The Governor s Expanding Excellence Competitive (Mentoring) Pilot Grant 2014

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1 District: Peters Township School District Superintendent: Dr. Jeannine French District Enrollment: 4200 School: Peters Township High School Principal: Lori A. Pavlik Principal Contact (724) x5212 Information: School Enrollment: 1460 Title I School: No Economically Disadvantaged: English Language Learners: 0% 5% Special Education: 9% Lead Grant Contact: Lori A. Pavlik PLC Moderator Lori A Pavlik SPP Indicator: SAT/ACT College Ready Benchmark Strategy: Our strategy involves embedding the language of testing ( testing talk ) and practice into our classrooms, increasing communication and programming on college readiness for students and parents, providing professional development for teachers, adding testing opportunities for students, and using student outcome data to impact instruction. SAT/ACT College Ready Benchmark In 2011, a committee was formed to research and analyze data on the performance of Peters Township High School students on college readiness exams relative to their cumulative GPAs and achievement on state-standardized assessments, such as the PSSA. Collectively, the data, when compared to similar school districts in our region, revealed a discrepancy in our students performance. Although our students performance on state assessments were on par with other comparable districts, our students SAT and ACT scores were lower, and as a result, these lower scores have impacted the college acceptance rate of our students to more competitive schools. The committee, comprised of school board members, parents, administrators, teachers, and student leaders, conducted research and developed an action plan to improve our students performance on the SAT and ACT exams. The action plan involved engaging teachers, parents, and students in the review process. First, all groups were surveyed to determine their level of knowledge about college-readiness testing, specifically how to prepare for the tests and their level of knowledge about the content and format of both the SAT and ACT. Second, data was collected on the number of students that took the PSAT test in 10th grade and the number of students that took SAT preparatory classes. 1

2 Third, research was conducted to gather information on other high schools that had similar PSSA scores but higher SAT scores. Our research lead to the following conclusion -- other comparable schools had double the number of students taking the PSAT in 10th grade and a school culture that placed a higher value on SAT/ACT scores. In addition, families in the other districts sought private SAT and ACT preparation classes. In comparison, when surveying our own students and parents, we found that most families viewed the PSAT as unnecessary, and most families assumed that preparation for the SAT and ACT took place in their high school classes. Parents and students who wanted additional preparation help only elected to take the after-school SAT Prep class offered at our high school. Most families did not consider enrolling in SAT or ACT prep classes from outside vendors. Finally, with the exception of a few teachers, most teacher responses revealed an overall lack of knowledge about the content and format of the SAT and ACT tests. As a result of this feedback, the committee s next steps were to assess the value of the current 9th and 10th grade standardized testing, research other testing options that were better aligned to the SAT and ACT, evaluate the effectiveness of our current SAT Prep class, and identify which courses could include SAT practice lessons. It was determined that the standardized test used by the district for 9th and 10th graders to measure student learning, the Comprehensive Testing Program (CTP4) test by Educational Records Bureau (ERB), no longer provided useful, relevant assessment data in identifying student strengths and weaknesses, as it was not aligned to the state standards or to the SAT/ACT tests. A representative from the College Board was invited to speak to the committee about other options. The following recommendations were adopted: - The PSSS (a retired PSAT test) would be administered to all 9th grade students. PSSS results are organized into a Summary of Answers and Skills Report (SOAS), a comprehensive data report that reveals targeted areas for skill improvement, which is valuable information that teachers can use to impact instruction. - All 10th grade students would take the PSAT test, which also provides an SOAS report. - 11th grade students would be responsible for registering and paying for the PSAT test if they elected to take it again. This would be highly encouraged since it provides another opportunity for practice, and students can qualify for National Merit Scholarships. Various SAT and ACT preparatory vendors were invited to present to the committee to provide information about current preparatory trends and practices. One of the vendors, Kaplan, was contracted to provide a one-day professional development training for English and math teachers on classroom strategies to help students prepare for the SAT and ACT. Teachers conducted curriculum reviews to address any gaps. Our high school s after-school SAT prep class adopted the Kaplan Advantage program curriculum. Since these changes, the number of students signing up for the after-school SAT Prep class has more than doubled. The Kaplan- 2

3 trained teachers in-serviced additional staff on strategies that could be implemented in all content areas. As a result, the Social Studies department, for example, adopted the practice of focusing on an SAT word of the day. To improve parent and student awareness of the significance of the SAT and ACT, we focused on a variety of communication means. The counseling office uses a newsletter, Naviance, Twitter, and Facebook to disseminate information to students and families. Traditional presentations to the PTSA led to a partnership with PTSA to sponsor a College Planning Night at the high school for parents. During this annual program, parents can attend various informational sessions, covering topics from Everything You Need to Know About Standardized Testing to Finding the Right Fit: Factors to Consider When Exploring College. Finally, in an effort to continue to develop a college preparatory culture, students are encouraged to take at least one Advanced Placement course during their high school career. Students are expected to participate in the AP testing in May. As an incentive, students are exempted from their end-of-the-year final if they take the AP test. In order to continually evaluate our students progress, teachers in both math and English are part of a data team that meets during the school day in place of a duty. They analyze test results and identify areas of strength and growth. This information is shared with the rest of the teaching staff, and the conversation continues within departments, as teachers collaborate to determine what curricular adjustments they may need to make. Goal Improve students college readiness as indicated by increased scores on the SAT, ACT, and Advanced Placement Exams. Create a school culture that values college preparedness and challenges students to reach their highest potential. Increase students accessibility to top-ranking colleges, and expand opportunities for post-secondary education. Embed testing vocabulary and SAT/ACT practice questions to enrich current curricula. Increase current communication and programming for students and families. Provide professional development for teachers. Add testing opportunities for students to practice standardized test-taking strategies. Assess student outcome data to impact instruction. Change in Culture The true transformation of our testing strategy can be observed in staff accountability and in an increased awareness by our students and their parents about the importance of test preparation. Overall, our efforts to affect the test-taking culture within our school community 3

4 have made an impact. Testing talk has become more commonplace, and we have expanded our Advanced Placement (AP) offerings. More students are enrolling in AP courses, and there has been a steady increase in the number of students scoring 3 or better. There is a greater demand for our after-school SAT Prep class, and the feedback from the students taking the course is more positive. Consequently, the number of students taking the SAT and/or the ACT continues to grow, and their scores are improving. Measures were taken by our guidance team and administrators to create a more conducive testing environment, especially for the large number of freshmen and sophomores who would be taking the PSSS and the PSAT, respectively. Adjustments were made to the normal school-day schedule to allow for a delayed start for students not taking the tests. Sophomores and freshmen taking the tests arrived at the normal time (7:30 AM) and reported to their assigned testing rooms. The morning testing session was scheduled from 8:00 AM - 10:30 PM. All other students arrived to begin their school day by 10:30 AM. The bell schedule then resumed and ran according to a three-hour delayed start. It is important to note that we are still tracking the first cohort of students, the class of 2016, who first took the PSSS as freshmen, will take the SAT for the first time this year. Preliminary reports show a growth in scores from the PSSS to the PSAT. Finally, improvements in best-practice classroom instruction have occurred in all content areas to provide students with more access to SAT/ACT practice and to strengthen their skills. Rationale The data used to track our achievement in Career and College Readiness includes the PSSS, PSAT, SAT, and ACT results. We also include AP testing results as additional qualitative evidence of improvement in a testing culture. Data teams meet to analyze test results and identify areas of strength and need. PSSS/PSAT Cohort Data: 2012 was the implementation year for the PSSS with the class of The test was given to 357 students. Average scores for were as follows: Critical Reading (43.6); Mathematics (45.8); and Writing Skills (42.4). In 2013, the same 357 students took the PSAT and demonstrated growth in all three tested areas: Critical Reading ( an increase of 2.9); Mathematics ( an increase of 2.5), and Writing Skills ( an increase of 2.3). According to the College and Career Readiness Benchmarks, 59.7% of 10th grade students are on track to be college and career ready, compared to 37.7% nationally. In comparison, 237 juniors at Peters Township High School took the PSAT in 2010 with only 57.4% of students reaching the College Readiness Benchmark. 4

5 PSAT Data: The number of students taking the PSAT has increased from 65 sophomores in 2010 to 357 sophomores in 2013 since the implementation of the PSAT for all 10th grade students. Comparing previous scores to current scores is irrelevant, since the students who traditionally took the PSAT in 10th grade were our advanced learners. However, data that was surprising involved the increase in the College Readiness Benchmark on the PSAT. For example, in 2010, our students were only ranked 12.2% better than the national average in college readiness, while in 2013, our students rankings were 22% better than the national average in college readiness. For our 11th grade students, the number electing to take the PSAT has remained relatively constant (237 in 2010, compared to 228 in 2014). College readiness, however, has increased from 54.7% in 2010 to 65.8% in Students in 2010 ranked only 6.4% above the national average, while juniors in 2014 were 19.8% greater than the national average. SAT/ACT Data: As our communication with students and families about the importance of college readiness testing has increased, so has the number of test takers. In , 304 students took the SAT compared to 335 students in Average scores for were: Critical Reading (534); Math (555); and Writing (526). Our mean score has increased by 3 points over the past 5 years compared to the national mean score which has decreased by 3 points over the past 5 years. Concerning the ACT, the number of test takers has increased from 141 students in 2011 to 169 students in The composite score increased from 24.3 to Additionally, in 2011, the percentage of students who met the ACT College Readiness Benchmark was 33%. In 2014, the percentage of students increased to 38%. Advanced Placement Exams: Since 2011, the number of total AP students has increased by 44 students, from 294 to 338. The number of exams being taken has increased by 188, from 568 to 756. At the same time, the percentage of students with scores of 3 or higher increased from 84.7 in 2011 to 90.5 in 2014, an increase of nearly 6%. Peters Township High School has made the AP Honor Roll two of the last three years, recognized for increases in number of students taking AP Exams and increases in overall scores. The number of students signing up for the SAT prep class has doubled. Teachers have embedded college-readiness skills into their courses across all curricula. Parent communication has increased from the Guidance department using a parent newsletter and Naviance. Our Parent Teacher Student Association (PTSA) and guidance department worked together to create an annual college preparatory program for parents called College Planning Night. Speakers from area colleges, test prep companies, and other organizations provide thirty-minute sessions on various topics ranging from Everything You Need to Know About Standardized Testing: 5

6 Differences between SAT/ACT and Which Test is Right for Me? to Finding the Right Fit: Factors to Consider When Exploring College, Researching Options When Major is Undecided, and Looking Beyond the Rankings. Two junior students last year received a perfect SAT score and one student received a perfect ACT score. These students were recognized by the School board, the local media, and a pep rally at the high school. The students credited the culture at the high school and their teachers for helping them to feel well-prepared to take the tests. Action Steps with Timeline Action Steps to Implementation Step Action Duration 1 Form a testing committee to review current practices, research options, and develop an action plan Fall-Spring; 1 year 2 Create parent and student focus group to identify areas Fall-Spring; 1 year of strength and growth 3 Research and select a college/career readiness Fall-Spring; 1 year benchmark test (Example: PSSS or PSAT) 4 Professional Development for teachers on Winter; 6 months college/career readiness testing 5 Teacher in-service time to review data and make Ongoing curriculum revisions to address skill deficits 6 Develop an after-school or elective test prep course (Example: SAT) Winter; 6 months for planning. Fall and Spring to have the prep. 7 Create a data analysis team to annually review student test results Ongoing-once program is in place 8 Review communication plan to students and parents Ongoing 9 Teachers embed college readiness skills into their Ongoing courses 10 Counselors utilize career and college exploration program to support post-secondary preparation Ongoing 6

7 11 Continued parent communication/educational programs Ongoing Personnel Engagement Personnel Engagement Role Responsibility (ies) Degree of Engagement High/Medium/Low Principal Lead test preparedness vision High Create in-service time for curriculum reviews, test analysis, and teacher collaboration Organize necessary committees Counselor Embed testing talk and vision into High curriculum lessons Advertise after-school SAT Prep course Communicate test dates and relevant information Organize test administration Facilitate parent/ptsa programs Teacher Embed testing talk and practice High opportunities into curriculum-based lessons Participate in data analysis teams Foster a test-preparedness culture Student Utilize all test preparation resources High and practice opportunities Take the exam(s) Increase proficiency in using Naviance/Family Connection tools Invest time in planning for the future Parent Attend informational programs sponsored by HS/PTSA Reinforce the importance of performing well on the exam(s) Medium/High 7

8 Professional Development Timeline PD Timeline Date Description Delivered by Ongoing throughout the year In-service time for teachers to collaborate on embedding the language and vocabulary of testing and SAT/ACT skill building in their classes Administration/Teachers Fall In-service time to develop curriculum Counselors/Teachers Fall Fall Ongoing for an SAT prep course In-service time for counselors to attend yearly update on PSAT/SAT/PSSS Presentation done by College Board rep on the type of reports generated and how they can be used. In-service time to review data and curriculum gaps College Board-Annual College Workshop College Board Regional Rep Administration/Teachers Benchmarks to Guide and Measure Success We are still tracking the first cohort of students who took the PSSS as they will take the SAT for the first time this year. Preliminary reports show a growth in scores from the PSSS to the PSAT. Finally, improvements in instruction have occurred in all content areas to provide students with more access to SAT/ACT practice and to strengthen their skills. Estimated Cost to Replicate the Strategy Implementation Expenses Date Description Delivered by App. Cost Jan., Feb., or Cost to administer the PSSS Counselors $14 per test March to 9th graders Fall -October PSAT cost per student Counselors $14 per test Fall & Spring SAT Prep Course Teachers $75.00/Student - Cost paid by students 8

9 Implementation Challenges Establishing the Plan: The committee considered the following challenges: We committed to the cost of administering the PSSS to all freshmen and the PSAT to all sophomores and revising the SAT Prep class. By discontinuing the administration of the CTP4 exam, the district did not need to spend additional funds to add the PSSS and PSAT. The cost of testing can be offset by waivers for students that qualify as economically disadvantaged. Students who meet the requirements for free and reduced lunch qualify for these waivers. Analyzing our current SAT Prep course by surveying students and parents revealed deficiencies. Resources were outdated and teacher knowledge was limited. Utilizing our College Board representative helped us find free resources and learn how to better analyze the data to which we already had access. Finding better resources to use for our SAT Prep Course and provide professional development for teachers required time, research, and reallocation of funds. By shifting some of our Professional Development money and increasing the cost to students for the SAT Prep class, we were able to make the changes we desired. The biggest challenge was how to educate parents and students of the importance of taking college-readiness tests and spending time preparing for them. For this, we utilized multiple media sources to get information out and we partnered with our PTSA to provide programming that would appeal to parents. For families, paying for the cost of enrolling in an after-school prep class ($75.00 in ) may be a challenge. The enrollment fee covers the instructors stipends and the SAT prep material, so as result, classes must have a minimum number of students. Implementing the Plan: Members of the high school staff continue to face the following challenges: Maintaining consistent instructors to teach the SAT Prep classes in the Fall and Spring Teachers are often recruited Also, the cost per student is reviewed to ensure instructors are compensated at a reasonable rate. Training proctors to administer the exams The guidance team holds brief after-school trainings sessions for high school staff. Continually communicating with students about college-readiness testing The guidance team conducts class-specific meetings with students in 9th, 10th, and 11th grades to discuss important information about standardized testing objectives, when to test, how to prepare, etc. Ensuring that parent communication provides adequate and current information about testing 9

10 Our guidance team attends SAT and ACT workshops and researches resources for families to share. They utilize individual parent/student meetings, Naviance, blasts, a Newsletter, and Twitter. Addressing PSAT and SAT information with sophomores and juniors during scheduled fall meetings PSSS information is addressed with freshmen in February, a few weeks prior to the scheduled testing date. In addition, English and math teachers are provided with a PSSS test prep PowerPoint to review with students. Creating common planning time for data teams to analyze the Summary of Answers and Skills Report (SOAS) for both the PSSS and the PSAT tests Creating common planning time for teachers within departments to meet to discuss curriculum revisions based on the SOAS data Monitoring the instructional strategies for improved test scores The above challenges can be accomplished creatively in several different ways as part of the overarching goal, which is to establish a test-taking readiness culture. Considering the Logistics: Administrators and the guidance team considered the following logistic challenges: Creating a testing environment using classrooms for a large number of students Our solution was to adjust the normal school-day schedule to allow for a delayed start for students not taking the PSAT test in October. Sophomores and juniors taking the tests arrived at the normal time (7:30 AM) and reported to their assigned testing rooms. The testing session was scheduled from 8:00 AM - 10:30 AM, after which time, the rest of the students arrived to begin their school day. Non-testing students who arrived at 7:30 AM reported to the auditorium. The bell schedule then resumed and ran to accommodate a delayed start. Finding testing space for the PSAT and the PSSS The PSSS is given to all grade 9 students during the normal school day. The guidance team and a few teachers who have test-planning duty organize the use of classrooms, the library, and even the gymnasium. Managing transportation issues for a delayed start Two morning bus runs are scheduled on the day of PSAT testing. Current Status/Looking Ahead We are still tracking the first cohort of students (the class of 2016) who took the PSSS, as they will take the SAT for the first time this year. Preliminary reports show a growth from PSSS to PSAT. Finally, improvements in instruction have occurred in all content areas to provide students with more access to SAT/ACT practice and to strengthen their skills. Looking further 10

11 ahead, we are excited for this cohort to begin the college application process. In addition, it is also important to note that the class of 2017 will be the first class to take the new SAT exam. 11