Principal Pipeline

Updates for Principals in the CLIU #21 Region.

School Performance Profile Update

The PA School Performance Profile (SPP) was tentatively scheduled for release in spring 2013. The release has been delayed based upon the following:

  • In the recent data verification window for 2011-12, it was apparent that some LEAs submitted data to PIMS and EdNA that was not accurate; therefore, SPP demographic data and academic performance scores may have been affected. Since the accuracy of this data is directly related to the SPP academic performance score, the need to report accurate data is imperative.
  • At the LEA level, PIMS administrators need to verify the 2012-13 Course Data quality provided to PIMS. Specific Cognos reports have been provided to perform the data quality checks. The data quality concerns are most often related to attributing the following: (1) students to courses; (2) students to teachers; and (3) courses to teachers. If data accuracy problems are detected, the corrected data needs to be provided to PIMS on or before March 14, 2013.
  • The SPP is included as one component of Pennsylvania’s ESEA Flexibility Waiver application and the SPP will be made available once federal approval is obtained.

Consequently, there will not be an additional data verification window for 2011-12. The SPP will be available in fall 2013 and will be based upon 2012-13 data. NOTE: The 2012-13 PSSA and Keystone data will be the baseline for calculating closing the achievement gap in the SPP. Subsequently, LEAs will have an opportunity to verify their 2012-13 data and will then be provided with their SPP academic performance scores for their schools prior to release.

Chapter 4 Update

Last month the State Board of Education approved extensive changes to its draft revisions of the Chapter 4 regulations for academic standards and assessment that received the board’s initial approval last May. This latest version of Chapter 4 changes will now be move the second stage of the formal approval process and be transmitted to the Independent Regulatory Review Commission and the Senate and House Education Committees for consideration.

Among the highlights, the revised regulations will:

  • Require proficiency in Algebra I, Biology and Literature Keystone Exams as a graduation requirement beginning with the class of 2017.
  • Subject to state funding, add two additional Keystone Exam graduation requirements: a Composition exam as a requirement for the class of 2019, and a civics and government exam for the class of 2020.
  • Change the use of the Keystone Exams to a stand-alone requirement for graduation; the scores will not be one-third of a final course grade.
  • Require school boards to adopt the new graduation requirements within six months of the effective date of the new Chapter 4 and provide a copy to parents and students, and make them available in each school building or on its website.
  • Remove the state-prescribed strategic planning requirement; however there is a 28-day public inspection and comment period prior to school board adoption for the remaining six required plans (teacher induction, student services, gifted education, professional development, special education, and pre-kindergarten if the school offers it).
  • Change the provision for parental opt-out for religious reasons to require parents to explain their objection and also to require those students who are not taking Keystones to take the project-based assessment.
  • Allow a student who did not score proficient on a Keystone Exam to retake the test without limit. A student who scores proficient or advanced is not permitted to retake the test. A student who does not score proficient must receive instructional remediation.
  • Allow students who have two failed attempts to demonstrate proficiency on a Keystone Exam to participate in a project-based assessment. A change removes the two-year requirement to receive remediation before a student is allowed to participate in a project. Another change allows seniors to participate in a project after just one unsuccessful attempt to pass a Keystone Exam.
  • Require the current highest performance level by Keystone subject area to be listed on a student’s transcript, and designate whether the level was achieved by the Keystone Exam or by the project-based assessment.
  • Allow two alternate pathways for students enrolled in a career and technical education program. First, such students may demonstrate proficiency on the Keystone Exams or a Pennsylvania Skills Assessment to meet the requirement for testing in composition, and civics and government. Second, such students who did not demonstrate proficiency on the Biology Keystone Exam may participate in a project-based assessment without having to take the Keystone twice. These pathways relate to graduation requirements; students would still be required to take Keystone Exams for state accountability purposes.

Schools to Watch

The National Forum has partnered with states across the nation to find and recognize

schools that produce results and to work with schools to help them become high performing.


Click this link to learn more about the Schools to Watch program.

Click this link to learn about Coming Events from March through the summer.

Face to Face Principal Meeting

Friday, May 10th, 9am

4210 Independence Dr

Schnecksville, PA

Our final face to face meeting for the 2012-2013 school year will be held on May 10, 2013 at the CLIU #21 Main Office. If there are any specific topics you would like us to include in the agenda, please send a message to Eric Lech (leche@cliu.org). Please remember to register on CPE Tracker for this meeting.