ACTION PLAN : Student Achievement
Objective: By the year 2008, the AIU will demonstrate measured progress in student achievement and outcomes for students in AIU programs
as measured by:
- in math 56% of the students in the Center Schools and Alternative Education Programs will be at the
Proficient level on the PSSA or show a 10% increase each year.
- in reading 63% of the students in the Center Schools and Alternative Education Programs will be at the
Proficient level on the PSSA or show a 10% increase each year.
- a 20% improvement in PASA scores at the AIU Center schools.
- an increase from 65% to 95% of eligible students taking the PSSA/PASA
Baseline data: 2001-2002 PSSA scores
- a gain in a minimum of one language acquisition proficiency level per academic school year for English
Second Language Learners.
- a 20% increase in students achieving IEP objectives in Center and District classes.
Baseline data: Results will be available from 2004-2005 school year
*See Note below
*Baseline year was changed-data not available
- an increase from 20% to 30% in the number of students discharged by the AIU Non-Public Schools.
programs.
Baseline data: 2002 Non-Public Schools Remedial Reading & Math Discharge Rate
- a 20% increase in student performance/outcomes on the Child Observation Record for students in the AIU
Early Childhood programs.
Baseline data: Head Start 2003 data; DART baseline data will be available in 2005
- an annual average of at least 5% increase in PSSA participation for PALO grades 3, 5, 8, 11
- an annual average of at least 5% increase in PALO PSSA scores in math and reading for grades
3, 5, 8 and 11
Baseline data: 2002-03 PALO participation rates and PSSA scores
Curriculum Focus
Activity
Responsibility
Timeline
Resources Needed Indicators of Success
Date Completed
Align written curriculum with
PA academic standards and
eliminate gaps and
unnecessary repetitions in all
direct service programs, k12.
ESS and AEP Program
September 2004-January
Administrators, Supervisors, 2005
Curriculum & Instruction,
Training and Consultation
staff
Copies of standards,
time, funds,
professional
development,
facilitator
Copies obtained and
reviewed; Written
document with gaps and
repetitions identified; Life
Skills Curriculum aligned
Curriculum is aligned to assessment anchors and eligible content and is reviewed with
admionistrative and teaching staff as warranted; Specific program examples noted: PALO
purchased and implemented Curriculum Designer
Life SkillsCurriculum (Curriculum for Independent Living) developed, piloted and
implemented with broad roll out in Fall of 2005; Life Skills are aligned to the standards with
implementation within the Life Skills Support, Autistic Support and Multiple Handicapped
Support classrooms;
Written document provided on disk to the teachers; Training in the Life Skills Curriculum
provided to teachers: IEP framework provides data to address goals and objectives
aligned to standards; Currently all ESL teachers use a core ESL curriculum maintained by
the IU. All teachers align the ESL curriculum to a PA academic standard. Eventually all
curriculum & PA Standards will be aligned to an ESL standard.
Identify expected levels of
student achievement based
on the benchmarks
articulated in the PA
academic standards in all
applicable programs, k-12.
ESS and AEP Program
January-August 2005
Administrators, Supervisors,
Professional Development
and Accountability Staff,
Teachers
Time, funds,
professional
development,
facilitator
Written local curriculum
aligned with the
standards
Achievement levels are identified for all students in direct service programs via PSSA,
PASA and AYP benchmarks; In addition, ESL proficiency levels are maintained annually
via the IPT, SELP
Identify expected levels of
student achievement based
on the curriculum(s)
articulated by the Non-Public
schools served by
AIU.*Documentation of exit
criteria to determine
appropriate levels of student
achievement.
Non Public Schools
Administrative staff, NonPublic Schools
Teachers,Reading
Achievement Center,
Representatives of Non
Public schools
Jun-05
Time, funds,
professional
development,
facilitator
Standards based
curriculum developed
Consultation/collaboration with referral teachers in support of grade level content occur on
a daily basis; Individual Instructional Plan (IIP.)
disaggregated testing data, progress monitoring, conferences, report cards and progress
reports, are all used to ensure student achievement in private and parochial schools.
Dismissal guidelines/exit criteria are calculated annually;
Review preschool
benchmarks and
Kindergarten expectations to
help ensure systematic
transition into school age
programs.
Program Administrators,
Supervisors, Educational
Advisors, Professional
Development and
Accountability, Teachers
October-December 2004
Copies of SD
Kindergarten
curriculum in
partnership with
Head Start sites
Document of
instructional gaps
The High/Scope COR assessments have been identified by Head Start Education
administrators as to K readiness skills. Staff have these as well as school districts to help
ensure a smooth transition. The PA-ELS have also been distributed and integrated in to
the curriculum. The Draft K Standards have also been used to see the
connections.(Kindergarten standard finalized in 2006)
Write policies and
procedures to require the
implementation of academic
standards in all K-12
programs.
Program Administrators,
Supervisors, Professional
Development and
Accountability, Teacher
leaders
December 2003
Time
Procedures placed in
writing
AIU Board Policy adopted 2004
Assessment Anchor training has been provided to teachers in all direct service programs;
2006 PSSA Accommodations Guidelines training provided to all staff through
dissemination of written materials and professional development sessions.
Instructional Focus
Activity
Responsibility
Implement instructional
strategies that facilitate the
achievement of the aligned
local area academic
standards, K-12.
Supervisors, Reading
Achievement Center, Math
Science
Collaborative,Teacher
leaders
Provide on-site guided
practice, coaching and
feedback to ensure
implementation of
instructional strategies in in
all direct service programs, k12.
Timeline
September 2005 - June
2006
Resources Needed Indicators of Success
Date Completed
Time, funds
Documentation of
Documentation of teacher observation using the BASS and teacher evaluation forms 426,
teacher observation and 427 and 428 Formal and informal observations done continuously by supervisors in all
programs, Use of Centra Calendar in PALO;Activity has been completed and documented
evaluation
via teacher evaluation for the 2007-08 school year
September 2005-June
Program Administrators,
Supervisors, Curriculum & 2006
Instruction, Training and
Consultation Staff, Teacher
leaders
Time, funds,
professional
development
Project Accounting data Collaboration with RAC staff, literacy coaches and consultants, Lead teachers model
base; Documentation of implementation. Literacy coach visitation.
supervisory feedback/log Supervision visits; Opportunities to observe and collaborate.PALO, ESL and Non-Public
School Staff particpated in Reading Achievement Center, Math Science Collaborative and
other professional development offerings designed to increase implementation of
instructional strategies.
Implement instructional
strategies that facilitate the
achievement of Non-Public
School students' individual
instructional plans.
Non-Public Schools
Program Administrators,
Reading Achievement
Center, Teacher leaders
Time, funds
Documentation of
supervisory
feedback/log, coaching
notes, teacher
observation and
evaluation,
Implement instructional
strategies that facilitate the
achievement of Early
Childhood students'
performance goals.
Early Childhood Program
September-December
Administrators, Supervisors, 2005, and continuing
Educational Advisors,
annually
Teachers
Time
Documentation of
Each year for the past three years there is a focus on a specific Domain/Standard to raise
teacher observation and awareness, skills, and assessment results. To date we have focused on Literacy and
evaluation
Language, Math, the Creative Arts, and Social-Emotional Development. Our focus areas
for next year include Physical Health and Development and the Sciences; On-going focus
for early childhood staff; activities completed for the 2007-08 school year.
September 2004 - June
2005
On-going-completed as of June 2005 and repeated annually;
Professional Development Focus
Activity
Responsibility
Timeline
Resources Needed Indicators of Success
Date Completed
Provide professional
development on the
administration of the PSSA,
PASA, and other
assessments in all direct
service programs, k-12.
Supervisors, Teacher
leaders
October 2003- March 2004 Time, copy of PSSA Project Accounting data All programs provide training to keep staf apprised of requirements in the administration of
and yearly
& PASA guidelines base; CPE Tracker
state assessments; PSSA Accommodations Guidelines and training is provided to all staff;
record; AIU profile report Activities completed for the 2007-08 school year with an ongoing focus via professional
development plan and teacher induction.
Provide professional
development to teachers of
Early Childhood programs to
ensure that all staff have the
knowledge and skills to
implement scientifically
based instructional
strategies.
Early Childhood Program
January 2005-August 2005 Time, funds,
Administrators, Supervisors,
professional
Educational Advisors,
development
Teachers
Project Accounting data Activities completed for the 2007-08 school year and documented via professional
base; CPE Tracker
development calendar and agendas.
record; Sources of
evidence noted in
teacher evaluation
process
Provide guided practice,
coaching and feedback to
ensure implementation of
instructional strategies for
Early Childhood staff.
Early Childhood Program
September-December
Administrators, Supervisors, 2005, and continuing
Educational Advisors,
annually
Teachers
Project Accounting data Activity occurs on an ongoing basis and can be documented for the 2007-2008 school year
base; Documentation of via supervisor records, feedback and database.
supervisory feedback/log
Time, funds
Provide on-line guided
Program Administrators,
practice, coaching and
Supervisors, Teachers
feedback to ensure progress
in student skill acquisition
and PSSA results in reading
and math in all direct service
programs, k-12.
September-March 2004
and continuing annually
Personnel, Time,
Instructional
Materials
Provide professional
Program Administrators,
development to teachers to Supervisors, Teachers
ensure that all staff have the
knowledge and skills to
implement scientifically
based instructional strategies
in all direct service programs,
k-12.
September-December
2005, and continuing
annually
Time, funds,
professional
development
Teachers have participated in Anchor Assessment training, Open-ended question and
holistic scoring sessions; trained in Scantron (on-line); Lens on Learning and Reading
Apprenticeship model; On-going and occurred in some programs during the 2006-2007
school year but requires a more systemic effort.
Project Accounting data
base; CPE Tracker
record; Sources of
evidence noted in
teacher evaluation
Teachers and administrators have attended sessions offered through PDE, Reading
Achievement Center, Math Science Partnership, PaTTAN, Governor's Institutes and other
providers; Occurs annually and can be documented for the 2007-2008 school year via
sign-in sheets and Act 48 records.
Assessment Focus
Activity
Administer assessments
which are aligned to state
and local standards in all
direct service programs, k12.
Responsibility
Timeline
ESS and AEP Program
October 2003, March Administrators, Supervisors, April 2004, and repeated
Teachers
annually
Resources Needed Indicators of Success
Time, professional
development
Samples of classroom
based assessments;
State report card on
percentage of students
taking assessments
Date Completed
All direct service programs administer both classroom based and commercial
assessments which are aligned to the assessment anchors and eligible content. For
example, PALO administers Performance Series;ESL administers IPT and SELP;
Identified district based classrooms participate in 4Sight Testing; AEP has reviewed
4Sight and will pilot in the 2006-2007 school year. PSSA and PASA administered as
required;new ESL proficiency tests administered as required; AEP piloted 4Sight
Given changes in attribution of PSSA scores, a protocol to access individual student
reports was developed by ESS and shared with Community Education programs. During
the 2006-2007 school year accessing student level data continues to be problematic as it
seems to be dependent on individual as opposed to systemic efforts. This will be an area
of increased focus for the 2007-2008 school year.
Program Administrators,
Establish protocol for
accessing PSSA scores from Supervisors
districts for students who are
enrolled in AIU district and
center based classrooms.
1/1/2005 Revised January
2006
Time, personnel
Procedures in place,
student level scores
received
Utilize multiple measures for
assessing and monitoring
student progress including
curriculum based
measurements in all direct
service programs, k-12.
January-June 2006
Data analysis
process, Data
retreat, Progress
Monitoring
Sources of evidence
produced to support
instructional decisions;
Local area assessment
plan; Development of
Transition/Career
Education Portfolio
All direct service programs utilize multiple measures to assess and monitor student
progress. 2007-2008 school year-All direct service programs continue to administer,
analyze and use multiple measures of assessment.
Utilize assessment data to
Program Administrators,
guide ongoing instructional
Supervisors, Educational
decisions in all direct service Advisors, Teachers
programs, k-12.
January 2006 and yearly
for state assessment and
every 8-9 weeks for
classroom assessments
Data analysis
process, Data
retreat, Progress
Monitoring
Local assessment plan
Data informed decision making is evident in all direct service programs and includes the
following: analysis of PSSA/PASA scores, Teacher reflection and analysis of CBA, review
of District and School Improvement Plans; Progress Monitoring data; Baseline data
reflecting students who achieve IEP objectives in Center and District Based Classes;Staff,
parents and providers all share anecdotes to support documentation of the child’s
development and progress in early childhood programs; Screenings, the NRS, and the
COR are used as well as other data such as portfolio work and IEP data collection.
Screenings; Data for the 2007-2008 school year is available in a separate document.
PALO teachers and
Implement procedures for
frequent communication with administrators
targeted PALO students and
parents to encourage their
participation in the PSSA
testing.
September-March 2004
and continuing annually
Personnel, Time
Noted increase in PALO Supporting documentation and data is provided for the 2007-2008 school year
students' participation/
attendance in PSSA
testing
Program Administrators,
Supervisors, Curriculum &
Instruction, Training and
Consultation,Teacher
leaders