2019 Academic Achievement & Growth Report
The mission of the Pine-Richland School District is to focus on learning for every student every day. The vision at PRSD emphasizes the fact that learning is reflected in both achievement and growth. Now in the seventh year of publication, the format and structure of this report have been refined each year to provide descriptive statistics and analyses across a series of standardized assessments. For the 2019 report, we refined our process of engagement to include interactive, state-provided data analysis accounts to our Academic Leadership Council (ALC) members. The data accessible in these systems allows for disaggregation and a several year snapshot of student performance, with multiple permutations. Folders of static data and spreadsheets were also created, which were utilized by ALCs and principals in leading data analysis sessions with our departmental and grade-level teams of teachers. The collective group of administrators and professional staff identified and prioritized strengths, opportunities, and action steps to be reflected in the recommendations section. Emphasis was placed on integrated action steps, in a prioritized manner targeting high-leverage actions. Connecting these action steps to work and recommendations emerging from the in-depth program reviews and to the teaching and learning occurring in our classrooms daily is of utmost importance to ensure sustainability and alignment.
As a disclaimer to all who review this report, it is important to note the narrow focus on standardized achievement test results (i.e., PSSA, Keystone Exams, SAT, ACT, and AP). These are important and high stakes assessments. However, we also know that measures of school effectiveness and learning are far more comprehensive than the information in this report. Those measures include a holistic look at our schools and students, such as classroom-based assessments; school climate; participation in extra- and co-curricular activities; graduation rates; attendance; discipline; post-secondary readiness; social-emotional development; wellness; and more. In the 2019- 2023 PRSD Strategic Plan, we have called specific attention to the holistic development of our students through the PR Graduate Portrait. The sub-skills identified under the four overarching categories were defined with help from our community, including educators, students, and parents, and the greater community as essential for success within and beyond our school experience. This concept will continue to grow in future years.
Framing our mission to drive action in the classroom and school system on a day-to-day basis, we have asked, “How do we focus on academic learning for every student every day?” The academic system at Pine-Richland School District is illustrated by the following image
Model for Teaching and Learning
Multi-Tier System of Supports (MTSS)
- ELA and Math
- Decision Trees
- Research-Based Interventions
Continuum of Services
- Special Education
- Gifted Education
- Other Programming
As a district, we are focusing on process and results. Building principals, assistant principals, Academic Leadership Council Members, and our K-12 classroom teachers were actively engaged in the development of this year’s report. We have been intentional in celebrating strengths and identifying opportunities for improvement. The results in this report are directly integrated with other strategic initiatives related to the model for teaching and learning, in-depth program review, curriculum review process, and instructional strategies focus. Short-term and long-term goals of the strategic plan influence the educational program for students and the learning results.
Within the Baldrige Performance Excellence framework, “LeTCI” is used as an acronym to describe evaluation factors for reviewing results (i.e., Levels, Trends, Comparisons, and Integration). We have again utilized those factors in evaluating the results. Various types of PSSA and School Performance Profile comparisons with high performing schools and school districts are included in our presentation this year. We plan to further strengthen this approach in future years for the other assessments. The emphasis on both process and results is captured in the following image:
Key highlights of this year’s report include:
- PSSA achievement levels at or above the top decile in almost all cases
- Use of benchmarking tools to drive instructional interventions down to the student level
- Provision of access via individual accounts for the Academic Leadership Council during the data analysis through state data analysis tools in addition to our district data warehouse
- Engagement of the professional staff during the data analysis, reflection, and action planning portions of the Academic Achievement & Growth Report creation.
Areas of action include:
- Continued examination and revisions of curriculum, assessment, and instruction at all grade levels
- Integration of regular, collaborative data analysis to replicate best practices among teachers
- Ensure alignment and effectiveness of MTSS interventions to meet students’ unique needs
- Establish a systematic approach and consistent implementation of curricular resources and instructional strategies
- Effectiveness of the academic system to ensure that student learning experiences yield meaningful learning opportunities for each student, based upon their unique needs