basic, Proficient, and Advanced.

Scoring the TestsScoring the Tests The cutoff scores for each category are different for test at The cutoff scores for each category are different for test at

different grade levels. For 2009, they can be found in the different grade levels. For 2009, they can be found in the Assessment Handbook for PSSA at Assessment Handbook for PSSA at http://www.pde.state.pa.us/a_and_t/lib/a_and_t/2008-2009_http://www.pde.state.pa.us/a_and_t/lib/a_and_t/2008-2009_assessment_handbook.pdfassessment_handbook.pdf

As an example, for Grade 7 Math, here are the cutoffs for As an example, for Grade 7 Math, here are the cutoffs for 2009:2009: Below Basic – 700 to 1182Below Basic – 700 to 1182 Basic – 1183 to 1297Basic – 1183 to 1297 Proficient – 1298 to 1471Proficient – 1298 to 1471 Advanced – 1472 and upAdvanced – 1472 and up

Students need to be at proficient to “pass” the test.Students need to be at proficient to “pass” the test. Proficient and Advanced – “Pass”Proficient and Advanced – “Pass” Basic and Below Basic – “Fail” Basic and Below Basic – “Fail”

What do the Scores Mean?What do the Scores Mean? Below Basic – Limited understanding of the Below Basic – Limited understanding of the

reporting categories and standards (Assessment reporting categories and standards (Assessment Anchors) for that grade level and subjectAnchors) for that grade level and subject

Basic – Student is able to complete simple or Basic – Student is able to complete simple or routine tasks dealing with the standards for that routine tasks dealing with the standards for that grade level and subject.grade level and subject.

Proficient – Student is able to use strategies to Proficient – Student is able to use strategies to complete grade-level tasks dealing with the complete grade-level tasks dealing with the standards for that grade level and subject.standards for that grade level and subject.

Advanced – Student is able to use sophisticated Advanced – Student is able to use sophisticated strategies and shows in-depth understanding strategies and shows in-depth understanding dealing with the standards for that grade level dealing with the standards for that grade level and subject.and subject.

What do the Scores Mean?What do the Scores Mean?

A student who has scored in below A student who has scored in below basic or basic has not reached basic or basic has not reached proficiency level (passing) of the proficiency level (passing) of the subject.subject.

A student who has scored in A student who has scored in proficient or advanced has reached proficient or advanced has reached proficiency level (passing) for that proficiency level (passing) for that subject.subject.

Math Test (Grades 3-8, 11)Math Test (Grades 3-8, 11) Three math sections are given, each approximately Three math sections are given, each approximately

20-25 questions. First group of questions are multiple-20-25 questions. First group of questions are multiple-choice. At the end, there are open-ended question.choice. At the end, there are open-ended question.

First math section has several questions students First math section has several questions students must complete without a calculator. After these must complete without a calculator. After these questions, calculators are allowed (no QWERTY questions, calculators are allowed (no QWERTY keypad calculators).keypad calculators).

Formula Sheet is provided on the test for students to Formula Sheet is provided on the test for students to use (different for each grade).use (different for each grade).

One or two open-ended questions (0 to 4 points) will One or two open-ended questions (0 to 4 points) will be at the end of each section. Grammar is not be at the end of each section. Grammar is not evaluated. Directions are important in these evaluated. Directions are important in these questions. Examples:questions. Examples: Show and explain all workShow and explain all work Show or explain all work.Show or explain all work. Show all work.Show all work.

Scoring Math Open-Ended Scoring Math Open-Ended QuestionsQuestions

4 -4 - The response demonstrates a thorough understanding of the mathematical concepts and procedures required by the task. The response provides correct answer(s) with clear and

complete mathematical procedures shown and a correct explanation, as required by the task. Response may contain a minor “blemish” or omission in work or explanation that does not detract from demonstrating a thorough understanding.

3 - The response demonstrates a general understanding of the mathematical concepts and procedures required by the task. The response and explanation (as required by the task)

are mostly complete and correct. The response may have minor errors or omissions that do not detract from demonstrating a general understanding.

Scoring Math Open-Ended Scoring Math Open-Ended QuestionsQuestions

2 - The response demonstrates a partial understanding of the mathematical concepts and procedures required by the task. The response is somewhat correct with partial

understanding of the required mathematical concepts and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.

1 – The response demonstrates a minimal understanding of the mathematical concepts and procedures required by the task.

0 - The response has no correct answer and insuffi cient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task for that grade level.

Scoring the Math TestScoring the Math Test

2009 Mathematics Test2009 Mathematics Test 60 multiple choice items that count (60 60 multiple choice items that count (60

possible points)possible points) 3 open-ended items that count (12 possible 3 open-ended items that count (12 possible

points)points) Total test has 72 possible raw points.Total test has 72 possible raw points.

Raw score is converted to scale score and Raw score is converted to scale score and placed in one of four categories: Below placed in one of four categories: Below Basic, Basic, Proficient, AdvancedBasic, Basic, Proficient, Advanced

Reading Test (Grades 3-8, 11)Reading Test (Grades 3-8, 11) Three reading sections are given, each Three reading sections are given, each

approximately 20-25 questions.approximately 20-25 questions. In each section, there will be 2-3 reading passages In each section, there will be 2-3 reading passages

for students to read.for students to read. Students will read passage and then answer Students will read passage and then answer

several multiple-choice questions about it.several multiple-choice questions about it. Each section will include at least 1 open-ended Each section will include at least 1 open-ended

questions (0 to 3 points). These questions will be questions (0 to 3 points). These questions will be after the multiple choice questions for a reading after the multiple choice questions for a reading passage. Grammar is not evaluated. Directions are passage. Grammar is not evaluated. Directions are important in these questions. important in these questions. e.g. Often a set of directions may say for the student to e.g. Often a set of directions may say for the student to

provide a certain provide a certain numbernumber of examples or instances of of examples or instances of something from the story.something from the story.

Scoring Reading Open-Ended Scoring Reading Open-Ended QuestionsQuestions

3 Points3 Points The response provides a complete answer to the task

(e.g., a statement that offers a correct answer as well as text-based support).

The response provides specific, appropriate, and accurate details (e.g., naming, describing, explaining, or comparing) or examples.

2 Points The response provides a partial answer to the task (e.g.,

indicates some awareness of the task and at least one text-based detail).

The response attempts to provide sufficient, appropriate details (e.g., naming, describing, explaining, or comparing) or examples; may contain minor inaccuracies.

Scoring Reading Open-Ended Scoring Reading Open-Ended QuestionsQuestions

1 Point1 Point The response provides an incomplete answer to

the task (e.g., indicating either a misunderstanding of the task or no text-based details).

The response provides insufficient or inappropriate details or examples that have a major effect on accuracy.

The response consists entirely of relevant copied text.

0 Points The response provides insufficient material for

scoring. The response is inaccurate in all aspects.

Scoring the Reading TestScoring the Reading Test 2009 Reading Test (Grades 4-8, 11)2009 Reading Test (Grades 4-8, 11)

40 multiple choice items that count (40 possible points)40 multiple choice items that count (40 possible points) 4 open-ended items that count (12 possible points)4 open-ended items that count (12 possible points) Total test has 52 possible raw points.Total test has 52 possible raw points.

2009 Reading Test (Grade 3)2009 Reading Test (Grade 3) Only 2 open-ended items that count (6 possible points)Only 2 open-ended items that count (6 possible points) Total test has 46 possible raw pointsTotal test has 46 possible raw points

Raw score is converted to scaled score and Raw score is converted to scaled score and placed in 1 of 4 categories: Below Basic, Basic, placed in 1 of 4 categories: Below Basic, Basic, Proficient, AdvancedProficient, Advanced

Writing Test (Grades 5, 8, 11)Writing Test (Grades 5, 8, 11) Four Different Sections, which include multiple-Four Different Sections, which include multiple-

choice questions and writing promptschoice questions and writing prompts Multiple ChoiceMultiple Choice: Students are presented with : Students are presented with

passages to read. Then they are given multiple passages to read. Then they are given multiple choice questions about the passage. These choice questions about the passage. These questions may ask students to identify which questions may ask students to identify which parts are incorrect, not relevant, misspelled, etc. parts are incorrect, not relevant, misspelled, etc. These are worth 1 point.These are worth 1 point.

Writing PromptsWriting Prompts: Students are given a prompt : Students are given a prompt and then given time to plan, write, and proofread and then given time to plan, write, and proofread essay. Grammar is evaluated. These are worth 4 essay. Grammar is evaluated. These are worth 4 points (1-4 points may be given)points (1-4 points may be given) Writing prompts may be narrative, informational, or Writing prompts may be narrative, informational, or

persuasive. persuasive. Usually given in February.Usually given in February.

Scoring the Writing TestScoring the Writing Test 2009 Writing Test (Grades 5, 8, 11)2009 Writing Test (Grades 5, 8, 11)

Holistic Domain (Focus and Content)Holistic Domain (Focus and Content) 2 writing prompts, each scored at 4 points each gives total of 2 writing prompts, each scored at 4 points each gives total of

8 points. Total is multiplied by 10 to give 80 possible points)8 points. Total is multiplied by 10 to give 80 possible points) Conventions Domain (Grammar)Conventions Domain (Grammar)

12 multiple-choice items that count (12 possible points)12 multiple-choice items that count (12 possible points) 2 writing prompts graded at 4 points each for grammar 2 writing prompts graded at 4 points each for grammar

usage (8 possible points)usage (8 possible points) Total for conventions domain of 20 possible points)Total for conventions domain of 20 possible points)

Total test has 100 possible raw points.Total test has 100 possible raw points.

Raw score is converted to scaled score and is Raw score is converted to scaled score and is placed in 1 of 4 categories: Below Basic, Basic, placed in 1 of 4 categories: Below Basic, Basic, Proficient, AdvancedProficient, Advanced

Science Test (Grades 4, 8, 11)Science Test (Grades 4, 8, 11)

Two Sections in Grades 4 and 8. Three Two Sections in Grades 4 and 8. Three sections in Grade 11. Each section consists sections in Grade 11. Each section consists of multiple choice and open-ended itemsof multiple choice and open-ended items

Four Reporting Categories: Nature of Four Reporting Categories: Nature of Sciences, Biology, Physical Sciences, Earth Sciences, Biology, Physical Sciences, Earth and Space Sciencesand Space Sciences

Open-Ended questions are scored from 0-2 Open-Ended questions are scored from 0-2 points. Open-Ended Scenario questions points. Open-Ended Scenario questions (grade 11 only) are scored from 0-4 points.(grade 11 only) are scored from 0-4 points.

Usually given in May.Usually given in May.

Scoring the Science TestScoring the Science Test 2009 Science Test (Grades 4 and 8)2009 Science Test (Grades 4 and 8)

58 multiple choice items that count (58 possible points)58 multiple choice items that count (58 possible points) 5 open-ended items that count at 2 points each (10 possible 5 open-ended items that count at 2 points each (10 possible

points)points) Total test has 58 possible raw pointsTotal test has 58 possible raw points

2009 Science Test (Grade 11)2009 Science Test (Grade 11) 50 multiple choice items that count (50 possible points)50 multiple choice items that count (50 possible points) 6 open-ended items that count at 2 points each (12 possible 6 open-ended items that count at 2 points each (12 possible

points)points) 3 scenario items that count at 4 points each (12 possible 3 scenario items that count at 4 points each (12 possible

points)points) Total test has 74 possible raw pointsTotal test has 74 possible raw points

Raw score is converted to scaled score and is placed Raw score is converted to scaled score and is placed in 1 of 4 categories: Below Basic, Basic, Proficient, in 1 of 4 categories: Below Basic, Basic, Proficient, AdvancedAdvanced

Adequate Yearly ProgressAdequate Yearly Progress

A school is assessed in four categories:A school is assessed in four categories: AttendanceAttendance GraduationGraduation Academic Performance (PSSA scores on Academic Performance (PSSA scores on

Reading and Math tests)Reading and Math tests) Test Participation (students taking the PSSA at Test Participation (students taking the PSSA at

the school)the school)

The goal of NCLB is that by 2014, 100% of The goal of NCLB is that by 2014, 100% of all students should be proficient on the all students should be proficient on the reading and math tests.reading and math tests.

Adequate Yearly ProgressAdequate Yearly Progress Current target rates:Current target rates:

Reading - 63% ProficientReading - 63% Proficient Math – 56% ProficientMath – 56% Proficient

If a school does not meet this exact target rate, they can If a school does not meet this exact target rate, they can still meet AYP by using a confidence interval or safe harbor still meet AYP by using a confidence interval or safe harbor (showing improvement).(showing improvement).

The target rate will periodically increase until 2014.The target rate will periodically increase until 2014. Schools must also meet the target rate in different groups if Schools must also meet the target rate in different groups if

the group is large enough at the school. These groups the group is large enough at the school. These groups include IEP students and economically disadvantaged include IEP students and economically disadvantaged students.students.

Ex) A school may have 70% of all students pass the 7Ex) A school may have 70% of all students pass the 7thth grade reading test. The same school may have only 40% of grade reading test. The same school may have only 40% of all IEP students passing the test. This school has all IEP students passing the test. This school has notnot met met AYP in this grade.AYP in this grade.

2008 Hollidaysburg Area 2008 Hollidaysburg Area School District ResultsSchool District Results

District Results in MathematicsDistrict Results in MathematicsAYP – 56%AYP – 56%

At Least At Least ProficienProficien

tt

Below Below BasicBasic BasicBasic ProficienProficien

ttAdvancedAdvanced

All StudentsAll Students 82%82% 7%7% 11%11% 27%27% 55%55%

MaleMale 82%82% 8%8% 11%11% 24%24% 57%57%

FemaleFemale 83%83% 6%6% 11%11% 30%30% 53%53%

WhiteWhite 82%82% 7%7% 11%11% 27%27% 55%55%

BlackBlack 61%61% 17%17% 22%22% 22%22% 39%39%

Latino/ Latino/ HispanicHispanic

76%76% 6%6% 18%18% 35%35% 41%41%

AsianAsian 88%88% 0%0% 12%12% 16%16% 72%72%

IEPIEP 45%45% 33%33% 22%22% 21%21% 24%24%

Economically Economically DisadvantageDisadvantage

dd

68%68% 13%13% 19%19% 27%27% 41%41%

Mathematics District Results Mathematics District Results Observations and InterpretationsObservations and Interpretations

82% of our students scored proficient or 82% of our students scored proficient or advanced. 55% of them scored advanced.advanced. 55% of them scored advanced. This is a high percentage and shows that This is a high percentage and shows that

overall, most of our students are learning the overall, most of our students are learning the material that they should.material that they should.

Very little difference between males and Very little difference between males and females.females.

Gap between black and white is 21% for Gap between black and white is 21% for proficiency. However, sample size for proficiency. However, sample size for black population is very small. There are black population is very small. There are not enough black students in any grade for not enough black students in any grade for it to be counted as a subgroup.it to be counted as a subgroup.

Mathematics District Results Mathematics District Results Observations and InterpretationsObservations and Interpretations

There are enough students with IEPs There are enough students with IEPs for there to be an IEP subgroup. We for there to be an IEP subgroup. We also have the subgroup of also have the subgroup of “Economically Disadvantaged”“Economically Disadvantaged”

IEP students scored at a lower IEP students scored at a lower percentage than the AYP target—percentage than the AYP target—only 45% of IEP students scored only 45% of IEP students scored proficient or above.proficient or above.

Mathematics Results by GradeMathematics Results by GradeAYP – 56%AYP – 56%

GradeGrade Below Below BasicBasic

BasicBasic ProficienProficientt

AdvanceAdvancedd

At least At least Proficient Proficient in HASDin HASD

At least At least Proficient Proficient in Statein State

33 4%4% 9%9% 35%35% 52%52% 87%87% 80%80%

44 7%7% 8%8% 26%26% 59%59% 85%85% 80%80%

55 5%5% 12%12% 23%23% 60%60% 83%83% 73%73%

66 9%9% 11%11% 22%22% 59%59% 80%80% 72%72%

77 6%6% 8%8% 18%18% 69%69% 87%87% 71%71%

88 6%6% 11%11% 25%25% 58%58% 83%83% 70%70%

1111 14%14% 18%18% 35%35% 32%32% 68%68% 56%56%

Mathematics Grade Results Mathematics Grade Results Observations and InterpretationsObservations and Interpretations

All of our grades did better than the All of our grades did better than the state average by at least 5%.state average by at least 5%. 87% of our 787% of our 7thth graders were proficient or graders were proficient or

above while the state average was just above while the state average was just 71%. Performance seems to improve 71%. Performance seems to improve when students make the jump to junior when students make the jump to junior high school between 6high school between 6thth grade and 7 grade and 7thth grade.grade.

District Results in ReadingDistrict Results in ReadingAYP – 63%AYP – 63%

At Least At Least ProficienProficien

tt

Below Below BasicBasic BasicBasic ProficienProficien

ttAdvancedAdvanced

All StudentsAll Students 79%79% 8%8% 12%12% 38%38% 42%42%

MaleMale 75%75% 11%11% 14%14% 36%36% 38%38%

FemaleFemale 84%84% 5%5% 11%11% 39%39% 45%45%

WhiteWhite 79%79% 8%8% 12%12% 37%37% 42%42%

BlackBlack 67%67% 17%17% 17%17% 22%22% 44%44%

Latino/ Latino/ HispanicHispanic

88%88% 6%6% 6%6% 65%65% 24%24%

AsianAsian 96%96% 0%0% 4%4% 40%40% 56%56%

IEPIEP 36%36% 42%42% 22%22% 25%25% 11%11%

Economically Economically DisadvantageDisadvantage

dd

64%64% 17%17% 20%20% 40%40% 24%24%

Reading District Results Reading District Results Observations and InterpretationsObservations and Interpretations

Like in math, overall our students are doing Like in math, overall our students are doing very well. 79% of them scored proficient or very well. 79% of them scored proficient or advanced while 42% scored advanced.advanced while 42% scored advanced. These percentages show that overall most of our These percentages show that overall most of our

students are learning the material that they students are learning the material that they should.should.

9% more females scored at least proficient 9% more females scored at least proficient than males.than males.

Gap between white and black groups is Gap between white and black groups is smaller than the gap on the math test (12% smaller than the gap on the math test (12% gap in reading compared with 21% for math)gap in reading compared with 21% for math)

Reading District Results Reading District Results Observations and InterpretationsObservations and Interpretations

Like with the math test, the IEP Like with the math test, the IEP subgroup is the one group that did subgroup is the one group that did not meet the target percentage. Only not meet the target percentage. Only 36% of IEP students scored proficient 36% of IEP students scored proficient or above on reading test.or above on reading test.

Reading Results by GradeReading Results by GradeAYP – 63%AYP – 63%

GradeGrade Below Below BasicBasic

BasicBasic ProficienProficientt

AdvanceAdvancedd

At least At least Proficient Proficient in HASDin HASD

At least At least Proficient Proficient in Statein State

33 9%9% 9%9% 62%62% 20%20% 82%82% 77%77%

44 8%8% 12%12% 32%32% 48%48% 80%80% 70%70%

55 7%7% 14%14% 47%47% 32%32% 79%79% 62%62%

66 8%8% 16%16% 35%35% 41%41% 76%76% 67%67%

77 11%11% 13%13% 33%33% 42%42% 76%76% 70%70%

88 8%8% 8%8% 17%17% 67%67% 84%84% 78%78%

1111 10%10% 14%14% 38%38% 39%39% 76%76% 65%65%

Reading Grade Results Reading Grade Results Observations and InterpretationsObservations and Interpretations

All of our grades did better than the All of our grades did better than the state average by at least 5%.state average by at least 5%. 79% of our 579% of our 5thth graders were proficient or graders were proficient or

above while the state average was just above while the state average was just 62%.62%.

No increase between 6No increase between 6thth and 7 and 7thth grade grade like there is in math (move from like there is in math (move from elementary to junior high).elementary to junior high).

Science Results by GradeScience Results by Grade(Not Counted Toward AYP)(Not Counted Toward AYP)

GradeGrade Below Below BasicBasic BasicBasic ProficienProficien

ttAdvanceAdvance

dd

At least At least ProficieProficie

nt in nt in DistrictDistrict

At least At least ProficieProficie

nt in nt in StateState

44 2%2% 6%6% 31%31% 61%61% 92%92% 82%82%

88 14%14% 22%22% 42%42% 22%22% 64%64% 53%53%

1111 6%6% 42%42% 36%36% 16%16% 52%52% 36%36%

Science Grade Results Science Grade Results Observations and InterpretationsObservations and Interpretations

All of our grades did better than the All of our grades did better than the state average by at least 10%.state average by at least 10%. 92% of our 492% of our 4thth graders scored at least graders scored at least

proficientproficient 52% of our 1152% of our 11thth graders scored at least graders scored at least

proficient (compared with state avg of proficient (compared with state avg of 36%)36%)

HASD compared with Other HASD compared with Other Local School DistrictsLocal School Districts

Comparisons only deal with Comparisons only deal with Reading and Mathematics Reading and Mathematics

PSSA tests.PSSA tests.

Local School District Comparison Local School District Comparison for Math Grades 3-5for Math Grades 3-5

Percentage of Students that are At or Above ProficientPercentage of Students that are At or Above Proficient

HASDHASD AltoonaAltoona Spring Spring CoveCove

ClaysburClaysburg-Kimmelg-Kimmel

WilliamsburWilliamsburgg

BellwooBellwoodd

All All StudentsStudents 85%85% 75%75% 82%82% 75%75% 78%78% 88%88%

IEPIEP 53%53% 45%45% 49%49% 45%45% 76%76% --

Economically Economically DisadvantagDisadvantag

eded75%75% 66%66% 71%71% 65%65% 72%72% 82%82%






BellwooBellwoodd


IEPIEP 40%40% 29%29% 25%25% -- -- --


eded65%65% 61%61% 59%59% 57%57% 57%57% 79%79%






BellwooBellwoodd


IEPIEP 24%24% 13%13% -- -- -- --


eded46%46% 41%41% 34%34% -- -- --

Mathematics Observations and Mathematics Observations and InterpretationsInterpretations

Our percentages of students passing are better Our percentages of students passing are better than all the local school districts’ percentages than all the local school districts’ percentages except Bellwood-Antis. Bellwood’s percentages except Bellwood-Antis. Bellwood’s percentages are slightly higher than our percentages.are slightly higher than our percentages.

Our percentages are slightly higher than Spring Our percentages are slightly higher than Spring Cove’s percentages and relatively higher than Cove’s percentages and relatively higher than Altoona’s, Williamsburg’s, and Claysburg’s Altoona’s, Williamsburg’s, and Claysburg’s percentages.percentages.

Some of the smaller local school districts have no Some of the smaller local school districts have no percentages for IEP and Economically percentages for IEP and Economically Disadvantaged because they do not have enough Disadvantaged because they do not have enough of these students for them to be considered a of these students for them to be considered a subgroup.subgroup.

Mathematics Observations and Mathematics Observations and InterpretationsInterpretations

Since these school districts do not have Since these school districts do not have those subgroups, they do not affect them those subgroups, they do not affect them with AYP. We do have to have 56% of our with AYP. We do have to have 56% of our IEP students reach proficiency because IEP students reach proficiency because this is a subgroup at our school.this is a subgroup at our school.

Bottom Line: Our math program is helping Bottom Line: Our math program is helping to create students who know and to create students who know and understand key math concepts. We are understand key math concepts. We are one of the better schools in the area in one of the better schools in the area in regard to this.regard to this.

Local School District Comparison Local School District Comparison for Reading Grades 3-5for Reading Grades 3-5





BellwooBellwoodd


IEPIEP 42%42% 35%35% 26%26% 33%33% 42%42% --


eded68%68% 56%56% 59%59% 51%51% 56%56% 67%67%






BellwooBellwoodd


IEPIEP 25%25% 30%30% 34%34% -- -- --


eded58%58% 57%57% 71%71% 57%57% 52%52% 76%76%






BellwooBellwoodd


IEPIEP 39%39% 29%29% -- -- -- --


eded64%64% 62%62% 53%53% -- -- --

Reading Observations and Reading Observations and InterpretationsInterpretations

In grades 3-5, a greater percentage of our In grades 3-5, a greater percentage of our students reached proficiency than any of students reached proficiency than any of our neighboring school districts.our neighboring school districts.

In grades 6-8, the percentage of our In grades 6-8, the percentage of our students that made proficiency (78%) is students that made proficiency (78%) is slightly less than Spring Cove’s and slightly less than Spring Cove’s and Bellwood’s percentages.Bellwood’s percentages.

In grades 9-12, our percentage is 3 points In grades 9-12, our percentage is 3 points lower than Bellwood’s percentage.lower than Bellwood’s percentage.

In general, our percentages our relatively In general, our percentages our relatively higher than those from Altoona, Claysburg, higher than those from Altoona, Claysburg, and Williamsburg.and Williamsburg.

Grades 6-8 Observations and Grades 6-8 Observations and InterpretationsInterpretations

Bellwood, us, and Spring Cove have similar Bellwood, us, and Spring Cove have similar results. Bellwood’s results are slightly results. Bellwood’s results are slightly higher overall and our results are slightly higher overall and our results are slightly higher than Spring Cove’s results.higher than Spring Cove’s results.

The bottom line, however, is that our school The bottom line, however, is that our school is doing well in the reading curriculum. We is doing well in the reading curriculum. We need to make sure we continue to strive to need to make sure we continue to strive to reach 100% proficiency.reach 100% proficiency.

We also need to focus on the IEP subgroup. We also need to focus on the IEP subgroup. Only 25% of our IEP students in grades 6-8 Only 25% of our IEP students in grades 6-8 were proficient (39% in grades 9-12).were proficient (39% in grades 9-12).

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