Academic Standards and Assessment

8/14/2019 Academic Standards and Assessment

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Pennsylvania Department of Education

Commonwealth of PennsylvaniaDepartment of Education

333 Market StreetHarrisburg, PA 17126-0333

Academic Standards and Assessment MidpointReview

Thursday, September 10, 2009

Entity: Northwestern Lehigh SDAddress: 6493 Route 309

New Tripoli, PA 18066-2038Phone: (610) 298-8661 Ext: 1225Contact Name: Susanne Meixsell


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Educational Community

The Northwestern Lehigh School District comprises 1/3 of Lehigh County which equates toapproximately 107 square miles. The District is primarily rural with many farms still in operation.As farmland is slowly being converted to housing developments, families moving into the Districttend to be upper-middle class professionals who make daily commutes to work in neighboring

cities, anywhere from thirty minutes to two hours away from home. The District is becoming amix of stakeholders with differing expectations for our students.

The District includes one high school, one middle school, and two elementary buildings with atotal enrollment of 2378 students. We have participated in the Lehigh Valley Career PathwaysConsortium since 1998. All students, K-12, are involved in a career guidance program. By eighthgrade, students have selected a career cluster - Arts and Humanities; Business/CommunicationTechnology; Engineering/Industrial Technology; or Health Sciences/Human Services and eitherthe Traditional or Technical pathway within the cluster. Two required courses, Futures I and II,were added in 2001 and 2004 respectively, for all ninth and eleventh grade students. These highschool courses, designed to support the Career Pathways program, meet the PennsylvaniaAcademic standards for Family and Consumer Science, Technology, and Career Education andWork.

The District has offered dual enrollment opportunities since Spring 2000. Courses deliveredthrough distance learning, dual enrollment, both on our campus and at local colleges anduniversities, and Independent Study has allowed our students to pursue their career goals inelective courses that a school of our size could otherwise not offer. Our 2008 AYP has been metwith a 94.33% graduation rate, 99% participation in both Math and Reading, and 68.7% in Mathand 77.0% in Reading meeting proficient/advanced status. PSSA scores have increased in eachof the past three years. In 11th grade Math, the number of students scoring in theproficient/advanced range in 2006 was 62.3%, 56.7% in 2007 and 68.7% in 2008. In 11th gradeReading, proficient/advanced scores were 75.7% in 2006, 72.2% in 2007, and 77.0% in 2008.Writing scores show a similar pattern, with 93.5% in 2006, 91.7% in 2007, and 95.9% in 2008 ofstudents scoring in the proficient/advanced range. Additionally, the percentage of studentsscoring proficient/advanced in 11th grade Science in 2008 were the highest in our region at53.4%. 75% of the graduating class of 2008 continued in further education/vocation/militarytraining with 16% going directly to work. The remaining 9% graduated with undecided plans fortheir future.

The strengths of our students and community are:

consistent improvement in test scores students who are engaged and interested in their school experiences a variety of educational opportunities being utilized including dual-enrollment, on-line

recovery courses, career and technical education, independent study required courses to meet Career Education and Work standards participation in Lehigh County Pathways, High Schools that Work, and other career

focused activities

partnerships with higher education and business groups a supportive, involved, and educationally-minded community

Our needs include:

improved academic proficiency as demonstrated in the PSSA exam scores in Readingand Math

improved proficiency on college placement exams and lowered percentages of studentsrequiring remedial college coursework


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more opportunities for personalized career counseling and courses to support careergoals (including dual-enrollment)

more access to technology at the elementary and middle levels more opportunities for 21st century learning more opportunities for career-based learning such as job-shadowing and internships a greater understanding of our changing technology-infused global society and the role

each plays to contribute as an informed citizen

Mission

Our mission is to engage students, employees, and the community in a partnership to achieveexcellence through learning! Northwestern Lehigh.....Excellence through learning!

Vision

A look at the Northwestern Lehigh School District in 2012!

The Northwestern Lehigh School District is a place where learning is highly valued not only for

students, but also for employees and community members. Students here are filled with TigerPride and are highly motivated learners spurred by rigorous curriculum that is aligned to the PAAcademic Standards and Assessment Anchors taught by highly qualified, caring, and well-trainedteachers. Our educational programs have evolved to prepare all students to live, work, and learnin a world driven by informational technologies. Our graduates communicate their appreciation forthe rich content knowledge, development of their thinking and personal skills to successfullynavigate the world around them.

The key to our success has been continual learning about the best instructional practices andtechnologies, to examine the essential learning questions facing our students, and to couple ourlearning with our commitment and passion for each students success as a learner and as aperson.

Our school day allows for flexible learning opportunities for all our students. Technology hasallowed us to expand the walls of Northwestern Lehigh to encompass the world. Teachers arecommunicating regularly around professional development topics, communicating with parentsabout the progress of their child, and reflecting on curriculum and essential questions all via theInternet and our web-based curriculum database. All this happens from home or school!

Our students have multiple opportunities to participate in extracurricular activities that enhancetheir social, mental, and physical being. These activities are led by qualified and caring adultswho bring integrity and positive attitudes to the programs which help instill a strong sense ofTiger Pride and commitment to the Northwestern Lehigh family community.

District employees are highly engaged in carrying out the mission, vision, and shared values ofthe District. A sense of pride, mutual respect, accomplishment, and a strong work ethic are

tangible amongst employee groups who are all focused on moving the District forward. Visitors tothe District comment on the positive customer service, friendly environment, positive attitudes,and clear communication coming from the District. Our buildings are safe, clean, and well-maintained. Students, employees, and visitors feel welcome in our facilities because they areconducive to learning and our shared values.

Residents of the Northwestern Lehigh School District are frequently engaged in District activities.Local, regional, and global businesses work collaboratively with the District providing learning and


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social opportunities that are of mutual benefit to the students and community. Parents are proudto send their children to the District and are often in our school buildings.

2012 is a year that proves there has been a shared commitment by all stakeholders promotingour mission to engage students, employees, and the community in a partnership to achieveexcellence through learning!

Shared Values

We believe...

learning is a lifelong process and schooling provides the foundation. all students want and deserve the opportunity to learn. effective communication is essential for a quality school system. schools can provide for intellectual, physical, social, ethical, aesthetic, and emotional

development of all children. students learn best from highly qualified, caring, and well-trained educators. meaningful education can also happen outside the school environment.

the utilization of technology will enhance our ability to be an effective learningorganization.

parents, teachers, and students share the responsibility to enhance the learning process. schools provide a safe learning environment that offers security, understanding, respect,

and direction from caring adults. all students can develop the following life skills to thrive in a period of rapid change:

communication, problem solving, higher level thinking, collaboration, informationmanagement, and use of technology.

through the promotion of high expectations students are more likely to achieve theirindividual full potential.

in the inherent worth of every individual and the importance of affirming and supportingthat worth in others.

all students have diverse backgrounds, abilities, interests, and needs and can be treated

as individual learners without sacrificing the outcome of the majority. students can become responsible, contributing members of the global community through

their education. our employees all make strong contributions to the Districts operational efficiency

through a positive attitude, focused efforts, and creative solutions. parental involvement in the educational process is key to a childs success in school. our community is an essential component of achieving our mission.

Academic Standards

All District curriculum will reflect alignment and integration with the PA Academic Standards andAssessment Anchors. Objectives, instructional tools, and assessments will be aligned to the PA

Standards and Assessment Anchors.

The academic standards of the Northwestern Lehigh School District are the PA AcademicStandards and Assessment Anchors.

Reading, Writing, Speaking, Listening

Reading- The application of phonemic awareness, phonics and word study, vocabulary, fluency,and text comprehension in reading critically across subject areas; the interpretation and analysisof literary expression with analysis of the origins and structures of the English language; and


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learning how to search a variety of texts to conduct research.Writing - Narrative, informational, and persuasive formal writing for an audience, includingspelling and editing skills; and informal writing to capture and organize information for individualuse.Speaking and Listening: Participation in conversation and formal speaking presentation

Mathematics

The understanding of fundamental ideas and the development of proficient mathematical skills innumbers, computation, measurement, statistics and data analysis, probability and predictions,algebra and functions, geometry, trigonometry and concepts of calculus. Using this content,students will learn to think, reason, and communicate mathematically.

Science and Technology

Study of the natural world and facts, principles, theories and laws in the areas of biology,chemistry, physics, and earth sciences. Technology is the application of science to enablesocietal development including food and fiber production, manufacturing, building, transportation,and communication. Science and technology share the use of senses, science processes,inquiry, investigation, analysis, and problem solving strategies.

Environment and Ecology

Understanding the components of ecological systems and their interrelationships with socialsystems and technologies. These components incorporate the disciplines of resourcemanagement, agricultural diversity, government, and the impact of human actions on naturalsystems. This interaction leads to the study of watersheds, threatened and endangered species,pest management, and the development of laws and regulations.

Social Studies

History - Study of the record of human experience including important events; interactions ofculture, race, and ideas; the nature of prejudice; change and continuity in political systems;

effects of technology; importance of global-international perspectives; and the integration ofgeography, economics, and civics studies on major developments in the history of theCommonwealth, the United States, and the world.Geography - Study of relationships among people, places, and environments, of geographictools and methods, characteristics of place, concept of region and physical processes.Civics and Government - Study of United States constitutional democracy, its values andprinciples, study of the Constitution of the Commonwealth and government including the study ofprinciples, operations, and documents of government, the rights and responsibilities ofcitizenship, how governments work and international relations.Economics - Study of how individuals and societies choose to use resources to produce,distribute, and consume goods and services. Knowledge of how economies work, economicreasoning and basic economic concepts, economic decision making, economic systems, theCommonwealth and the United States economy and international trade.

Arts and Humanities

Study of dance, theater, music, visual arts, language and literature including forms of expression,historical and cultural context, critical and aesthetic judgment and production, performance orexhibition of work.

Career Education and Work

Understanding career options in relationship to individual interests, aptitudes, and skills including


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the relationship between changes in society, technology, government, and economy and theireffect on individuals and careers. Development of knowledge and skills in job-seeking and job-retaining skills and, for students completing vocational-technical programs, the skills to succeedin the occupation for which they are prepared.

Health, Safety, and Physical Education

Study of concepts and skills which affect personal, family, and community health and safety,nutrition, physical fitness, movement concepts and strategies, safety in physical activity settings,and leadership and cooperation in physical activities.

Family and Consumer Science

Understanding the role of consumers as a foundation for managing available resources to providefor personal and family needs and to provide basic knowledge of child health and child care skills.

World Language

Ability to communicate in a language other than English, including the ability to understand andinterpret written and spoken language on a variety of topics and to develop knowledge and

understanding of other cultures.

The development and revision of the Districts planned instruction as defined in Chapter 4 shallbe used to attain the PA academic standards, Assessment Anchors, and high school graduationrequirements. The resulting planned instruction will provide learning opportunities at least asrigorous as those currently taught and will be available to all students.

A curriculum development process has been instituted in the District to facilitate continuouscurriculum review, analysis, development, coordination, and articulations. This processincorporates a curriculum council comprised of a representative cross-section of the schoolcommunity that meets on a scheduled basis for the purpose of reviewing and analyzingcurriculum by major subject areas. The process used by Northwestern Lehigh School Districtincludes four (4) steps.

(1) Preparation

(2) Planning

(3) Focus

(4) Implementation/Evaluation

Following a year of gathering and reviewing pertinent information and research, an analysis ofthese findings and current offerings are undertaken by the Curriculum Council. The Councilanalysis is the second year of a four year process that develops recommendations for

improvement or further study. The third year involves the formation of Task Force groups torecommend plans to address identified needs. The fourth, and perhaps subsequent years, aredesignated for implementation of Board approved Task Force outcomes. Post secondaryrepresentation and/or input is included relevant to the issues that are being reviewed. Thiscurriculum development model affords effective coordination and articulation of the curriculumacross grades, goal areas, and levels (K-12.)

Strategic Planning Process


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The purpose of the Strategic Plan is to set and achieve specific goals in order to continuetransforming the organization to provide the highest quality learning opportunities for our studentsas well as strive for an environment in which all employees can be successful.

Critical to the planning process is facilitating a shared purpose or alignment. Alignment is theprocess of reaching mutual understanding about common goals. It gives shared meaning to the

work of the School District, thereby enabling successful accomplishment of the goals of theorganization.

The steps of the process are to review our mission statement, develop a vision for the future ofthe District, define our values, and set measurable goals to achieve the mission, vision, andpractice the values.

The final product will be a roadmap of the next six (6) years for Northwestern Lehigh. Since thePA Department of Education has now developed an electronic strategic planning tool, we willhave much greater flexibility in revising our plan based on future needs as well as trulymaintaining our plan as a living document which guides our work.

The process includes the utilization of a Steering Committee made up up Board members,

administration, teachers, parent, students, and community members. The Steering Committeeserves the purpose of guiding the entire Strategic Plan to insure all pieces are in alignment withthe mission, vision, and shared values of the District. The Steering Committee will serve in anadvisory capacity to review the recommendations from the subcommittees and districtadministration.

Strategic Planning Structure

1. Steering Committee (Administration, Managers, Board Representatives, Parents, Students,and Staff)2. Internal Coordinators (Superintendent, Assistant Superintendent, and Director of Curriculum)3. Six Sub-Committees: Academic Standards and Assessment, which includes Departmentchairs and Curriculum contacts (Laurie Hoppes and Jill Berlet - co-chairs)

Staff Induction, which includes Induction Council members (Luann Matika & Ken Fisher - co-chairs)Professional Development, which includes Professional Development Committee members(Renee Cartier & Amy Nickischer - co-chairs)Special Education, which includes Special Education Task Force members (Mark Scott & AraHoderewski - co-chairs)Educational Technology, which includes Technology Council members (Brian Uplinger & DennisNemes - co-chairs) Student Services, which includes members ofour student services team (Mark Scott, chair)

Timeline for Mid-Point Review Process:

Date Action Person(s) Responsible

November 11,2008

Internal Coordination Meeting Susanne Meixsell, Brian Uplinger, MarkScott & LeAnn Stitzel

December 9,2008

Review Strategic Planning Processwith Team

Susanne Meixsell and LeAnn Stitzel

December 17,2008

Review and send detailed update ongoals to LeAnn Stitzel

Administrative Team

December 20,2008

Send Draft Report to Admin Team forreview

LeAnn Stitzel


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January 6,2009

Assign Co-Chairs to each plan Administrative Team

January 13,2009

Reivew Plans and determine whatshould be added, changed, orremoved

Administrative Team

January 15,

2009

eStrategic Planning Training Brian Uplinger, Mark Scott & LeAnn Stitzel

February 8,2009

eStrategic Planning Training at Pete& C

LeAnn Stitzel

February 10,2009

Internal Coordination Meeting Susanne Meixsell, Brian Uplinger, MarkScott & LeAnn Stitzel

March 26,2009

Sub-Committee meetings to reviewdraft plans and gather feedback

Committee Co-chairs and Sub-Committeemembers

April 9, 2009 Follow-up with sub-committeemembers to summarize results

Committee Co-chairs & LeAnn Stitzel

May 30, 2009 Special Education Plan Due on EdHub

Mark Scott & LeAnn Stitzel

Summer 2009 Enter data and revised plans on EdHub

Brian Uplinger, Mark Scott & LeAnn Stitzel

August 19,2009

Revisions to School Board forApproval

Susanne Meixsell and LeAnn Stitzel

August 31,2009

Community Update Susanne Meixsell and LeAnn Stitzel

September 30,2009

Strategic Plan Due on Ed Hub LeAnn Stitzel, Brian Uplinger, & MarkScott

Strategic Planning Committee

Name Affiliation Membership Category Appointed By

Berlet, Jill Northwestern Elementary Administrator Administrative Team

Bleam, Kelly Northwestern Lehigh HighSchool

Secondary SchoolTeacher

High School Principal

Cartier, Renee Weisenberg Elementary Administrator Administrative Team

D'Angello,Kristine

Northwestern Elementary Elementary SchoolTeacher

Elementary Principal

Davis, Roxanne Weisenberg Elementary Elementary SchoolTeacher


Deans, Mollie Northwestern Lehigh

Middle School

Middle School Teacher Middle School Principal

Fisher, Kenneth Northwestern Lehigh HighSchool

Administrator Administrative Team

Fox, Steve Northwestern LehighMiddle School


Gates, Elisabeth Northwestern LehighMiddle School

Middle School Teacher Middle School Teachers

Gilgoff, Anna Northwestern Lehigh High Secondary School High School Principal


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School Teacher

Goss, Drew Parent Parent High School Principal

Goss, Ethan Student Other High School Principal

Hoderewski, Ara NWLMS AssistantPrincipal


Hoppes, Laurie Northwestern LehighMiddle School


Johnston,Marsha

Northwestern Elementary Elementary SchoolTeacher

Elementary Teachers

Lundberg, Terri Northwestern Lehigh HighSchool



Matika, Luann Central Office Administrator Administrative Team

McCullough,Cathy

Northwestern Lehigh HighSchool



Meixsell,Susanne

Central Office Administrator Administrative Team

Nass-Yepsen,Alice Northwestern Elementary Ed Specialist - SchoolCounselor Elementary Principal

Nemes, Dennis Northwestern Lehigh HighSchool


Nickischer, Amy Northwestern Lehigh HighSchool


O'Neil, Cindy Northwestern Elementary Elementary SchoolTeacher

Northwestern ElementaryPrincipal

Oblas, Lynn Northwestern Lehigh HighSchool



Reisteter,Johanna

Weisenberg Elementary Elementary SchoolTeacher


Roman,Maureen

Northwestern LehighMiddle School


Schaffer, Darryl School Board Member Board Member Board President

Schmoyer, John Northwestern Lehigh HighSchool



Schoffstall, Sally School Board Member Board Member Board President

Scott, Mark Central Office Administrator Administrative Team

Snyder, Justine Weisenberg Elementary Elementary SchoolTeacher

Weisenberg ElementaryPrincipal

Stitzel, LeAnn Central Office Administrator Administrative Team

Suter, David Business Representative Business Representative School Board

Talotta, Larry Weisenberg Elementary Elementary SchoolTeacher


Tonkay, Pam Northwestern Lehigh HighSchool

Special EducationTeacher


Uplinger, Brian Central Office Administrator Administrative Team

Weiss, Steven Northwestern Lehigh HighSchool




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Yurko, Anita Northwestern Lehigh HighSchool



Data

Reflections

Legacy Dataview 371

Concern Last Modified: 5/18/2009

The District continues its commitment to increasing the reading proficiency rates forspecial education students. This continues to be an area of challenge in that the regulareducation students are meeting with AYP, but not all of the special education studentsare meeting with AYP. Over the course of the previous plan, the K-12 Language Artscurriculum was reviewed and rewritten with regular and special education teachers toachieve complete alignment with the PA Academic Standards and AssessmentAnchors. As a result, a new reading series with a research based component paralleling

the general education curriculum, has been implemented at the elementary levels overthe past two years.

Additionally, the 5th Grade will be returning to the elementary level in September of2009. As part of this realignment, the 5th grade language arts curriculum has beenmapped and is being revised to reflect differences in delivery systems and instructionalpractices between the Elementary and Middle Level programs.

Reading benchmark tests as well as the use of DIBELS, Developmental ReadingAssessment and Study Island data is being utilized to identify and remediate readingdeficiencies very early for individual students. The District is also renewing its focus onimproving the use of Differentiated Instruction approaches through increased staffdevelopment.

Goals, Strategies and Activities

Goal:Academic Proficiency

Description: All students will be proficient in all core subject areas (reading, math, science, andsocial studies) leading to successful academic transitions from elementary to middle to highschool and beyond.

Strategy:Align Curriculum to Academic Standards and Anchors

Last Modified: 9/4/2009Description: District instructional staff will align all planned coures to the PA AcademicStandards and Assessment Anchors.

Activity:Curriculum Alignment


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seeking leadership roles:

Provides the knowledge andskills to think and planstrategically, ensuring thatassessments, curriculum,

instruction, staff professionaleducation, teachingmaterials and interventionsfor struggling students arealigned to each other as wellas to Pennsylvaniasacademic standards.

Educator Groups Which Will Participate in this Activity

Role Grade Level

Classroom teachers Principals / asst.

principals

Early childhood(preK-grade 3)

Middle (grades 6-8)

Elementary(grades 2-5)

High school(grades 9-12)

Follow-up Activities Evaluation Methods

Creating lessons tomeet varied studentlearning styles

Classroom observation focusing on factors such asplanning and preparation, knowledge of content,pedagogy and standards, classroom environment,instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than thePSSA

Classroom student assessment data Review of participant lesson plans

Status: In Progress Upcoming

Activity:Subject Integration

Last Modified: 9/4/2009Description: Curriculum revisions will include the indentification of areas where integration ofmultiple subject areas can readily occur to show students the relationship between subject matterand to apply subject content to real world applications.

Person Responsible Timeline for Implementation Resources


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Stitzel, LeAnn Start: 9/8/2009Finish: Ongoing

-

Professional Development Activity Information

Number of Hours PerSession

Total Number of Sessions PerSchool Year

Estimated Number of ParticipantsPer Year

Organization orInstitution Name

Type of Provider Providers Department ofEducation Approval Status

Not approved

Knowledge and Skills Research and Best Practices Designed to Accomplish



Strategy:Benchmark Assessments

Last Modified: 9/10/2009Description: District instructional staff will use benchmark assessments in all core subject areasaligned to the PA Academic Standards and Assessment Anchors.

Activity:Training to Utilize Benchmark Assessments

Last Modified: 9/4/2009Description: All teaching staff in grades 2-12 and District administration will be trained in usingthe selected benchmark assessment tool.


Stitzel, LeAnn Start: 9/7/2009Finish: 9/3/2012

$8,000.00


Number of Hours Per Session Total Number of Sessions PerSchool Year

Estimated Number ofParticipants Per Year

6.00 2 30Organization or InstitutionName


Northwestern Lehigh SchoolDistrict

School Entity Approved


Teachers and administrators willlearn how to use the benchmark

Data teams at each building willanalyze benchmark assessment

For classroom teachers,school counselors and


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assessments in Study Island,and will work in teams toanalyze the data from theseassessments.

data to determine appropriateinterventions for strugglingstudents and possible programchanges.

education specialists:

Provides educatorswith a variety ofclassroom-basedassessment skills and

the skills needed toanalyze and use datain instructionaldecision-making.

For school and districtadministrators, and othereducators seeking leadershiproles:

Provides leaders withthe ability to accessand use appropriate

data to informdecision-making.


Role Grade Level


principals School counselors Other educational

specialists

Early childhood (preK-grade 3)

Middle (grades 6-8) Elementary (grades 2-5) High school (grades 9-

12)


Team development andsharing of content-arealesson implementationoutcomes, withinvolvement ofadministrator and/orpeers


Student PSSA data Standardized student assessment data other than the

PSSA Classroom student assessment data


Strategy:Curriculum Review Cycle

Last Modified: 9/4/2009Description: District staff will revise the curriculum cycle to incorporate subject area integration,utilize curriculum mapping database software as a curriculum analysis tool, and allow for annualreview of curriuclum.


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Activity:Curriculum Mapping Training

Last Modified: 9/3/2009

Description: District administrators, building principals, department and curriculum chairs will betrained in Heidi Hayes Jacobs' approach to curriculum mapping.

Person Responsible Timeline forImplementation

Resources


$12,000.00


Number of Hours Per SessionTotal Number ofSessions Per SchoolYear


3.00 2 5

Organization or InstitutionName




Knowledge and Skills Research and BestPractices

Designed to Accomplish

Educators will be trained in howto effectively map theircurriculum in order to analyzeareas of overlap and gaps.

To effectively evaluateand improve curriculum,existing curriculum mustfirst be mapped using a

consistent model.

For classroom teachers, schoolcounselors and education specialists:

Provides educators with a

variety of classroom-basedassessment skills and theskills needed to analyze anduse data in instructionaldecision-making.

For school and districtadministrators, and other educatorsseeking leadership roles:

Provides the knowledge andskills to think and planstrategically, ensuring that

assessments, curriculum,instruction, staff professionaleducation, teachingmaterials and interventionsfor struggling students arealigned to each other as wellas to Pennsylvaniasacademic standards.


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Role Grade Level


principals Superintendent / asst.

superintendents School counselors Other educational

specialists


Middle (grades 6-8)

Elementary(grades 2-5)

High school(grades 9-12)


Team development andsharing of content-arealesson implementationoutcomes, withinvolvement ofadministrator and/orpeers

Participant survey Review of written reports summarizing instructional

activity


Strategy:Parent Communication for Academic Performance

Last Modified: 8/4/2009Description: All District instructional staff will utilize the Internet and community portal tocommunicate academic and performance data on a regular basis to parents.

Activity:All staff will learn how to utilize the web site to post weeklyassignments.

Last Modified: 9/4/2009Description: Staff will be required to communicate lessons via the web as part of theirprofessional responsibilities.


Uplinger, Brian Start: 9/7/2009Finish: 6/11/2012

-



Total Number of Sessions PerSchool Year


3.00 2 25

Organization or InstitutionName

Type of Provider Providers Departmentof Education ApprovalStatus


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Teaching staff will learn how tocreate/update their website

and will reviewpolicies/procedures regardingrequired information.

Teacher websites have become a vitalcommunication link between school

and families. Using the websites,families can access student grades,assignments, homework, andprocedures.

For classroom teachers,school counselors and

education specialists:

Empowerseducators to workeffectively withparents andcommunitypartners.

For school and districtadministrators, and othereducators seekingleadership roles:

Instructs theleader inmanagingresources foreffective results.


Role Grade Level

Classroom teachers Early childhood (preK-grade3)

Middle (grades 6-8) Elementary (grades 2-5) High school (grades 9-12)


Peer-to-peer lessondiscussions

Website analysis (Analysis of teacher websites bybuilding administrators)


Activity:Parents will have the opportunity to set up access to thecommunity portal for access to grades, learning activities, and additionalinformation.

Last Modified: 9/4/2009Description: Beginning in 2009, a Community Portal will be available for parents to access


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grades, lessons, assignments, and attendance information on their child. This access will beavailable at the HS and MS. The Elementary Buildings will open the Portal in 2010.


Uplinger, Brian Start: 8/20/2009Finish: Ongoing

$34,500.00


Activity:Staff updates to the District website will increase in order toimprove communications to students and parents.

Last Modified: 9/4/2009Description: District staff members from all buildings and departments will maintain web pages

related to their assignments in the District. This shared ownership will increase communicationsand maintain the most up-to-date information for stakeholders. With this, there will be astandardization of information on each page.



-

Status: Not Started Overdue

Strategy:Use of data

Last Modified: 9/10/2009Description: Staff will utilize appropriate data for comprehensive analysis of academicperformance data. All instructional staff will be trained on the use of a data warehouse or acomparable solution as with the Sapphire Suites. Staff will analyze benchmark assessment dataagainst other variables such as PSSA data, grades, and demographic data.

Activity:Training


Description: Instructional and adminstrative staff will receive training on effective data analysis.


Resources

Uplinger, Brian Start: 8/20/2009Finish: 5/31/2012

$24,000.00



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Number of Hours Per Session Total Number of SessionsPer School Year


6.00 2 30

Organization or Institution NameType of Provider Providers Department ofEducation Approval Status

Northwestern Lehigh SchoolDistrict School Entity Approved



Educators will learn how toeffectively analyze data frommultiple sources.

Data teams will be formed tomeet and discuss data andmake informed decisionsregarding students andprograms.

For classroom teachers, schoolcounselors and educationspecialists:

Provides educatorswith a variety ofclassroom-basedassessment skills and

the skills needed toanalyze and use datain instructionaldecision-making.


Provides leaders withthe ability to accessand use appropriate

data to informdecision-making.


Role Grade Level

Classroom teachers Principals / asst. principals Superintendent / asst.

superintendents School counselors Other educational

specialists


Middle (grades 6-8) Elementary (grades

2-5) High school (grades

9-12)


Team development andsharing of content-arealesson implementationoutcomes, withinvolvement of


Student PSSA data Standardized student assessment data other than the


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administrator and/or peers PSSA Classroom student assessment data Participant survey


Activity:Use of multiple means of data collection will increase.

Last Modified: 9/10/2009Description: Data teams in each building will be identified to analyze data and determine howthis information can be used to improve achievement.



$45,000.00


Goal:District Operations

Description: All District operations will function in a fiscally responsible manner while striving tobe proactive in meeting the needs of the students, the educational and extracurricular programs,

and fufilling the Mission, Vision, and Shared Values of the District.

Strategy:Technology Operations

Last Modified: 8/4/2009Description: Technology in the District will operate in a fiscally responsible manner while strivingto be proactive in meeting the needs of the learning community, fufilling the Mission, Vision, andShared Values of the District.

Activity:All District staff will utilize technology in data collection and

analysis to improve operations and efficiencies.

Last Modified: 9/3/2009Description: Staff in all departments will embrace data driven decision making models and willanalyze all data available to improve operations and reduce costs. Electronic programs alreadyavailable in the District will be used to perform analytical electronic operations.



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Activity:Community technology-related courses and programs willincrease, expanding our facilities to a larger audience.

Last Modified: 9/4/2009Description: Ways to expand the school resources to allow for after-hour use and to allow forcommunity member use will be explored and implemented as financially feasible.


Stitzel, LeAnn Start: 1/1/2010

Finish: Ongoing

$37,260.00


Activity:Student Information Systems will be maintained and upgraded asneeded.

Last Modified: 9/4/2009Description: The Student Information System will be maintained and upgraded to meet Districtneeds for compatibility with other software programs such as the EdInsight Data Warehouse andSapphire Electronic Grading programs.



$126,000.00


Activity:The District will reduce paper communications and expandelectronic communications including the website, grading program, reportcards, parent portal, web casts, pod casts, blogs, data warehouse andother emerging electronic communication tools.



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Description: All departments within the District will move toward paperless systems by utilizingelectronic communications to greater degrees.



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Goal:Highly Qualified Effective Teachers

Description: All students will learn from highly qualified and effective teachers.

Strategy:Professional Development

Last Modified: 9/10/2009Description: A comprehensive staff development plan for instructional and administrative staffwill include a focus on differentiating instruction and technology for the next three years.

Activity:A professional development action plan for DifferentiatedInstruction training will be developed and implemented.

Last Modified: 9/3/2009Description: A team of teacher leaders and administrators from each building will work to

develop a detailed action plan for rolling out D.I. training to all of our teaching staff over the nextthree years.


Resources


-



Total Number of SessionsPer School Year








Teacher Leaders and Building Differentiated Instruction For classroom teachers, school


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Administrators will work as ateam to develop a detailed,long-term action plan forDifferentiated Instructiontraining for all teaching staffbeginning in the 2010-2011

school year.

has been identified as amain focus area forprofessional developmentfor the next three years forall teaching staff, K-12.

counselors and educationspecialists:

Increases the educatorsteaching skills based onresearch on effective

practice, with attention givento interventions forstruggling students.

Provides educators with avariety of classroom-basedassessment skills and theskills needed to analyze anduse data in instructionaldecision-making.

For school and districtadministrators, and other educatorsseeking leadership roles:

Provides the knowledge andskills to think and planstrategically, ensuring thatassessments, curriculum,instruction, staff professionaleducation, teachingmaterials and interventionsfor struggling students arealigned to each other as wellas to Pennsylvaniasacademic standards.

Empowers leaders to create

a culture of teaching andlearning, with an emphasison learning.


Role Grade Level


principals


Middle (grades 6-8) Elementary (grades

2-5) High school

(grades 9-12)


Team developmentand sharing of content-area lessonimplementationoutcomes, with


Classroom student assessment data


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involvement ofadministrator and/orpeers

Creating lessons tomeet varied studentlearning styles

Lesson modeling withmentoring

Review of participant lesson plans

Status: Not Started Upcoming

Activity:All educators will increase their proficiency in using technology atthe point of instruction.

Last Modified: 9/3/2009Description: Teachers will integrate technology in their lessons, as appropriate, on a regularbasis. There will be assistance from our K-12 Technology Integration Specialist.



-


Number of Hours Per Session Total Number of Sessions PerSchool Year







Educators will learn skills usingspecific technology that they haveavailable for use in the classroom.They will learn how to use theequipment/software, and how itcan be integrated into their daily

lessons.

The content within thesetraining days is part of ouroverall plan to incorporatedifferentiation at the point ofinstruction. Technology is a toolthat can be used to differentiate

in the classroom.

For classroom teachers,school counselors andeducation specialists:

Increases the

educators teachingskills based onresearch on effectivepractice, withattention given tointerventions forstruggling students.

Provides educatorswith a variety ofclassroom-based


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assessment skillsand the skills neededto analyze and usedata in instructionaldecision-making.


Empowers leaders tocreate a culture ofteaching andlearning, with anemphasis onlearning.


Role Grade Level

Classroom teachers School counselors Other educational

specialists

Early childhood (preK-grade 3)

Middle (grades 6-8) Elementary (grades 2-

5) High school (grades 9-

12)


Creating lessons to meet

varied student learningstyles

Peer-to-peer lessondiscussions

Participant survey

Review of participant lesson plans


Goal:Technology Utilization for Academic

Proficiency

Description: All students will demonstrate proficiency in all core academic areas. Teachers willutilize teaching strategies that integrate technology into the classroom and will use data fromthese technologies to demonstrate improved student achievement.


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Strategy:All buildings will promote and increase distance learningopportunities.

Last Modified: 8/5/2009Description: Videoconferencing and web-conferencing will increase at all levels.

Activity:All students will successfully complete at least one on-line courseas a graduation requirement.

Last Modified: 9/3/2009Description: By the year 2012, all students will successfully complete at least one on-line coursein order to graduate.


Stitzel, LeAnn Start: 8/31/2009

Finish: 6/11/2012

-


Activity: Initialization of a virtual academy will be established andimplemented.


Description: Students will have the opportunity to participate in a District Virtual Academy. TheDistrict will provide all necessary equipment for the process.



$105,000.00


Activity:Students enrolled in District-sponsored cyber options willincrease.

Last Modified: 9/4/2009Description: Students at all levels will be provided opportunity for cyber learning. Membership inBlended Schools will provide BlackBoard for course management.



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$49,000.00


Strategy:All educators and students will increase utilization ofhardware and software.

Last Modified: 9/4/2009Description: All educators will increase utilization of the hardware and software available forclassroom use.

Activity:All supervisors will include the use of technology as part of thesupervision/evaluation process for all teachers.

Last Modified: 9/4/2009Description: Building Principals will communicate the need to use available technologies and willinclude the need to do so as part of annual supervision/evaluation plans for all teachers.



-


Activity:All teachers will establish annual technology goals and willdemonstrate technology use and integration into their lessons.

Last Modified: 9/4/2009Description: Teachers will add goals related to technology integration as part of their annualrequired goals for improvement. Building Principals will monitor the establishment and worktoward meeting individual technology goals.


Uplinger, Brian Start: 8/31/2009

Finish: Ongoing

-


Activity:Use of web-based software such as Study Island, First in Math,and others as identified to increase student achievement will increase.


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Last Modified: 9/4/2009Description: All teachers will increase use of web-based learning resources to which the Districtsubscribes.



$240,000.00


Strategy:All students will learn and practice technology skills andsafe/ethical use of technologies that will prepare them for the 21stcentury workplace.

Last Modified: 8/5/2009Description: Proper researching techniques along with safe Internet guidance will be

established. All students will have this training.

Activity:By 2014, students will demonstrate proficiency in academic, Stateand National Technology Standards.

Last Modified: 9/3/2009Description: All high school students will be assessed to demonstrate proficiency in the NETSfor students.



-


Activity:Computer/Technology Curriculum K-12 will be revised to includeand implement the National Technology Education Standards, PAAcademic Standards, emerging technologies and technology relatedissues.

Last Modified: 9/3/2009Description: The Computer Technology curriculum will be reviewed and aligned to NETS forstudents at all levels.



$2,000.00


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Measurable Annual Improvement Targets

On an annual basis PSSA data as well as District assessment data is analyzed using the

District's datawarehouse, PVAAS, eMetric, and benchmark assessment data. Administratorshave the ability to utilize the data for overall curricular improvement or to drill down to developspecific learning goals for individual students. Each year, a general overview of District studentachievement data occurs at faculty meetings at each level as well as at Board meetings and anannual State of the District community address. Building level data teams focus on key buildinggoals and each department and grade level is responsible for analyzing student achievement,assessment, and curriculum data to plan for continued improvements.

The following are the District's measurable annual improvement targets:

By the year 2012, all Northwestern Lehigh elementary students will demonstrate increasedacademic proficiency in reading, writing, math, and science skills as evidenced by thefollowing measures:

Improve grade 3 PSSA scores in reading by 5% per year in order to arrive at 94%proficiency by 2012.



Improve grades 3 and 4 PSSA scores in math by 2% per year in order to arrive at 96%proficiency by 2012.

Improve grade 5 PSSA scores in math by 5% per year in order to arrive at 95%proficiency by 2012.

Increase the academic proficiency in reading and math of the elementary specialeducation students by 5% per year in order to arrive at 72% by 2012.

Improve grade 5 PSSA scores in writing by 10% per year in order to arrive at 88%proficiency by 2012.

By the year 2012, all Northwestern Lehigh middle school students will demonstrateincreased academic proficiency in reading, writing, math, and science skills as evidencedby the following meausres:

Improve grades 6 - 8 PSSA scores in reading by 5% per year in order to arrive at 96%proficiency by 2012.

Improve grades 6 - 8 PSSA scores in math by 5% per year in order to arrive at 96%

proficiency by 2012. Improve grade 8 PSSA scores in writing by 4% per year in order to arrive at 96%

proficiency by 2012. Increase the academic proficiency in reading, writing, and math of the middle school

special education students by 10% per year in order to arrive at 77% by 2012.

By the year 2012, all Northwestern Lehigh high school students will demonstrateincreased academic proficieny in reading, writing, math, and science skills as evidencedby the following measures:


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Improve grade 11 PSSA scores in math by 9% per year in order to arrive at 87%proficiency by 2012.

Improve grade 11 PSSA scores in writing by 1% per year in order to arrive at 97%proficiency by 2012.

Increase the academic proficiency in reading, writing, and math of the high school specialeducation students by 12% per year in order to arrive at 71% by 2012.

Curriculum, Instruction and Instructional Materials

The Northwestern Lehigh School District has aligned all curriculum to the PennsylvaniaStandards and Assessment Anchors as listed in Chapter 4. We have revised the curriculumcycle as a component of our Strategic Plan, in order to review curricular goals more frequently toreflect District achievement data and revisions to the Assessment Anchors.

Instruction is designed to insure students learn the content and skills articulated in the curriculumaligned to the Standards and Anchors. Instructional strategies are differentiated to insure thelearning needs of individual students are addressed in order to meet the Standards and Anchors

at each grade level.Teachers list the standards they are teaching in their lesson plans and make these clear to thestudents. Administrators observe classroom instruction to insure the students are learning therequired skills and teaching staff have the appropriate supports in place to accomplish thelearning outcomes with their students. Teachers across the District meet by grade level anddepartment to discuss their curriculum, design similar assessments, and plan their instruction.Instructional time is 45 - 80 minutes per subject per day. However, each building schedulepermits flexibility for teams of teachers to reorganize their time allotment to insure students arelearning the Standards and Anchors with proficiency.

All instructional materials are selected through a rigorous process. This process includes ananalysis of the instructional materials against District curriculum, the Standards and Anchors, aswell as factors such a readability, flexibility, scope of support materials, applicability for gifted,

ESL, special education students, technology integration, and connections to instructionalstrategies that are scientifically researched to be effective. This process includes Districtadministration and teachers. Textbooks and instructional materials are identical by grade level orcourse across the District. Funding resources are provided through the District budget, federalprograms, state funds, and grants that the District has been successful in obtaining.

Assessments and Public Reporting

The Northwestern Lehigh School District is working towards a more comprehensive assessmentplan. While the annual PSSA data is extremely helpful, the District is also working towardsalignment and consistency in all classroom assessments to the PA Standards and AssessmentAnchors. The goal is also to use or develop benchmark assessments three times a year ingrades 2-11 in math, language arts, and grades 3-11 in science, and social studies. Currently,quarterly benchmark assessments are given in grades 3-8 and 11 in math, but this will beexpanded to include grades 2, 9, and 10 as well as language arts, science, and social studies.The District currently uses Study Island for benchmark assessments and DIBELS assessments toaccomplish this goal. The benchmark assessments will be in place for math in grades 2 - 11 bythe end of the 2009-2010 school year with benchmark assessments in place for grades 3-11 bythe end of the 2011-2012 school year. Using technology to take the benchmark assessment willenable the teaching staff to have immediate access to the results which will be added to theDistrict's datawarehouse so instant instructional decisions can be made to continuously monitorstudent performance and develop strategies for increased achievement. This data is also


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regularly discussed during team meetings at all grade levels so that our staff can collectivelyincorporate these same strategies to aid students.

Current District Assessments Include:

Elementary Level

DIBELSDRAMultiple Literacy Rubrics and ChecklistsPhonemic Awareness ScalesRetellings

Running Records

Literacy and Numeracy InventoriesBenchmark Math Tests

Chapter and Unit TestsPerformance Assessments

Middle Level

DRAChapter and Unit Tests

Benchmark Math TestsPerformance Assessments

Rubrics and ChecklistsLiteracy and Numeracy Inventories

Lab reportsWriting Portfolios and RubricsProjects

Oral presentations integrated with technology

High School LevelChapter and Unit Tests

Mid-term and Final ExamsBenchmark Math Tests

Writing PortfoliosPerformance Assessments

ProjectsLab Reports

Oral presentations integrated with technologyIn addition, daily quizzes using the Classroom Performance Units are used by teaching staff tocollect instant feedback on student learning. Staff also take anecdotal notes on student progressand use student mini-conferences to empower students to understand their own learningprogress. Homework is widely used for students to practice and reinforce daily skilldevelopment.

Targeted Assistance For Struggling Students


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The Northwestern Lehigh School District uses a datawarehouse by OnHands Schools, whichcontains multiple variables of student achievement as well as student demographic data. Districtadministrators and some teachers have access to the datawarehouse and are actively using this,along with additional data, to analyze student progress and then make instructional decisions toincrease student achievement by differentiating instructional strategies.

At the elementary level, the District currently uses the assistance of reading specialists andremedial assistants to work in the classroom as well as in small pullout groups to support theliteracy and numeracy needs of struggling students. The District has begun to use a Response toIntervention model that will provide an even greater degree of support for struggling readers atthe elementary level. A core team of reading specialists, building principals, one psychologist,and District administration have started to attend trainings on RTI and will continue to attendtraining while also designing an RTI program in the District to be in place for the 2010-2011school year. Our elementary PSSA scores have showed a steady increase over time so we feelas though we have been very successful in our interventions with our struggling students whilemaintaining the performance of all our elementary students.

At the middle level, the District uses the assistance of remedial assistants to work in theclassroom as well as in small pullout groups to support the literacy and numeracy needs ofstruggling students. The Middle School also has made a comprehensive schedule and staffingchange to put true teams of teachers in place to support the needs of middle level learners. Withthe existing schedule and additional staff, teachers are able to meet daily to look at studentachievement data, work with the Instructional Support teacher as well as the Student AssistanceProgram team.

The High School has recently implemented a 9th grade academy to insure that all ninth gradersare meeting with academic proficiency and are working towards a career plan. Through theAcademy, teachers are able to meet daily to discuss student achievement data and addressstudent concerns. The High School also has used equipment and training from the Classroomsfor the Future Grant to implement a completely integrated approach to using technology as a wayto deliver the curriculum, as a content resource, and as a metacognitive processing tool.

Lastly, our entire K-12 staff will be involved in a comprehensive plan to successfully incorporatedifferentiated instruction strategies in all classrooms. We will be developing this plan in the 2009-10 school year, and expect this to be a long-term focus for our District.

Support for Struggling Schools

All of our schools and our District have made AYP. In 2005-2006 our District received a a warningfor our subgroups of special education students not making AYP at our Middle School. Since thattime, we have made AYP each year for the subgroup of special education students at our MiddleSchool. We believe this is the result of the comprehensive schedule and staffing changes at theMiddle School. The schedule now permits our special education teachers to work more closelywith the regular education teachers and to provide more targeted assistance to our specialeducation students.

Our District continues its commitment to increasing proficiency rates for all students by makingsure the curriculum in all areas is accurately aligned with the PA Academic Standards andAssessment Anchors. The newly-revised timeline for the curriculum review process will ensurethat we remain focused on this effort. Additionally, the 5th grade will be returning to theelementary level this year. As part of this realignment, the 5th grade language arts and mathcurriculum has been mapped and is being revised to reflect differences in delivery systems andinstructional practices between the Elementary and Middle Level programs.


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Benchmark testing as well as the use of DIBELS, Developmental Reading Assessments andStudy Island data is being utilized to identify and remediate reading and math deficiencies veryearly for individual students. The District is also renewing its focus on improving the use ofDifferentiated Instruction approaches through increased staff development.

Qualified, Effective Teachers and Capable Instructional Leaders

The Northwestern Lehigh School District is completely committed to providing our students withqualified, state certified, professional educators to insure our students learning the PA Standardsand Assessment Anchors in an environment that is welcoming and supportive that meets ourMission and Vision for the District.

Among our instructional staff, 70% have earned a Master's Degree or beyond and 15% havemore than a Bachelor's Degree, while the remaining 15% have a Bachelor's Degree. Among theteam of 13 educational administrators, one has a doctoral degree while two are pursuing doctoraldegrees. The remaining all have beyond a Master's Degree.

The Northwestern Lehigh School District is made up of four buildings. There are two K-5elementary schools, one 6-8 middle school, and one 9-12 high school. The following list of

educational and operational personnel serves the needs of the students in these four buildings:

1 Superintendent

1 Assistant Superintendent1 Director of Student Services

1 Director of Human Resources1 Business Administrator

1 Assistant Business Administrator

1 Director of Curriculum2 Hardware and Network Technicians4 Building Principals

3 Assistant Principals

3 High School Guidance Counselors2 Middle School Guidance Counselors

2 Elementary School Guidance Counselors

2 registered nurses with school certification2 nursing aides that are registered nurses4 school librarians

4 Reading Specialists

1 ESL teacher3 Gifted teachers

2 psychologists

1 Therapeutic Case Manager2 Behavioral Specialists19.5 Learning Support teachers

2 Instructional support Teachers2.5 Emotional Support teachers1 Life Skills teacher2.6 Speech and Language teachers

4 Art teachers6 Music Teachers9 Health & Physical Education teachers

3 World Language Teachers

3 Family & Consumer Science Teachers


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5 Business Education Teachers

4 Technology Education Teachers

7 High School Social Studies Teachers8 High School Math Teachers6 High School Language Arts Teachers

7 High School Science Teachers

24 Middle Level grade-level Teachers45 Elementary grade-level Teachers

Our administrators analyze the deployment of our teaching staff on a regular basis to ensure thatour most effective and highly qualified teachers are working directly with academically at-risk students.

Parent and Community Participation

The Northwestern Lehigh School District is very fortunate to have a high rate of parent andcommunity involvement. The community is extremely supportive of the School District as well asthe School Board.

Parents, community members, and businesses participate in the following ways:

Parent teacher organizations inK-8

School holiday activities Parent chaperones on fieldtrips

Classroom Volunteers Booster Groups Safety Education Week

Classroom Tutors Fall Festivals Sporting Events

Parent teacher conferences K-12

Back to School Nights Open House

Chorus and Band Programs Artist in Residence Programs K-8

Arts Shows K-12

Northwestern LehighEducational Foundation

Co-curricular and extracurricularactivities

Child Study, SAP, and ISTTeams

Title I Parent Meetings ESL Parent Meetings Gifted Task Force

All Curriculum Task Forces Parent Advisory Council Strategic Planning Committees

Work Study Partnerships withlocal businesses

Educational Improvement TaxCredit Program

Professional DevelopmentCouncil

Rotary Club Scholarship Programs Theater Performances

Coaching and Advisorships Classroom Career Speakers NWL Rural PreservationAssociation

PA Farm Bureau Parent FeedbackGroups

Respondents to Surveys

Pre-Kindergarten Transition

No Pre-K Offered

Academic Standards and Assessment

Documents

Transcript of Academic Standards and Assessment