At Boyertown Area 
School District
Boyertown Elementary - 

5th grade  - 8% increase in reading and a 10% increase in math in Proficient/Advanced categories

Students with disabilities – increase of 12% in reading and 18% increase in math in Proficient/Advanced categories
Colebrookdale Elementary - 

6th grade - 5% in reading and 

8% in math in Proficient/Advanced categories
Gilbertsville Elementary  - 

By student cohort: 3rd to 4th grade math in 2009 from 51% to 82% in Advanced

By student cohort: 5th to 6th grade reading from 40% to 59% in Advanced

Pine Forge Elementary  - 

3rd and 4th grade students with disabilities – 100% in math in   Proficient/Advanced categories 

4th grade - 93% in reading in Proficient/Advanced categories
Earl Elementary  - 

3rd grade - 100% in reading and math in Proficient/Advanced categories

4th grade - 100% in math in Proficient/Advanced categories
New Hanover Upper Frederick Elementary  - 

By student cohort group: 3rd to 4th grade increase of 25.95% in math in Proficient/Advanced categories

4th to 5th grade increase of 10.36% in math in the Advanced category. 

5th to 6th grade increase of 12.29% in math in the Advanced category

Washington Elementary  - 

By student cohort group: 5th to 6th grade math increased by 50% in the Proficient/Advanced categories

5th grade increased 8% in reading in Proficient/Advanced categories
West Jr. High School  - 

Students with disabilities increased by 9.4% - to  53.1% in reading 

and by 12.2% - to 71.4% in math in Proficient/Advanced categories
East Jr. High School  - 

Students with disabilities increased by 5% - to 47.1% in reading 

and by 7.7% - to 64.3% in math in Proficient/Advanced categories

BASH  - 

Made AYP after spending the previous year in corrective action

BASH experienced growth in both our IEP and economically disadvantaged populations in reading and math as well as overall growth in math
Our Challenge
MATH: All students will be proficient in mathematics by 2012 (PSSA), 
increasing incrementally by a minimum of 4% at the elementary 
and junior high and 8% at the senior high
Building Action Plans
Continuing our High Performing Schools Practices
Climate


All children are known and feel appreciated

Activities and an environment that supports learning


Building SMART Goals


Specific 
Measurable
Attainable
Results Driven 
Timely
Common Core Classroom Practices
Learning objectives and/or essential questions 
are appropriate and clearly communicated



Professional Learning Communities

Ensuring That Students Learn
A Culture of Collaboration
A Focus on Results

READING: All students will be proficient in reading by 2012 (PSSA) increasing incrementally by a minimum of 5% at each level
READING: All students will read on grade level by the end of third grade (as measured by DIBELS and guided reading assessments)

- The number of proficient students will increase each year, K-3, until 100% is reached
SCIENCE: All students will be proficient in science (PSSA)


WRITING: All students will be proficient in writing by 2012 (PSSA)


SYSTEMATIC INTERVENTIONS: The reading, writing, math and science achievement of all students will be documented, analyzed and monitored in order to address individual needs with research-based, academic interventions.
Specific feedback is provided to individuals 
and/or small groups

Questioning strategies are utilized to 
elicit higher order thinking skills


Strategies are modeled and prompted
 
Students are meaningfully engaged in learning activities


Teachers utilize summarization and closure strategies
AND
To Graduate the Most Knowledgeable Students
It's Being Done
to enable ALL students to succeed in a changing world
You did not get here by chance but by hard work and focus
Malcolm Gladwell on capitalization - effort versus innate ability
How do we meet our challenge? Next steps...
August 30, 2010 Opening Exercises
"The [high performing schools] practices are interdependent and 
should not be viewed in isolation"
National Center for Education Achievement

 Base Decisions on Monitoring: Compilation, Analysis, and Use of the Data 
 Effective Instructional Programs, Practices, and Arrangements
 Academic and Curricular Goals 
 Recognition, Intervention, and Adjustment
 Staff Selection, Leadership, and Professional Development