UPPER MERION AREA SCHOOL DISTRICT

STUDENT ACHIEVEMENT REPORTPRESENTED BY

JANE CALLAGHANNOVEMBER 1, 2010

About Adequate Yearly Progress (AYP) in Pennsylvania

• Adequate Yearly Progress (AYP), as part of the federal No Child Left Behind Act (NCLB), holds LEAs accountable to students, their parents, teachers, and the community. The purpose of AYP is to ensure that all students have reading and math skills that prepare them for the future. The law states that all students must reach the Proficient level or higher in Reading or Language Arts and Mathematics by 2014.

• AYP measures determine whether a school or district is making sufficient annual progress towards the goal of 100% proficiency

• AYP measures student results for three indicators– Attendance (for schools without a High School graduating class) or

Graduation Rate (for schools with a High School graduating class)– Academic Performance– Test Participation

• 2010 Targets 56% Proficiency in Mathematics, 63% Proficiency in Reading• 2011 Targets 67% Proficiency in Mathematics, 72% Proficiency in Reading

AYP requires that all groups of children reach proficiency in Reading or Language Arts and Mathematics – hence the phrase "no child left behind". These groups include all racial and ethnic backgrounds, students who are English Language Learners, economically disadvantaged students, and special education students. (When these subgroups contain fewer than 40 students, the subgroup is not separately evaluated for AYP)- UMASD Demographic Numbers by Testing

All Students 1877Female 939

Male 938American Indian or Alaskan Native 1Asian or Pacific Islander 268Black/African American non-Hispanic

168

Latino/Hispanic 117White non-Hispanic 1311Multi-Racial/Ethnic 12IEP-Special Education 252Migrant Education Program 0Economically Disadvantaged 353English Language Learner 37

ALL UMASD Schools Made AYP

Reading District and State Performance By Grade 2010

Reading District and State Performance Three Year Progress

Reading Performance 2010Distribution by Reading and Student Group

Mathematics District and State Performance By Grade-2010 Grade1 2010

Mathematics District and StateThree Year Progress

Mathematics Performance 2010Distribution by Mathematics and Student Group

Science, 2010

Writing, 2010

Bridgeport Elementary School, 2010Mathematics

Grades 3 and 4

Caley Elementary School, 2010Mathematics

Grades 3 and 4

Candlebrook Elementary School, 2010Mathematics

Grades 3 and 4

Roberts Elementary SchoolMathematics

Grades 3 and 4

UMASD Middle School Mathematics by Grade, 2010

Bridgeport Elementary School, 2010Reading

Grades 3 and 4

Caley Elementary School, 2010Reading

Grades 3 and 4

Candlebrook Elementary School, 2010Reading

Grades 3 and 4

Roberts Elementary SchoolReading

Grades 3 and 4

UMASD Middle School Reading by Grade, 2010

UMASD High School

UMASD High School Reading

UMASD High School and County

Mathematics   Harriton SHS 87.2Lower Merion HS 84.4Abington SHS 81.1North Penn SHS 79.6Lower Moreland HS 79.2Upper Dublin HS 78.7Souderton Area SHS 78.2Jenkintown M/HS 77.3Spring-Ford SHS 76.4Hatboro-Horsham SHS 76.1Methacton HS 75.2Springfield 75.1Plymouth-Whitemarsh 74.4Wissahickon SHS 72.2Perkiomen Valley HS 71.8Upper Merion HS 67.7Upper Perkiomen HS 67.4Cheltenham HS 65.1Pottsgrove SHS 57.3Upper Moreland HS 56.7Pottstown SHS 52.8Norristown Area HS 40.4

Reading   Jenkintown M/HS 93.7Lower Merion HS 91.5Harriton SHS 91.3Springfield 86.7Lower Moreland HS 86.6Abington SHS 85.3Wissahickon SHS 83.2Upper Dublin HS 82.4Souderton Area SHS 81.8Methacton HS 81.7Perkiomen Valley HS 81.7Plymouth-Whitemarsh 81.5Spring-Ford SHS 78.1Hatboro-Horsham SHS 78Upper Perkiomen HS 77.2North Penn SHS 76.6Cheltenham HS 75.7Upper Merion HS 74Upper Moreland HS 68.3Pottsgrove SHS 67.2Pottstown SHS 59.4Norristown Area HS 50.1

16th out of 22 schools 18th out of 22 schools

SAT SCORES, 2010

Test Takers Critical Reading

Math Writing

Number Mean-District Mean Mean

204 503 518 488

Number Mean-State Mean-State Mean-State

104,593 492 501 480

Number Mean-Total Mean-Total Mean-Total

1,547,990 501 516 492

Achievement and Growth• PSSA/Achievement…PVAAS/Growth– As PVAAS analyses utilize the PSSA assessment data,

PVAAS growth reports are available in (1) Math and Reading for grades 4 through 8, and 11; (2) Science for grades 4, 8, and 11; and (3) Writing for grades 5, 8, and 11. These are the grade levels in which the PSSA is administered. Even though the PSSA is administered in grade 3, PVAAS growth reports are not available for these cohorts. As grade 3 is the first year of state testing, there is no prior history from which to calculate a measure of growth.

– For grades 4 through 8 in Math and Reading, students are tested with the PSSA in consecutive years. This Value-Added Report is based on the Growth Standard Methodology.

– For Science, Writing, and grade 11 Reading and Math, students are not tested in consecutive years. This Value-Added report is based on the Predictive Methodology.

Data Informs Our Planning

• The Data is regularly reviewed and analyzed• Interim data is used in the form of diagnostic

assessments, benchmark assessments, formative and summative assessments

• Data relative to student achievement gaps is used to inform curriculum, text selections, teaching styles

• Research informs our planning

Data Informs Our Planning• Teachers have been involved in data analysis and use

of data for instructional decision making• Both the middle school and the high school have built

intervention courses into their schedules• The high school has been following a multi-year plan to

collapse academic courses and to have all students engaged in a rigorous curriculum

• Staffing remains a priority in the area of reading, special education and ESL

• Professional development is designed based upon student need: Focus on Math/Differentiated Instruction/Technology