Pennsylvania Department of Education
COMMONWEALTH
OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Academic Standards and Assessment Report
Thursday, August
28, 2008
Entity: Mount Union Area SD
Address: 28 W Market St
Mount Union, PA 17066-1232
Phone:
Contact Name:
Organization Description
The Mount Union Area School District
The organizational structure of the Mount Union Area School District is as
follows:
3 Elementary Schools (Grades K-6)
Mount Union - Kistler
Elementary School
Shirley Township Elementary
School
Mapleton Union Elementary
School
During the 2007-2008 and 2008-2009 school year Mount Union - Kistler and
Shirley Township hosted a Pre K program in partnership with Huntingdon County
Child and Adult Development Corporation. This initiative was supported
through Pre K Counts, Pa Pre K Counts and Head Start Supplemental in addition
to Title 1 funding for the 2008-2009 school year.
One Junior High/Middle School (Grades 7-8)
One Senior High School (Grades 9-12)
The planned courses of instruction and assessment programs are matched to the
state requirements under Chapter 4 for all of our programs. The state and
district benchmarks and/or local assessments have been developed or adopted to
address the Pennsylvania Academic Standards. Monitoring of the
program and data analysis of the results will be completed at each grade
level according to descriptions outlined in our assessment action plan.
Core Purpose
Mission
The Mount Union Area School District prepares all children
for success and productivity in a global society by encouraging the fulfillment
of individual hopes and dreams.
Vision
During the next six years
the Mount Union Area School District will have:
In Program Development
- Solidified a pre-kindergarten program
- Implemented a K-12 technology plan
- Implemented a K-12 career development plan
- Implemented a K-12 character education program
- Developed a plan for and educated teachers for the
significant inclusion of special needs children in general education
classes.
In Professional
Development
- Implemented a continuous professional development plan
that is future focused and that supports program development
- Implemented a continuous professional development plan
that is driven by data based feedback loops.
In Curriculum
- Written and implemented a standards based anchor driven
curriculum in every discipline K-12
- Placed the curriculum on-line
- Developed consistent grade level and or department
syllabi for each course.
In Assessment
- Developed and implemented a process that monitors on a
regular basis the value added to each child's daily education.
In Individual Student
Focus
- Developed and implemented systems that insure each
child has a flexible, individualized education plan that, when
appropriate, identifies a career path.
In Leadership
- Identified the strengths of each leader
- Developed and implemented system that aligns
responsibilities and strength.
In Staffing
- Systematically developed and implemented processes for
hiring, inducting and out-counseling
In Instruction
- Developed and implemented, through our professional
development plan, a methodology for educating our staff K-12 in
differentiating instruction
- Developed and be utilizing systems that insure
decisions relating to instruction are data driven
In Facilities
- Design a long-term, future-focused facility plan that
includes pre-kindergarten along with enhancing curriculum and instruction
In Technology
- Automated all district libraries and be assessing book
circulation
- Integrated appropriate technology to insure safe school
environment
- Developed and be implementing an elementary technology
program supported with curriculum
- Provided software and hardware needed to
differentiate instruction in every classroom
- Explored additional advanced and remedial opportunities
through the use of virtual education
In Finance
- Created a budget development process that is
transparent and long-term focused
- Tapped alternative revenue streams via aggressive
pursuit of both entitlement and competitive grants.
In Community
- Developed programs and culture that focus on
children from birth to grade 12
- Put a plan in place to seek increased parent
input and support
- Explored and as practical opened our resources
to the community
- Created a plan to better engage community
resource person in service to the schools and students in service to the
community.
Shared Values
Trust: Relying on the integrity, ability and character of
those around us and of our organization as a whole.
Respect: Honoring
ourselves and those around us, daily.
Compassion:
Recognition of the plight of others, coupled with an intense desire to help
them overcome it.
Ownership: Having
a stake or sense of self in the creation of and operation of our systems and
the fulfillment of our individual destiny.
Goals
Goal: Assessment
Description: Develop and select objective assessments that are
integrated with the planned course curriculum, aligned to the Pennsylvania
Assessment Anchors, and to provide data to help the district meet the needs of
all students in the MUASD.
Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that
graduate seniors)
Description: Graduate rate will meet an 80% threshold and/or show
growth.
Goal: MATHEMATICS
Description: 100% of all students will be proficient in
Mathematics, by the year 2014, as measured by the annual state-wide PSSA
assessments.
Goal: READING
Description: 100% of all students will be proficient in Reading, by the
year 2014, as measured by the annual state-wide PSSA assessments.
Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show
growth.
Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in
required state-wide assessments.
Goal: Support For Struggling Schools
Description: Academic-students will meet AYP in reading and math.
Goal: Targeted Assistance
Description: Academic-students will meet AYP in reading and math.
Goal: Assessment
Description: Develop and select objective assessments that are integrated
with the planned course curriculum, aligned to the Pennsylvania Assessment
Anchors, and to provide data to help the district meet the needs of all
students in the MUASD.
Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that
graduate seniors)
Description: Graduate rate will meet an 80% threshold and/or show
growth.
Goal: MATHEMATICS
Description: 100% of all students will be proficient in Mathematics by
2014, as measured by the annual state-wide PSSA assessments.
Goal: Professional Development
Description: Professional development activities for teachers and
administrators will focus on data analysis, differentiated instruction, and
diverse learners. Ultimately, the purpose of professional development is to
improve student learning. Therefore, an improvement in standardized assessment
scores is expected.
Goal: READING
Description: At least 63% of all students will be proficient in Reading,
as measured by the annual state-wide PSSA assessments.
Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show
growth.
Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in
required state-wide assessments.
Goal: Support For Struggling Schools
Description: Academic-students will meet AYP in reading and math
Goal: Targeted Assistance
Description: Academic-students will meet AYP in reading and math.
Academic Standards
The academic standards for student achievement have been
adopted from the Pennsylvania Academic Standards as found in Chapter 4, Section
4.12 of 22 Pa.Code.
Graduation Requirements
Promotion & Graduation
Requirements
The minimum number of
credits needed for graduation at Mount Union Area High School is 25
credits. Seven full credit courses must be scheduled by each student in
each grade. Under Chapter Four of the Pennsylvania Department of Public
Education, specified courses listed below must be included in the 25 credits
required for graduation in the 9th, 10th, 11th,
and 12th grades. Physical education, health and safety
education are required in the proper grade.
Required Courses
Credits
English (4
courses 9, 10, 11,
12
4.00
Social Studies (3
courses)
3.00
Science (3
courses)
3.00
Mathematics (3
courses)
3.00
Humanities (2
courses)
2.00
Health and Physical
Education 1.60
Electives & Graduation Project
8.40
25.00
*If a student successfully
completes course work at the Career and Technology Center in 9th, 10th,
11th, and 12th grades he/she will attain 3 credits per
successful grade that will supplant elective credits.
*All students must
successfully complete a Graduation Project to meet graduation
requirements. This project, consisting of both oral and written
components, will be graded according to the approved rubric.
The purpose of the
culmination project is to assure that students are able to apply, analyze,
synthesize and evaluate information as well as communicate significant knowledge
and understanding.
Graduation Project is
offered to all students as a one year, full credit class. If he/she
cannot fit this course into their schedule the course can be taken as an
independent study.
Note:
· A freshman must earn
6 credits to be classified as a sophomore.
· A sophomore must
earn 12 credits to be classified as a junior.
· A junior must earn
18 credits to be classified as a senior.
· A senior must
earn 25 credits to graduate.
Strategic Planning Process
.
|
In March 2008, the Mount
Union Area School District facilitator met with representative from
the Tuscarora Intermediate Unit 11 in order to review the process and
began the task of assembling a steering committee to develop the
Strategic Plan 2008-2014. Our school principals solicited parents,
students, and community members to serve on the committee. The
Strategic Plan Steering Committee was composed of administrators, teachers,
students, School board members, parents, community members, business leaders
and support personnel. The facilitator for the strategic plan was
identified as the Director of Special Education/Student Services. The Strategic Plan
Steering Committee scheduled numerous meetings throughout the 2007-08 school
year to develop Action Teams that were created to develop the goals,
strategies and activities. Each action team consisted of a team leader,
parents, students, business/community members, and various school-related
personnel. The action teams shared their plans with the entire
Strategic Plan Steering Committee. Each Action Plan was reviewed and
subsequently approved by the Steering Committee. On August 18, 2008 a
draft copy of the plan was presented to all school board members. On
August 29, 2008 all finalized plans were presented to the Board of
Education Directors for review. To allow community review, copies of the
Chapter 4 Educational Strategic Plan, Professional Education Plan, Induction
Plan, and Technology Plan were published on the Mount Union Area School
District website, www.muasd.org, placed
in main offices of all district school buildings, and displayed in the
Huntingdon County Library-Mount Union Branch. The final plan was
presented to the Board of School Directors of the Mount Union Area School
District on September 28, 2008. Final Board adoption of the
plan occurred at the regular Board of Directors meeting held on
September 28, 2008. Copies of the plans were placed in school offices
and on the school's website for community review. |
Strategic Planning Committee
|
Name |
Affiliation |
Membership
Category |
Appointed
By |
|
Amy Miles |
Mount
Union Area School District |
Parent |
Tonya
DeVecchis-Kerr |
|
Amy Smith |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Bambi
Guentner |
Mount
Union Area School District |
Ed
Specialist - School Psychologist |
Tonya
DeVecchis-Kerr |
|
Curt
Whitesel |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
David
Hummel |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Dawn
Holesa |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Deb
Goodman |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Donna
Waleski |
Tuscarora
Intermediate Unit 11 |
Other |
Tonya
DeVecchis-Kerr |
|
Frank
Miller |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
James
Estep |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Joan
Coraor |
Mount
Union Area School District |
Ed
Specialist - School Counselor |
Tonya
DeVecchis-Kerr |
|
Ralph
Park |
Mount
Union Area School District |
Board
Member |
Tonya
DeVecchis-Kerr |
|
Rex Goss |
Mount
Union Area School District |
Ed
Specialist - School Counselor |
Tonya
DeVecchis-Kerr |
|
Susan
Hendricks |
Mount
Union Area School District |
Ed
Specialist - School Counselor |
Tonya
DeVecchis-Kerr |
|
Tonya
DeVecchis-Kerr |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Tracy
Roles |
Mount
Union Area School District |
Ed
Specialist - Instructional Technology |
Tonya
DeVecchis-Kerr |
Goals, Strategies and Activities
Goal: Assessment
Description: Develop and select objective assessments that are
integrated with the planned course curriculum, aligned to the Pennsylvania
Assessment Anchors, and to provide data to help the district meet the needs of
all students in the MUASD.
Strategy: Benchmark and Standardized
Assessments
Description: Select and administer benchmark assessments and provide
differentiated professional development in their use throughout the year.
Activities:
Activities:
|
Activity |
Description |
|
|
Utilize
the following tests |
-4Sight
(7-11) |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: Data Analysis
Description: Results from benchmark and teacher developed assessments
must be utilized to assist all students in achieving proficiency in all areas
of instruction. Data will be used to drive instruction by supporting the
learning of individuals and small groups of students, and to evaluate and
revise articulated curriculum, assessments, differentiated instruction and
learning materials
Activities:
|
Activity |
Description |
|
|
Data
Analysis professional development |
Provide
professional development from internal and external sources. This focuses on
understanding the data and administering the test. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: Teacher Developed Assessments
Description: Ensure that teacher developed assessment materials are
valid, reliable and aligned to standards and assessment anchors.
Activities:
|
Activity |
Description |
|
|
Improve
Teacher Developed Assessments |
Provide
staff development and grade level meetings in the area of teacher developed
tests to ensure validity, reliability and alignment with planned course
curriculum and Pennsylvania Assessment Anchors. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Start:8/17/2008 |
$0.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
0 |
0 |
0 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
|
|
Not approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
|
Goal: FOUR-YEAR GRADUATION RATE (for districts and schools that
graduate seniors)
Description: Graduate rate will meet an 80% threshold and/or show
growth.
Strategy: Alternative Education
Description: Develop and explore alternative education programs that
will prevent students from dropping out of school
Activities:
|
Activity |
Description |
|
|
Research
potential programs and costs |
Staff
will explore and research feasibility and costs of alternative programming
for secondary students in the district. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: Data Analysis
Description:
Activities:
|
Activity |
Description |
|
|
data
analysis |
|
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Transition Planning
Description: Students will be educated regarding their career and
education options.
Activities:
|
Activity |
Description |
|
|
Attend
presentations and one-one counseling |
Students
will be made aware of all their educational and employment opportunities
available to them regarding their post-secondary plans |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: Transition Services for Students
with Disabilities
Description: To provide students with special needs opportunities for
career exploration and development in order to increase the graduation rate of
students with disabilities.
Activities:
|
Activity |
Description |
|
|
Career
Interest Inventories |
Students
with disabilities will be administered career interests inventories. Results
will be analyzed and sicuessed with the students. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Tonya DeVecchis-Kerr |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
On site
college visits |
Students
will special needs will visit various college and technical schools. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Tonya DeVecchis-Kerr |
Ongoing |
$0.00 |
Goal: MATHEMATICS
Description: 100% of all students will be proficient in Mathematics by
2014, as measured by the annual state-wide PSSA assessments.
Strategy: Aligning Mathematics curriculum to
PA Academic Standards, Assessment Anchors and Eligible Content
Description: Provide the knowledge and skills to think and plan
strategically, ensuring that assessments, curriculum, instruction, staff
professional education, teaching materials and interventions for all students
are aligned to each other as well as to Pennsylvania's Academic Standards,
Assessment Anchors and Eligible Content.
Activities:
|
Activity |
Description |
|
|
Aligning
the Curriculum |
Follow
the board adopted Curriculum Revision Procedures listed below: |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Co-Teaching/Team Teaching
Description: Develop ability to co- or team-teach with push-in Title 1
mathematics, Learning Support and other teachers of diverse learners in regular
classrooms.
Activities:
|
Activity |
Description |
|
|
Co
Teaching |
Educators
will learn how to collaborate effectively to ensure the success of diverse
learners. Increases the educator's teaching skills based on research on
effective practice, with attention given to interventions for struggling
students. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Data Analysis: Analysis of data to
drive instructional decisions
Description: Data analysis is a necessary process to ensure
educationally sound decisions and to improve the quality of teaching and
learning. Data analysis allows educators to base instructional decisions on
facts.
Activities:
|
Activity |
Description |
|
|
Data
Driven Instruction |
Administrators,
principals, and teachers will learn how to analyze and interpret data from
various tools, such as PSSA, 4Sight, E-metric, DIBELS, and Terra Nova.
Teachers will also learn how to use the data to drive daily instructional
decisions in mathematics. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Differentiated Instruction
Description: Differentiated instruction requires teachers to modify
their approaches and to adjust their implementation of curriculum based on
students’ needs and learning styles. In other words, instructional approaches
must vary to ensure learning occurs for all students in each classroom.
Activities:
|
Activity |
Description |
|
|
Use of
Differentiation Instruction |
Teacher
will be exposed to and implement areas of differentiation may include but not
be limited to guided practice, evidence-based practices and best practices,
data-based flexible grouping, explicit instruction, multi-sensory approaches,
cooperative learning and instructional software (Study Island and First in
Math) |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Mathematics Proficiency
Description: Students will be given additional academic tools to assist
them in achieving proficiency or showing improvement on annual PSSA exams
Activities:
|
Activity |
Description |
|
|
- 4Sight
Benchmark, Assessments |
Students
will be tested using the Study Island and 4Sight assessment tools throughout
the academic year to provide an estimate of student performance on the PSSA
to assist in guiding classroom instruction |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
Linking
Eligible Content to Lessons |
Teachers
will review the district’s articulated curriculum to ensure that eligible
content on Mathematics state assessments is covered and understood
consistently. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
PSSA
Coaching |
Teachers
will incorporate specific PSSA strategies to assist students in improving
their scores. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
Supplemental
Mathematics Instruction |
Students
(7-12) who have not reached a proficient level on standardized tests will
receive scheduled classes of supplemental mathematics |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: National, State and Local
Assessments
Description: Utilize national, state and local assessments to help
determine ability levels and areas of both strengths and weaknesses
Activities:
|
Activity |
Description |
|
|
4Sight
Testing, PSSA, |
Utilize
4Sight, Study Island, and PSSA results to help determine ability levels and
areas of both strengths and weaknesses. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Goal: Professional Development
Description: Professional development activities for teachers and
administrators will focus on data analysis, differentiated instruction, and
diverse learners. Ultimately, the purpose of professional development is to
improve student learning. Therefore, an improvement in standardized assessment
scores is expected.
Strategy: Diverse Learners
Description: Provide opportunities for classroom teachers to enhance
their skills in order to increase the learning potential of our diverse student
population.
Activities:
|
Activity |
Description |
|
|
Adapting
Curriculum |
Enhance
abiity to adapt Mount Union Area School District curriculum to meet needs of
diverse learners. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Start:7/24/2008 |
$0.00 |
|
|
||
|
Number of Hours Per Session |
Total Number of Sessions Per
School Year |
Estimated Number of Participants
Per Year |
|
1 |
5 |
120 |
|
Organization or Institution Name |
Type of Provider |
Provider's Department of Education
Approval Status |
|
Mount Union Area School District |
|
Approved |
|
Knowledge and Skills |
Research and Best Practices |
Designed to Accomplish |
|
Educators
will learn how to adapt curriculum to meet the needs of diverse learners. |
|
For
classroom teachers, school counselors and education specialists:
For
school and district administrators, and other educators seeking leadership
roles:
|
|
Educator Groups Which Will Participate
in this Activity |
||
|
Role |
Grade Level |
|
|
|
|
|
Follow-up Activities |
Evaluation Methods |
|
|
|
|
Goal: READING
Description: At least 63% of all students will be proficient in Reading,
as measured by the annual state-wide PSSA assessments.
Strategy: Accelerated Reading Course
Description: An individualized reading program designed to improve
reading comprehension and fluency.
Activities:
|
Activity |
Description |
|
|
Academy
of Reading and Study Island |
The
Academy of Reading and Study Island will be used in accordance with 7th and
8th grade students participating in reading class. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
Study
Island |
All
students (7-12) who have not scored in accordance with the PSSA Policy will
participate in the PSSA Enrichment program |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: National, State and Local
Assessments
Description: Staff will facilitate use of research-based reading
assessments to gather and analyze information in areas that have been shown to
be valid predictors for future reading success.
Activities:
|
Activity |
Description |
|
|
Assessments |
Assessment
teams and teachers will assess students using the assessments to determine
the level of intervention needed for each student and to assist with progress
monitoring. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Curt Whitesel |
Ongoing |
$0.00 |
Strategy: Reading Proficiency
Description: Students will be given additional academic tools to assist
them in becoming proficient or better on PSSA exams.
Activities:
|
Activity |
Description |
|
|
4Sight
Benchmark Assessments |
Students
(7-11) will be tested throughout the academic year to provide an estimate of
student performance on the PSSA to assist in driving instruction. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
Computer-assisted
learning |
Teachers
will implement available computer programs (7 - 11) to enhance the learning
for reading state assessment anchors. (Study Island) |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
Linking
Eligible Content to Daily Lessons via the Articulated Curriculum |
The
curriculum will be aligned in order to best meet the PSSA standards and
individual student needs. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
|
Activity |
Description |
|
|
PSSA
Coaching |
Teachers
will incorporate specific PSSA strategies to assist students in improving
their scores |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Strategy: Research-Based Reading
Description: The teaching staff will use research-based reading methods
within classrooms to provide differentiated instruction for students (7th &
8th).
Activities:
|
Activity |
Description |
|
|
Basal
Series Read NaturallyPhonemic Awareness Activities Literature Circles Guided
Reading Trade Books |
As
relevant to grade level, teachers will be trained on how to implement
research-based reading programs, and given ongoing assistance as they
implement the research-based reading programs. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show
growth.
Strategy: An accountability system that is age
appropriate.
Description: system would be able to communicate absences to parents
effectively.
Activities:
|
Activity |
Description |
|
|
Committee
meetings |
Develop
and implement an accountability system that is age appropriate |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Strategy: Developmentally appropriate
incentive program
Description: Develop and implement reward programs for students’
attendance (perfect or improvements) in which the incentives are delivered in a
manner that is age appropriate
Activities:
|
Activity |
Description |
|
|
Horace
Mann Incentive Program |
Develop a
hierarchy of incentives for improving attendance. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Strategy: Increasing attendance
Description: Increasing attendance to improve academic achievement
Activities:
|
Activity |
Description |
|
|
Increasing
attendance to improve academic achievement |
Implement
the following procedures to increase attendance in the elementary grades K-6: |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Increasing attendance to improve
academic achievement
Description: Implement procedures to increase attendance in the
elementary grades K-6:
Activities:
|
Activity |
Description |
|
|
Incentive
Plan |
1. After 7 absences or 7 tardies a
parent/teacher/assistant principal/head teacher meeting will be scheduled to
discuss attendance issues and its impact on student achievement. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in
required state-wide assessments.
Strategy: Ensure participation rate on PSSA
continues to meet 95% threshold.
Description: The use of AYP data files to determine actual percentages
of students who participated in the PSSA.
Activities:
|
Activity |
Description |
|
|
Incentive
Program |
Incentives
will be offered to students to encourage participation and best
effort/performance on PSSA. Students absent on testing days will be given the
opportunity to make-up any missed portions of the test through arrangements
with the building principal, guidance counselor and/or Title 1 instructor
during the open testing window. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Frank Miller |
Ongoing |
$0.00 |
Strategy: Improve Participation in PSSA
testing.
Description: Attendance reward incentive program through Horace Mann
Insurance
Activities:
|
Activity |
Description |
|
|
PSSA
Incentive Program |
Incentives
will be offered to students to encourage their best performance on the PSSA. |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Goal: Support For Struggling Schools
Description: Academic-students will meet AYP in reading and math
Strategy: Students will meet AYP in reading
and math
Description: Identify through PSSA areas that did not meet AYP in both
individual schools and across the district and through targeted assistance and
an articulated curriculum provide aligned curriculum and additional learning
opportunities for students.
Activities:
|
Activity |
Description |
|
|
Interventions |
Creation
of articulated curriculum |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Goal: Targeted Assistance
Description: Academic-students will meet AYP in reading and math.
Strategy: Students will meet AYP in reading
and math
Description: Identify struggling students through use of state and local
assessment data, which may include but is not limited to PSSA, English Language
Proficiency Test, 4-Sight tests and provide targeted intervention
Activities:
|
Activity |
Description |
|
|
Interventions |
EAP
tutoring |
|
|
Person Responsible |
Timeline for Implementation |
Resources |
|
Amy Smith |
Ongoing |
$0.00 |
Measurable Annual Improvement Targets
Each year, the staff is
required to conduct an analysis of the assessment data for their students with
the purpose of improving curriculum and instruction. This analysis
includes a review of both internal and external assessments. Although each
assessment instrument yields different data, the general review cycle is as
follows:
1.
At the beginning of the school year, building level administrators review
students’ achievement data.
2.
Areas of need are identified and strategies are developed to meet those needs.
3.
Teachers meet regularly to review strategies and monitor progress.
4.
Financial and staff resources are allocated to meet as many goals as possible
as budget allows.
5.
Assessment data is reported to the Board of School Directors and the community
on an annual basis.
6.
Students in need of additional support are identified and appropriate
interventions are implemented.
7.
Building administrators and curriculum coordinators assist teachers in finding
support materials and research-based
instructional techniques to enhance the delivery of our
instructional program in the specific goal areas.
8.
Building principals review and analyze attendance records, dropout rates, and
the allocation of instructional time in each subject area to ensure appropriate
learning opportunities.
9.
End-of-year test results, grade distribution, and retention lists are reviewed
to determine if goals were met. Adjustments are made and the cycle
repeats itself.
Additionally, the Mount
Union Area School District addressed the need for student improvement with the
following activities.
1.
Professional development opportunities are directly linked to improving student
achievement.
2.
State, district, and teacher-made rubrics are utilized for instruction at all
levels.
3.
Standards-based and research-based instructional practices are provided to
staff members.
4.
Technology is infused throughout the educational process to enhance teaching
and learning.
5.
Students are provided with ongoing opportunities to engage in critical and
creative thinking.
6.
Reading, Math, and writing across the curriculum is encouraged and supported
through professional development activities.
7.
Assessment data is reviewed to identify strengths and weaknesses and then
utilized within the curriculum review process to find “root causes.”
Curriculum, Instruction and Instructional Materials
MOUNT
UNION AREA SCHOOL DISTRICT
CURRICULUM
REVISION PROCEDURES
PURPOSE: The
purpose of systematic curriculum revision is to insure that the District
is providing the best educational opportunities for its children. Curriculum is not a static entity and is
constantly undergoing change and upgrade to best meet the educational
needs of the children in our district.
- Expectations for children must
have meaning and purpose.
- The school environment must be
safe and secure.
- All children learn at different
rates.
- This school system is the
catalyst impacting the culture, economy and climate of our community.
- All children can learn and it
is our responsibility to help them reach their potential.
- The elementary program is the
foundation for K-12 learning.
- Assessment must occur on a
regular basis, thus driving instruction.
- All teachers must actively
engage children by helping individuals understand why they are learning.
- Learning begins at birth, thus
requiring the district to engage with parents and children before entering
the formal K-12 system.
- Our secondary schools must be
willing to move beyond current models to create an educational environment
that is rigorous, relevant and personalized.
- We must pursue alternative
funding streams in the form of competitive grants in order to insure the
fulfillment of the district’s vision/mission.
* As
adopted in the Mount Union Area School District Mission, Vision, Values and
Beliefs Document
PLANNED
COURSE REVISION:
Revising planned courses is
an opportunity for our teaching staff to stretch themselves within their
curriculum. It is a chance to introduce
change that is totally authored by the staff.
This is a project for faculty empowerment, which interfaces seamlessly
with the District’s faculty driven Professional Development and Assessment
plans. The curriculum rewriting process is more than just committing
words to paper. It should be a
predictable process where faculty members reflect not only on the course
content and what it may look like in the future, but how effectively has it
been delivered by them and mastered by their students. It is to challenge
professional growth in each faculty member and to establish a broad set of
parameters that will ensure a commonality of product in the form of a useable
and worthwhile curriculum. A curriculum that cannot move from the paper to
classroom practice is worthless. Planned
courses will be written at an academic level that will challenge all
students. The old pedagogy of “teaching
to the middle is unacceptable.” Planned courses will be designed to be challenging
to students in the upper two performance quartiles. Each planned course
is to be purposefully brief and streamlined.
There can be no confusion regarding what is to be taught. This brevity encourages individual style and
experimentation in the classroom. The following is the litmus test for a
planned course; when the written planned course is given to a new teacher and
it clearly and succinctly communicates to the new teacher what content must be
covered during the term of the course, it has successfully filled its purpose.
All curricula should be works in progress that are simple and concise,
which permits the professionals to apply their own “art” to the “craft” of
teaching.
The committee will have
representation from each of the district’s buildings. The committee size will be limited
with no more than 2 faculty members from each building. The principal/building administrator
will recommend committee members. Each
building committee member(s) will be responsible to coordinate the distribution
of information and the rewriting process within his/her building.
*All
mandatory components will be included in a summary appendix of the K-12
curriculum
·
Cite specifically how computer technology is being incorporated
into daily lesson
·
Cite specifically how writing is incorporated into the
instructional practice
·
Cite examples of higher order thinking skill activities
·
Cite examples of how the library is integrated into the
classroom practice
*With
each citation include at least one faculty member who may be contacted as a
resource person regarding a particular instructional practice.
ü
Reviews course objectives and collect student performance data K-12 and
analyze student performance relative to the objectives (benchmarks). Rate student performance on each objective as
BASIC,PROFICIENT or ADVANCED (mandatory component)
Using
85% as a mastery standard-what objectives (benchmarks)met or exceeded the
standard?
- 7-8 4
Sight/PSSA
- 9-12
Course final exam analysis/4 Sight/PSSA
ü
Compare current curriculum with national and Pennsylvania Academic
Standards,Kindergarten Early Learning Standards, Early Childhood Continuum
Indicators,and/or Assessment Anchor Content Standards
ü
The committee decides where to begin the rewriting process-from top
down, from bottom up, or from middle up and down
ü
Complete a curriculum worksheet for each course or grade level
ü
A worksheet includes course description, course objectives,
content/timeline outline, resource materials, and assessments
ü
Review worksheet to assure all grade specific Pennsylvania Academic
Standards,Kindergarten Early Learning Standards, Early Childhood Continuum
Indicators,and/or Assessment Anchor Content Standards have been addressed
ü
All competed worksheets are submitted to the Director of Elementary
Education and Federal Programs
·
Director will review the curriculum and send to the Superintendent to
schedule board approval (target timeline for completion in April)
Adopted
Curriculum Review Cycle
2007-2008
Mathematics
K-12
Business
9-12
English 7-12
Vocational
Agriculture 8-12
2008-2009
English K-6
(Reading,
Writing, Spelling, English, Handwriting)
Science
K-12
(Including
Biotechnology)
Family
and Consumer Science 9-12
(Emphasis
on Child/Elderly Care)
2009-2010
Social
Studies K-12
Technology
Education K-12
(Drafting,
Communication Technology, Engineering Related Technology, etc.)
Health/Physical
Education K-12
2010-2011
Fine
Arts/Music/Library K-12
Foreign
Language (Spanish) 9-12
Drivers
Education 10-12
Assessments and
Public Reporting
The Mount Union Area School
District is developing a comprehensive assessment system that is designed to
implement the key components of Progress Monitoring. Progress Monitoring
has been established in reading, and math K-12. Our plan is to implement
RtI within then next two years.
As students are identified for
educational interventions, diagnostic assessments will be administered to
determine the specific area for intervention. As per the RtI model,
targeted interventions provide both strategic and intensive educational
assistance. Using 4-Sight, DIBELS, and various diagnostic instruments,
specific learning needs, based on PSSA assessment anchors, become the focus for
targeted intervention efforts.
In addition to the Progress Monitoring, all students in grades 3-8 and 11
participate in the PSSA or PASA, and other achievement tests. The results
of these assessments are published, annually in the school district report card
as required by No Child Left Behind (NCLB). Also, testing data is shared at public
school board meetings. All assessment data is shared with parents on a
regular basis.
The following schedule represents the timelines for assessment for the
2008-2009 school year. The subsequent school years will have a similar
schedule.
Mount Union Area School District
Assessment Schedule
2008-2009
DIBELS (Grades
K-6)
Fall
September 8-12, 2008
Winter January
15-23, 2009
Spring
May 25-29, 2009
Scholastic Reading Inventory (Grades K-6)
Fall
September 8-12, 2008
Winter January
15-23, 2009
Spring
May 25-29, 2009
4Sight (Grades 3-11)
Test
1
September 15-19, 2008
Test
2
November 17-21, 2008
Test
3
January 26-30, 2009
Test
4
May 18-May 22, 2009
PSSA Reading and Math (Grades 3, 4, 5, 6, 7, 8,
& 11)
March 16-27, 2009
PSSA Reading and Math Retest (Grade 12)
October 20-31, 2008
PSSA Writing (Grades 5, 8, & 11)
February 9-20, 2009
PSSA Science (Grades 4, 8, & 11)
April 27-May 8, 2009
Targeted Assistance For Struggling Students
Through continuous
monitoring of student performance, students who are having difficulty achieving
academic standards are quickly identified. These students are directed toward a
variety of programs. Programs are multi-leveled and address the various
needs of the student body. Programs include, but are not limited to:
Elementary
Title I (Reading and Math)
Instructional Support Team
Instructional Aides
After School Tutoring (Math & Reading)
Family Support
Special Education Services
Summer Tutoring (Reading and Math)
Read 180
Study Island
Reading Counts
SRA Direct Instruction in Reading and Math
First in Math
Lexia
Guidance services
Junior/Senior High
Software-Based
Remediation
Summer School
Special Education Services
SAP
Study Island
PSSA Remediation Courses
After-school tutoring
Guidance Services
Support for Struggling Schools
2008 PSSA data
indicates that while the district met AYP that Shirley Township Elementary
School, Mount Union-Kistler Elementary School and the Senior High school is in
"warning". The district is currently developing an articulated
curriculum which will align curriculum across the district. EAP
tutoring is offered to all students. Additionally, targeted
assistance as outlined in the targeted assistance section of the strategic plan
will be used to provide additional learning opportunities for struggling
students.
If any sub groups are deficient in making AYP targets,
the Mount Union Area School District will utilize PDE’s Framework for
School Improvement, “Getting Results”.
Qualified, Effective Teachers and Capable Instructional Leaders
The first step that the district incorporates in order have
qualified, effective teachers is in our hiring practices. The district
advertises for a job opening and then conducts a thorough screening process of
the paper applications narrowing the choice to the highly qualified individuals
on paper. The interviews are then scheduled as an interview team is
assembled. This team could consist of administrators, board members, and
member of the professional staff. Rating scales are completed on all of
the interview candidates and a compilation of scores are gathered at the
end of the interview process. If the team feels that it is necessary,
round two of interviews are scheduled. Once the candidate is selected and
approved by the board, the professional then participates in the induction
program as described in the induction section of our plan. Professional development
opportunities are provided for all staff members. Teachers
and administrators are encouraged to attend conferences, seminars and workshops
related to their assigned responsibilities. Central Office Administrators
work directly with building level principals to plan the necessary funding to
be allocated through the budget process.
Parent and Community Participation
Parent and community
members are provided numerous opportunities to participate in the education of
all school-age children in the Mount Union Area School District.
Back-to-School Night activities are held in all schools in the district and
parents are invited to attend. In September, all of our schools also hold
an Open House for parents and children. Additionally, events such
as: activity nights, holiday programs, winter and spring concerts, art
and science shows, financial aid programs, science fairs, kindergarten
orientation program and visiting author events are held throughout the
year. Title I family activities are held in all Title I buildings as per
school board policy and Title 1 Family Involvement requirements. We have
implemented Power School which allows parents to communicate electronically
with our schools on a daily basis to stay informed about their
child's/children's academic progress, assignments, and attendance.
Parent Teacher Organization are active in all three of the elementary
schools. These groups sponsor event of families throughout the school
year. Head Start students are invited to participate in all school assemblies.
Parent participation is
encouraged through:
On-going teacher communication
District website
Elementary PTO
Parent-teacher conferences
Open House
Kindergarten orientations
Seventh Grade Orientation
PowerSchool student information system
Title I Parent meetings
Student Assistance Program
Special Education workshops
Committee involvement
Musical and drama performances
Athletics
Academic Awards
National Honor Society Induction
FFA
Graduation Project Symposium
Career Awareness Fair
Pre-Kindergarten Transition
During the
2006-2007 and 2007-2008 school year, the Mount Union Area School District
partnered with Huntingdon County Child and Adult Development Corporation to
establish two classroom for four year olds. This was funded through the
Pa Counts, PA Pre K Counts and ABG. This program served 34
students each school year. The guidelines for this program followed Head
Start guidelines. Due to the elimination of Pre K Counts, the district's
Title One funding will be covering part of the expenses to keep these two
classroom in operation for the 2008-2009 school year. The program will be
continuing under Head Start guidelines.
The Mount Union Area School
District in cooperation with Huntingdon County Child and Adult
Development Corporation conducts transition activities as pre-school students
prepare for kindergarten. Classroom visitations, conferences with
kindergarten teachers, and workshop sessions are part of the process. Our
teachers are provided with a list of resource materials to help implement the
transitioning activities involving these students. At kindergarten
registration, the students are involved in a standardized screening process in
which the results are shared with parents to help their child prepare for
kindergarten over the summer months. The elementary counselor, principals
and nurse meets with Head Start staff of discuss the individual strengths and
needs of every child entering kindergarten.
Early Intervention meetings are held each winter to aid in the transition for
students with special needs from the Early Intervention program to the School
age program.
Each spring before kindergarten registration the district in cooperation with
PA Pre K Counts conducts an information session for parents and child care
providers. This evening event describes the registration process and give
the parents and providers tips on such areas as reading, math, study skills,
and transitioning. Then in August before the school year begins,
kindergarten orientation is held in each school introducing the child to the
school and their teacher.
Each summer a building specific booklet is mailed to each in-coming
kindergarten student, introducing them to their school. The book contains
actual pictures of staff and the building. This book was created as part
of the Pre K Counts initiative and was authored by the education students of
Juniata College.
Utilization of Resources and Coordination of Services
|
Service
or Resource |
Comment
or Reflection |
|
Mount
Union Area School District K-12 Guidance Services |
Three
counselors serve the high school, middle school and the elementary schools.
Counselors provide individual counseling, group sessions, and coordination of
services for our students. |
|
Mount Union
Area School District K-12 Health Services |
Two
certified nurses provide health services according to the School Code which
include preventative information and practices as well as acute and chronic
health care as needed in the school setting. |
|
Mount
Union Area School District K-12 Psychological Services |
One
certified school psychologist provides developmentally appropriate services,
diagnostic, intervention to students and referral services and consultative
service to agencies outside the district. |
|
Mount
Union Area School District Elementary Schools Instructional Support program |
Instructional
support or preferreral services are provided to students in all three
elementary schools who are exhibiting academic and or behavioral concerns. |
|
Mount
Union Area High School and Middle School Student Assistance Program |
SAP team
at the secondary level provides assistance to students who have
social/emotional problems that significantly impact their
learning/achievement. There are community liasions that can help connect
families with community reources as needed. |
|
Youth
Advocate Program |
Provides
mental health assessments and counseling to individual students and families.
YAP also provides TSS, Mobile Therapy and Behavior services as needed. |
|
Huntingdon
County Probation |
Consultation
with students and families. |
|
Big
Brother, Big Sister |
Provides
mentoring to elementary and middle school students. |
|
Manito-Mount
Union Center |
Provides
an alternative educational setting for high school students needing those
services. Located within the district. |
|
Meadows
Partial Program |
Provides
day treatment to students needing a partial hospitalization program. |
|
JC Blair
Hospital Partial Program |
Provides
day treatment to students needing a partial hospitalization program. |
|
Extended
Family Academy |
Provides
an alternative educational setting for elementary students needing those
services. |
|
Parent
Teacher Organization |
Each
elementary school has an active PTO organization. |
|
Northwestern
Human Services |
Provided
wrap around services to students and families. |
|
Meadows |
Provided
wrap around services to students and families. |
|
Huntingdon
County Children Services |
Provides
support services to families |
|
Mifflin
County Children and Youth Services |
Provides
support services to families |
|
Tri
County MH/MR |
Provides
assistance to families with mental health and/or mental retardation needs |
|
Huntingdon
County Family Based Mental Health |
Provides
to families a comprehensive team of behavioral and mental health personnel to
provide in home and school services |
|
Tuscarora
Intermediate Unit 11 |
Provides
resources and consultative services |
|
Mount
Union Area School District Counseling and Guidance Program |
Provides
one Elementary, one Middle School and one High School Counselor to provide
individual, small group and school-wide programs for students that promote
normal development and resiliency in children. |
|
Mount
Union Area School District School Psychologist |
The
school psychologist provides developmentally appropriate services,
diagnostic, intervention and referral services and consultative services to
our students. |
|
Mount
Union Area School District Student Assistance Program (SAP) |
Secondary
SAP team provides assistance to students who have social/emotional needs that
significantly ipact their learning/achievement. Community liasons help
connect students and their families with resources when needed. These liasons
also provide direct counseling to the students. |
|
Olweuss
Bully Prevention Program |
Middle
School students and staff are active participants in the bully prevention
program. |
|
Transition
Services |
Students
with IEPs are provided transition services in order to provide for a
transition to adult life. |
|
Health
Services |
Health
services are provided to the entire school population. Student health
services include physical examinations, vision, hearing, measuring,
recording, and reporting growth patterns of students, as well as the day to
day maintenance of overall health within the district (safe administration of
medicines, care and case management of health problems, and interventions for
health needs). The Body Mass Index BMI) of each student is measure annually
and reported to parents. |
|
Transportation
Services |
The district
operates a student transportation system for |
|
Breakfast/Lunch
Programs |
Our
cafeterias offer nutritional meals that qualify under the U.S. Department of
Agriculture recommended guidelines for federal subsidy/reimbursement. |
|
Title I
Services |
Mount
Union Elementary Schools are targeted assistance buildings. All guidelines
are followed in relation to the identification of students and the
implementation |
|
Pre K
Counts |
Two
classrooms for four year olds are operated in partnership with Huntingdon
County Child and Adult Development Corporation. These two classroom are
serving 34 students. |
|
EAP
Tutoring |
Tutoring
services are offered to students (K-12) in need of remediation throughout the
school year. Tutoring is offered after school and for 45 hours in the summer. |
|
Special
Education/IDEIA |
A full
continuum of special education services is available for children with
special needs. |
|
Gifted
Education |
Enrichment
and acceleration opportunities are available for qualifying students. |
|
Elementary
Instructional Support Team |
Each
elementary has a prereferral process that involves not only academic concerns
but behavioral and emotional concerns as well. This is a team approach
following the IST model. |
|
Youth
Advocacy Program |
Provides
support for our SAP team through assessments and referral services. Also runs
in-school groups with the Jr. High School Counselor. |
|
Mainstream
Counseling |
Provides
support for our SAP team through assessments and provides one on one
counseling in the school setting. |
|
Huntingdon
House |
Provides
in-school counseling services for students who are victims of domestic or
sexual violence. Counselor also runs teen issues groups for Junior High
students. |
|
Huntingdon
County Probation |
Meets
with students who are involved with the juvenile legal system. |
|
Juniata
River Center |
Provides
counseling and wrap-around services for students involved with their agency. |
|
Base
Service Unit |
Coordinates
mental health services for students in our school district |
|
TEAM
Advisement |
Teachers
as Educators, Advisors and Mentors. Staff assigned students to mentor. Grades
7-12 |
|
On Line
Courses |
Students
have the opportunity to take online courses for course recovery, course
acceleration, remediation or enrichment |
|
Blended
Learning |
Students
have the opportunity to schedule their courses using a combination of
traditional classroom settings, online courses at home, or online courses in
the school computer labs |
|
Virtual
Learning |
Students
have the opportunity to setup their schedules using all online courses done
at home. These students will have a faculty advisor and will be eligible to
participate in all activities offered to students that are attending school
in the traditional classrooms. |
|
Adapted
grading |
As
determined by the IEP team |
|
Adapted
testing |
As
determined by the IEP team |
|
Preferential
seating |
As
determined by the IEP team |
|
Study
guides, word banks |
As
determined by the IEP team |
|
Assistive
Technology |
As
determined by the IEP team |
|
Paraeducators |
As
determined by the IEP team |
|
Professional
Development |
Regular
and special education staff and paraeducators |
|
Books on
tape |
As
determined by the IEP team |
|
Behavior
Support Plans |
As
determined by the IEP team |
|
Adapted
Curriculum |
As
determined by the IEP team |
Signatures
Date Submitted to PDE
____________________________
School
District/AVTS/Charter School
Name:
____________________________________________
Address:
__________________________________________
__________________________________________________
_________________________
Zip Code: ________________
IU#: ___________
Chief School
Administrator:___________________________________________
Telephone (area
code):___________ # ___________________
We affirm that this
Academic Standards and Assessment report was developed in accordance with State
Board of Education Chapter 4 Regulations. We also affirm that the contents are
true and correct and that the report was placed for public inspection in the school
district/AVTS offices and in the nearest public library until the next
regularly scheduled meeting of the board or a minimum or 28 days whichever
comes first.
__________________________________________
____________________
Signature Date
School Board Secretary
__________________________________________
____________________
Signature Date
School Board President
__________________________________________
____________________
Signature Date
Chief School Administrator