Pennsylvania Department of Education

Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA 17126-0333

Academic Standards and Assessment Midpoint Review
Thursday, September 10, 2009 Entity: Northwestern Lehigh SD Address: 6493 Route 309 New Tripoli, PA 18066-2038 Phone: (610) 298-8661 Ext: 1225 Contact Name: Susanne Meixsell

Educational Community
The Northwestern Lehigh School District comprises 1/3 of Lehigh County which equates to approximately 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 District tend 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 a mix of stakeholders with differing expectations for our students. The District includes one high school, one middle school, and two elementary buildings with a total enrollment of 2378 students. We have participated in the Lehigh Valley Career Pathways Consortium since 1998. All students, K-12, are involved in a career guidance program. By eighth grade, students have selected a career cluster - Arts and Humanities; Business/Communication Technology; Engineering/Industrial Technology; or Health Sciences/Human Services and either the 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 high school courses, designed to support the Career Pathways program, meet the Pennsylvania Academic standards for Family and Consumer Science, Technology, and Career Education and Work. The District has offered dual enrollment opportunities since Spring 2000. Courses delivered through distance learning, dual enrollment, both on our campus and at local colleges and universities, and Independent Study has allowed our students to pursue their career goals in elective courses that a school of our size could otherwise not offer. Our 2008 AYP has been met with a 94.33% graduation rate, 99% participation in both Math and Reading, and 68.7% in Math and 77.0% in Reading meeting proficient/advanced status. PSSA scores have increased in each of the past three years. In 11th grade Math, the number of students scoring in the proficient/advanced range in 2006 was 62.3%, 56.7% in 2007 and 68.7% in 2008. In 11th grade Reading, 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 of students scoring in the proficient/advanced range. Additionally, the percentage of students scoring proficient/advanced in 11th grade Science in 2008 were the highest in our region at 53.4%. 75% of the graduating class of 2008 continued in further education/vocation/military training with 16% going directly to work. The remaining 9% graduated with undecided plans for their 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 Reading and Math improved proficiency on college placement exams and lowered percentages of students requiring remedial college coursework

• • • • •

more opportunities for personalized career counseling and courses to support career goals (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 achieve excellence 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 “Tiger Pride” and are highly motivated learners spurred by rigorous curriculum that is aligned to the PA Academic Standards and Assessment Anchors taught by highly qualified, caring, and well-trained teachers. Our educational programs have evolved to prepare all students to live, work, and learn in a world driven by informational technologies. Our graduates communicate their appreciation for the rich content knowledge, development of their thinking and personal skills to successfully navigate the world around them. The key to our success has been continual learning about the best instructional practices and technologies, to examine the essential learning questions facing our students, and to couple our learning with our commitment and passion for each student’s success as a learner and as a person. Our school day allows for flexible learning opportunities for all our students. Technology has allowed us to expand the walls of Northwestern Lehigh to encompass the world. Teachers are communicating regularly around professional development topics, communicating with parents about the progress of their child, and reflecting on curriculum and essential questions all via the Internet and our web-based curriculum database. All this happens from home or school! Our students have multiple opportunities to participate in extracurricular activities that enhance their social, mental, and physical being. These activities are led by qualified and caring adults who bring integrity and positive attitudes to the programs which help instill a strong sense of “Tiger Pride” and commitment to the Northwestern Lehigh family community. District employees are highly engaged in carrying out the mission, vision, and shared values of the 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 to the District comment on the positive customer service, friendly environment, positive attitudes, and clear communication coming from the District. Our buildings are safe, clean, and wellmaintained. Students, employees, and visitors feel welcome in our facilities because they are conducive 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

social opportunities that are of mutual benefit to the students and community. Parents are proud to 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 promoting our mission to engage students, employees, and the community in a partnership to achieve excellence 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 learning organization. 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, information management, and use of technology. through the promotion of high expectations students are more likely to achieve their individual full potential. in the inherent worth of every individual and the importance of affirming and supporting that 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 District’s operational efficiency through a positive attitude, focused efforts, and creative solutions. parental involvement in the educational process is key to a child’s 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 and Assessment 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 Academic Standards 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 analysis of literary expression with analysis of the origins and structures of the English language; and

learning how to search a variety of texts to conduct research. Writing - Narrative, informational, and persuasive formal writing for an audience, including spelling and editing skills; and informal writing to capture and organize information for individual use. Speaking and Listening: Participation in conversation and formal speaking presentation Mathematics The understanding of fundamental ideas and the development of proficient mathematical skills in numbers, 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 enable societal 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 social systems and technologies. These components incorporate the disciplines of resource management, agricultural diversity, government, and the impact of human actions on natural systems. 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 of culture, race, and ideas; the nature of prejudice; change and continuity in political systems; effects of technology; importance of global-international perspectives; and the integration of geography, economics, and civics studies on major developments in the history of the Commonwealth, the United States, and the world. Geography - Study of relationships among people, places, and environments, of geographic tools and methods, characteristics of place, concept of region and physical processes. Civics and Government - Study of United States constitutional democracy, its values and principles, study of the Constitution of the Commonwealth and government including the study of principles, operations, and documents of government, the rights and responsibilities of citizenship, 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, economic reasoning and basic economic concepts, economic decision making, economic systems, the Commonwealth 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 or exhibition of work. Career Education and Work Understanding career options in relationship to individual interests, aptitudes, and skills including

the relationship between changes in society, technology, government, and economy and their effect on individuals and careers. Development of knowledge and skills in job-seeking and jobretaining skills and, for students completing vocational-technical programs, the skills to succeed in 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 provide for 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 and interpret written and spoken language on a variety of topics and to develop knowledge and understanding of other cultures. The development and revision of the District’s planned instruction as defined in Chapter 4 shall be used to attain the PA academic standards, Assessment Anchors, and high school graduation requirements.” The resulting planned instruction will provide learning opportunities at least as rigorous as those currently taught and will be available to all students. A curriculum development process has been instituted in the District to facilitate continuous curriculum review, analysis, development, coordination, and articulations. This process incorporates a curriculum council comprised of a representative cross-section of the school community that meets on a scheduled basis for the purpose of reviewing and analyzing curriculum by major subject areas. The process used by Northwestern Lehigh School District includes 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 of these findings and current offerings are undertaken by the Curriculum Council. The Council analysis 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 to recommend plans to address identified needs. The fourth, and perhaps subsequent years, are designated for implementation of Board approved Task Force outcomes. Post secondary representation and/or input is included relevant to the issues that are being reviewed. This curriculum development model affords effective coordination and articulation of the curriculum across grades, goal areas, and levels (K-12.)

Strategic Planning Process

The purpose of the Strategic Plan is to set and achieve specific goals in order to continue transforming the organization to provide the highest quality learning opportunities for our students as 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 the process 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 the organization. The steps of the process are to review our mission statement, develop a vision for the future of the District, define our values, and set measurable goals to achieve the mission, vision, and practice the values. The final product will be a roadmap of the next six (6) years for Northwestern Lehigh. Since the PA Department of Education has now developed an electronic strategic planning tool, we will have much greater flexibility in revising our plan based on future needs as well as truly maintaining 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 Committee serves the purpose of guiding the entire Strategic Plan to insure all pieces are in alignment with the mission, vision, and shared values of the District. The Steering Committee will serve in an advisory capacity to review the recommendations from the subcommittees and district administration. 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 Department chairs and Curriculum contacts (Laurie Hoppes and Jill Berlet - co-chairs) Staff Induction, which includes Induction Council members (Luann Matika & Ken Fisher - cochairs) 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 & Ara Hoderewski - co-chairs) Educational Technology, which includes Technology Council members (Brian Uplinger & Dennis Nemes - co-chairs) Student Services, which includes members of our student services team (Mark Scott, chair) Timeline for Mid-Point Review Process: Date November 11, 2008 December 9, 2008 December 17, 2008 December 20, 2008 Action Internal Coordination Meeting Person(s) Responsible Susanne Meixsell, Brian Uplinger, Mark Scott & LeAnn Stitzel Susanne Meixsell and LeAnn Stitzel

Review Strategic Planning Process with Team Review and send detailed update on Administrative Team goals to LeAnn Stitzel Send Draft Report to Admin Team for LeAnn Stitzel review

January 6, 2009 January 13, 2009 January 15, 2009 February 8, 2009 February 10, 2009 March 26, 2009 April 9, 2009

Assign Co-Chairs to each plan Reivew Plans and determine what should be added, changed, or removed eStrategic Planning Training eStrategic Planning Training at Pete &C Internal Coordination Meeting

Administrative Team Administrative Team

Brian Uplinger, Mark Scott & LeAnn Stitzel LeAnn Stitzel Susanne Meixsell, Brian Uplinger, Mark Scott & LeAnn Stitzel Committee Co-chairs and Sub-Committee members Committee Co-chairs & LeAnn Stitzel Mark Scott & LeAnn Stitzel Brian Uplinger, Mark Scott & LeAnn Stitzel Susanne Meixsell and LeAnn Stitzel Susanne Meixsell and LeAnn Stitzel LeAnn Stitzel, Brian Uplinger, & Mark Scott

Sub-Committee meetings to review draft plans and gather feedback Follow-up with sub-committee members to summarize results May 30, 2009 Special Education Plan Due on Ed Hub Summer 2009 Enter data and revised plans on Ed Hub August 19, Revisions to School Board for 2009 Approval August 31, Community Update 2009 September 30, Strategic Plan Due on Ed Hub 2009

Strategic Planning Committee
Name Berlet, Jill Bleam, Kelly Cartier, Renee D'Angello, Kristine Affiliation Northwestern Elementary Membership Category Administrator Appointed By Administrative Team High School Principal Administrative Team Elementary Principal Elementary Principal Middle School Principal Administrative Team Middle School Principal Middle School Teachers High School Principal

Northwestern Lehigh High Secondary School School Teacher Weisenberg Elementary Northwestern Elementary Administrator Elementary School Teacher Elementary School Teacher Middle School Teacher

Davis, Roxanne Weisenberg Elementary Deans, Mollie Northwestern Lehigh Middle School

Fisher, Kenneth Northwestern Lehigh High Administrator School Fox, Steve Northwestern Lehigh Middle School Middle School Teacher Middle School Teacher

Gates, Elisabeth Northwestern Lehigh Middle School Gilgoff, Anna

Northwestern Lehigh High Secondary School

School Goss, Drew Goss, Ethan Parent Student

Teacher Parent Other Administrator Administrator Elementary School Teacher High School Principal High School Principal Administrative Team Administrative Team Elementary Teachers High School Principal Administrative Team High School Principal Administrative Team Elementary Principal Administrative Team Administrative Team Northwestern Elementary Principal High School Principal Elementary Principal Middle School Principal Board President High School Principal Board President Administrative Team Weisenberg Elementary Principal Administrative Team Elementary Principal High School Principal Administrative Team High School Principal

Hoderewski, Ara NWLMS Assistant Principal Hoppes, Laurie Northwestern Lehigh Middle School Johnston, Marsha Northwestern Elementary

Lundberg, Terri Northwestern Lehigh High Secondary School School Teacher Matika, Luann McCullough, Cathy Meixsell, Susanne Nass-Yepsen, Alice Central Office Administrator Northwestern Lehigh High Secondary School School Teacher Central Office Northwestern Elementary Administrator Ed Specialist - School Counselor

Nemes, Dennis Northwestern Lehigh High Administrator School Nickischer, Amy Northwestern Lehigh High Administrator School O'Neil, Cindy Oblas, Lynn Reisteter, Johanna Roman, Maureen Northwestern Elementary Elementary School Teacher

Northwestern Lehigh High Secondary School School Teacher Weisenberg Elementary Northwestern Lehigh Middle School Elementary School Teacher Middle School Teacher Board Member

Schaffer, Darryl School Board Member

Schmoyer, John Northwestern Lehigh High Secondary School School Teacher Schoffstall, Sally School Board Member Scott, Mark Central Office Snyder, Justine Weisenberg Elementary Stitzel, LeAnn Suter, David Talotta, Larry Tonkay, Pam Uplinger, Brian Weiss, Steven Central Office Business Representative Weisenberg Elementary Board Member Administrator Elementary School Teacher Administrator Elementary School Teacher

Business Representative School Board

Northwestern Lehigh High Special Education School Teacher Central Office Administrator Northwestern Lehigh High Secondary School School Teacher

Yurko, Anita

Northwestern Lehigh High Secondary School School Teacher

High School Principal

Data Reflections

Legacy Dataview 371
Concern Last Modified: 5/18/2009 The District continues its commitment to increasing the reading proficiency rates for special education students. This continues to be an area of challenge in that the regular education students are meeting with AYP, but not all of the special education students are meeting with AYP. Over the course of the previous plan, the K-12 Language Arts curriculum was reviewed and rewritten with regular and special education teachers to achieve complete alignment with the PA Academic Standards and Assessment Anchors. As a result, a new reading series with a research based component paralleling the general education curriculum, has been implemented at the elementary levels over the past two years. Additionally, the 5th Grade will be returning to the elementary level in September of 2009. As part of this realignment, the 5th grade language arts curriculum has been mapped and is being revised to reflect differences in delivery systems and instructional practices between the Elementary and Middle Level programs. Reading benchmark tests as well as the use of DIBELS, Developmental Reading Assessment and Study Island data is being utilized to identify and remediate reading deficiencies very early for individual students. The District is also renewing its focus on improving the use of Differentiated Instruction approaches through increased staff development.

Goals, Strategies and Activities

Goal: Academic Proficiency
Description: All students will be proficient in all core subject areas (reading, math, science, and social studies) leading to successful academic transitions from elementary to middle to high school and beyond.

Strategy: Align Curriculum to Academic Standards and Anchors
Last Modified: 9/4/2009

Description: District instructional staff will align all planned coures to the PA Academic Standards and Assessment Anchors.

Activity: Curriculum Alignment

Last Modified: 9/3/2009

Description: District instructional staff will work to align all curriuculum to the PA Academic Standards and Assessment Anchors. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 1/1/2007 Finish: Ongoing -

Status: In Progress — Upcoming

Activity: Standards and Anchor Training
Last Modified: 9/4/2009

Description: Instructional staff will be trained on use of the PA Academic Standards and Assessment Anchors. Person Responsible Stitzel, LeAnn Timeline for Implementation Start: 6/5/2006 Finish: 8/3/2012 Resources $3,000.00

Professional Development Activity Information Number of Hours Per Total Number of Session Sessions Per School Year 6.00 Organization or Institution Name 4 Type of Provider

Estimated Number of Participants Per Year 180 Provider’s Department of Education Approval Status Approved

Training will be completed in• School Entity house (Northwestern Lehigh • Intermediate Unit School District) as well as at the Carbon Lehigh IU #21. Knowledge and Skills Research and Best Practices Staff will gain an understanding of the PA Academic Standards and Assessment Anchors, and will learn how to use the Standards Aligned Systems in curriculum alignment and lesson planning. The Standards Aligned Systems incorporates all areas that are required to enhance performance of our students.

Designed to Accomplish For classroom teachers, school counselors and education specialists: • Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

For school and district administrators, and other educators

seeking leadership roles: • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Educator Groups Which Will Participate in this Activity Role • • Classroom teachers Principals / asst. principals Grade Level • • • • Early childhood (preK-grade 3) Middle (grades 68) Elementary (grades 2-5) High school (grades 9-12)

Follow-up Activities • Creating lessons to meet varied student learning styles

Evaluation Methods • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans

• • • •

Status: In Progress — Upcoming

Activity: Subject Integration
Last Modified: 9/4/2009

Description: Curriculum revisions will include the indentification of areas where integration of multiple subject areas can readily occur to show students the relationship between subject matter and to apply subject content to real world applications. Person Responsible Timeline for Implementation Resources

Stitzel, LeAnn

Start: 9/8/2009 Finish: Ongoing

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Professional Development Activity Information Number of Hours Per Total Number of Sessions Per Estimated Number of Participants Session School Year Per Year Organization or Institution Name Knowledge and Skills Follow-up Activities Type of Provider Provider’s Department of Education Approval Status Not approved Designed to Accomplish

Research and Best Practices Evaluation Methods

Status: In Progress — Upcoming

Strategy: Benchmark Assessments
Last Modified: 9/10/2009

Description: District instructional staff will use benchmark assessments in all core subject areas aligned to the PA Academic Standards and Assessment Anchors.

Activity: Training to Utilize Benchmark Assessments
Last Modified: 9/4/2009

Description: All teaching staff in grades 2-12 and District administration will be trained in using the selected benchmark assessment tool. Person Responsible Stitzel, LeAnn Timeline for Implementation Start: 9/7/2009 Finish: 9/3/2012 Resources $8,000.00

Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per Estimated Number of School Year Participants Per Year 6.00 Organization or Institution Name Northwestern Lehigh School District Knowledge and Skills 2 Type of Provider • School Entity 30 Provider’s Department of Education Approval Status Approved Designed to Accomplish

Research and Best Practices

Teachers and administrators will Data teams at each building will For classroom teachers, learn how to use the benchmark analyze benchmark assessment school counselors and

assessments in Study Island, and will work in teams to analyze the data from these assessments.

data to determine appropriate interventions for struggling students and possible program changes.

education specialists: • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

For school and district administrators, and other educators seeking leadership roles: • Provides leaders with the ability to access and use appropriate data to inform decision-making.

Educator Groups Which Will Participate in this Activity Role • • • • Classroom teachers Principals / asst. principals School counselors Other educational specialists Grade Level • • • • Early childhood (preKgrade 3) Middle (grades 6-8) Elementary (grades 2-5) High school (grades 912)

Follow-up Activities • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Evaluation Methods • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data

• • •

Status: In Progress — Upcoming

Strategy: Curriculum Review Cycle
Last Modified: 9/4/2009

Description: 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 annual review of curriuclum.

Activity: Curriculum Mapping Training
Last Modified: 9/3/2009

Description: District administrators, building principals, department and curriculum chairs will be trained in Heidi Hayes Jacobs' approach to curriculum mapping. Person Responsible Stitzel, LeAnn Timeline for Implementation Start: 9/1/2009 Finish: 9/1/2012 Resources $12,000.00

Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per School Year 3.00 Organization or Institution Name Northwestern Lehigh School District Knowledge and Skills Educators will be trained in how to effectively map their curriculum in order to analyze areas of overlap and gaps. 2 Type of Provider • School Entity

Estimated Number of Participants Per Year 5 Provider’s Department of Education Approval Status Approved Designed to Accomplish For classroom teachers, school counselors and education specialists: • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

Research and Best Practices To effectively evaluate and improve curriculum, existing curriculum must first be mapped using a consistent model.

For school and district administrators, and other educators seeking leadership roles: • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Educator Groups Which Will Participate in this Activity Role • • • • • Classroom teachers Principals / asst. principals Superintendent / asst. superintendents School counselors Other educational specialists Grade Level • • • • Early childhood (preK-grade 3) Middle (grades 68) Elementary (grades 2-5) High school (grades 9-12)

Follow-up Activities • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Evaluation Methods • • Participant survey Review of written reports summarizing instructional activity

Status: In Progress — Upcoming

Strategy: Parent Communication for Academic Performance
Last Modified: 8/4/2009

Description: All District instructional staff will utilize the Internet and community portal to communicate academic and performance data on a regular basis to parents.

Activity: All staff will learn how to utilize the web site to post weekly assignments.
Last Modified: 9/4/2009

Description: Staff will be required to communicate lessons via the web as part of their professional responsibilities. Person Responsible Uplinger, Brian Timeline for Implementation Start: 9/7/2009 Finish: 6/11/2012 Resources -

Professional Development Activity Information Number of Hours Per Total Number of Sessions Per Session School Year 3.00 Organization or Institution Name 2 Type of Provider

Estimated Number of Participants Per Year 25 Provider’s Department of Education Approval Status

Northwestern Lehigh School District Knowledge and Skills Teaching staff will learn how to create/update their website and will review policies/procedures regarding required information.

School Entity

Approved Designed to Accomplish

Research and Best Practices

Teacher websites have become a vital For classroom teachers, school counselors and communication link between school education specialists: and families. Using the websites, families can access student grades, assignments, homework, and • Empowers procedures. educators to work effectively with parents and community partners. For school and district administrators, and other educators seeking leadership roles: • Instructs the leader in managing resources for effective results.

Educator Groups Which Will Participate in this Activity Role • Classroom teachers Grade Level • • • • Follow-up Activities • Peer-to-peer lesson discussions Early childhood (preK-grade 3) Middle (grades 6-8) Elementary (grades 2-5) High school (grades 9-12)

Evaluation Methods • Website analysis (Analysis of teacher websites by building administrators)

Status: In Progress — Upcoming

Activity: Parents will have the opportunity to set up access to the community portal for access to grades, learning activities, and additional information.
Last Modified: 9/4/2009

Description: Beginning in 2009, a Community Portal will be available for parents to access

grades, lessons, assignments, and attendance information on their child. This access will be available at the HS and MS. The Elementary Buildings will open the Portal in 2010. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/20/2009 Finish: Ongoing $34,500.00

Status: In Progress — Upcoming

Activity: Staff updates to the District website will increase in order to improve communications to students and parents.
Last Modified: 9/4/2009

Description: District staff members from all buildings and departments will maintain web pages related to their assignments in the District. This shared ownership will increase communications and maintain the most up-to-date information for stakeholders. With this, there will be a standardization of information on each page. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 9/2/2009 Finish: Ongoing -

Status: Not Started — Overdue

Strategy: Use of data
Last Modified: 9/10/2009

Description: Staff will utilize appropriate data for comprehensive analysis of academic performance data. All instructional staff will be trained on the use of a data warehouse or a comparable solution as with the Sapphire Suites. Staff will analyze benchmark assessment data against other variables such as PSSA data, grades, and demographic data.

Activity: Training
Last Modified: 9/10/2009

Description: Instructional and adminstrative staff will receive training on effective data analysis. Person Responsible Uplinger, Brian Timeline for Implementation Start: 8/20/2009 Finish: 5/31/2012 Resources $24,000.00

Professional Development Activity Information

Number of Hours Per Session

Total Number of Sessions Per School Year

Estimated Number of Participants Per Year 30 Provider’s Department of Education Approval Status Approved Designed to Accomplish

6.00 2 Organization or Institution Name Type of Provider Northwestern Lehigh School District Knowledge and Skills Educators will learn how to effectively analyze data from multiple sources. • School Entity

Research and Best Practices

Data teams will be formed to For classroom teachers, school meet and discuss data and counselors and education specialists: make informed decisions regarding students and programs. • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. For school and district administrators, and other educators seeking leadership roles: • Provides leaders with the ability to access and use appropriate data to inform decision-making.

Educator Groups Which Will Participate in this Activity Role • • • • • Classroom teachers Principals / asst. principals Superintendent / asst. superintendents School counselors Other educational specialists Grade Level • • • • Early childhood (preK-grade 3) Middle (grades 6-8) Elementary (grades 2-5) High school (grades 9-12)

Follow-up Activities • Team development and sharing of content-area lesson implementation outcomes, with involvement of

Evaluation Methods • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the

• •

administrator and/or peers • •

PSSA Classroom student assessment data Participant survey

Status: In Progress — Upcoming

Activity: Use of multiple means of data collection will increase.
Last Modified: 9/10/2009

Description: Data teams in each building will be identified to analyze data and determine how this information can be used to improve achievement. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 7/29/2009 Finish: Ongoing $45,000.00

Status: Not Started — Overdue

Goal: District Operations
Description: All District operations will function in a fiscally responsible manner while striving to be 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: 8/4/2009

Description: Technology in the District will operate in a fiscally responsible manner while striving to be proactive in meeting the needs of the learning community, fufilling the Mission, Vision, and Shared Values of the District.

Activity: All District staff will utilize technology in data collection and analysis to improve operations and efficiencies.
Last Modified: 9/3/2009

Description: Staff in all departments will embrace data driven decision making models and will analyze all data available to improve operations and reduce costs. Electronic programs already available in the District will be used to perform analytical electronic operations. Person Responsible Timeline for Implementation Resources

Uplinger, Brian

Start: 8/20/2009 Finish: Ongoing

-

Status: Not Started — Overdue

Activity: Community technology-related courses and programs will increase, expanding our facilities to a larger audience.
Last Modified: 9/4/2009

Description: Ways to expand the school resources to allow for after-hour use and to allow for community member use will be explored and implemented as financially feasible. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 1/1/2010 Finish: Ongoing $37,260.00

Status: In Progress — Upcoming

Activity: Student Information Systems will be maintained and upgraded as needed.
Last Modified: 9/4/2009

Description: The Student Information System will be maintained and upgraded to meet District needs for compatibility with other software programs such as the EdInsight Data Warehouse and Sapphire Electronic Grading programs. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/1/2009 Finish: Ongoing $126,000.00

Status: In Progress — Upcoming

Activity: The District will reduce paper communications and expand electronic communications including the website, grading program, report cards, parent portal, web casts, pod casts, blogs, data warehouse and other emerging electronic communication tools.
Last Modified: 9/4/2009

Description: All departments within the District will move toward paperless systems by utilizing electronic communications to greater degrees. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/1/2009 Finish: Ongoing -

Status: In Progress — Upcoming

Goal: Highly Qualified Effective Teachers
Description: All students will learn from highly qualified and effective teachers.

Strategy: Professional Development
Last Modified: 9/10/2009

Description: A comprehensive staff development plan for instructional and administrative staff will include a focus on differentiating instruction and technology for the next three years.

Activity: A professional development action plan for Differentiated Instruction training will be developed and implemented.
Last Modified: 9/3/2009

Description: 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 next three years. Person Responsible Stitzel, LeAnn Timeline for Implementation Start: 9/15/2009 Finish: 9/11/2012 Resources -

Professional Development Activity Information Number of Hours Per Total Number of Sessions Estimated Number of Participants Session Per School Year Per Year 3.00 Organization or Institution Name Northwestern Lehigh School District Knowledge and Skills 7 Type of Provider • School Entity 10 Provider’s Department of Education Approval Status Approved Designed to Accomplish For classroom teachers, school

Research and Best Practices

Teacher Leaders and Building Differentiated Instruction

Administrators will work as a team to develop a detailed, long-term action plan for Differentiated Instruction training for all teaching staff beginning in the 2010-2011 school year.

counselors and education has been identified as a specialists: main focus area for professional development for the next three years for • Increases the educator’s all teaching staff, K-12. teaching skills based on research on effective practice, with attention given to interventions for struggling students. • Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. For school and district administrators, and other educators seeking leadership roles: • Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Educator Groups Which Will Participate in this Activity Role • • Classroom teachers Principals / asst. principals Grade Level • • • • Early childhood (preK-grade 3) Middle (grades 6-8) Elementary (grades 2-5) High school (grades 9-12)

Follow-up Activities • Team development and sharing of contentarea lesson implementation outcomes, with

Evaluation Methods • Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Classroom student assessment data

involvement of administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with mentoring

Review of participant lesson plans

Status: Not Started — Upcoming

Activity: All educators will increase their proficiency in using technology at the point of instruction.
Last Modified: 9/3/2009

Description: Teachers will integrate technology in their lessons, as appropriate, on a regular basis. There will be assistance from our K-12 Technology Integration Specialist. Person Responsible Stitzel, LeAnn Timeline for Implementation Start: 9/8/2009 Finish: 6/4/2012 Resources -

Professional Development Activity Information Number of Hours Per Session Total Number of Sessions Per Estimated Number of School Year Participants Per Year 6.00 Organization or Institution Name Northwestern Lehigh School District Knowledge and Skills Educators will learn skills using specific technology that they have available for use in the classroom. They will learn how to use the equipment/software, and how it can be integrated into their daily lessons. 11 Type of Provider • School Entity 120 Provider’s Department of Education Approval Status Approved

Research and Best Practices Designed to Accomplish For classroom teachers, The content within these school counselors and training days is part of our education specialists: overall plan to incorporate differentiation at the point of instruction. Technology is a tool • Increases the that can be used to differentiate educator’s teaching in the classroom. skills based on research on effective practice, with attention given to interventions for struggling students. • Provides educators with a variety of classroom-based

assessment skills and the skills needed to analyze and use data in instructional decision-making. For school and district administrators, and other educators seeking leadership roles: • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Educator Groups Which Will Participate in this Activity Role • • • Classroom teachers School counselors Other educational specialists Grade Level • • • • Early childhood (preKgrade 3) Middle (grades 6-8) Elementary (grades 25) High school (grades 912)

Follow-up Activities • Creating lessons to meet varied student learning styles Peer-to-peer lesson discussions

Evaluation Methods • • Participant survey Review of participant lesson plans

Status: In Progress — Upcoming

Goal: Technology Utilization for Academic Proficiency
Description: All students will demonstrate proficiency in all core academic areas. Teachers will utilize teaching strategies that integrate technology into the classroom and will use data from these technologies to demonstrate improved student achievement.

Strategy: All buildings will promote and increase distance learning opportunities.
Last Modified: 8/5/2009

Description: Videoconferencing and web-conferencing will increase at all levels.

Activity: All students will successfully complete at least one on-line course as a graduation requirement.
Last Modified: 9/3/2009

Description: By the year 2012, all students will successfully complete at least one on-line course in order to graduate. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 8/31/2009 Finish: 6/11/2012 -

Status: In Progress — Upcoming

Activity: Initialization of a virtual academy will be established and implemented.
Last Modified: 9/4/2009

Description: Students will have the opportunity to participate in a District Virtual Academy. The District will provide all necessary equipment for the process. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 8/31/2009 Finish: Ongoing $105,000.00

Status: In Progress — Upcoming

Activity: Students enrolled in District-sponsored cyber options will increase.
Last Modified: 9/4/2009

Description: Students at all levels will be provided opportunity for cyber learning. Membership in Blended Schools will provide BlackBoard for course management. Person Responsible Timeline for Implementation Resources

Stitzel, LeAnn

Start: 8/1/2009 Finish: Ongoing

$49,000.00

Status: In Progress — Upcoming

Strategy: All educators and students will increase utilization of hardware and software.
Last Modified: 9/4/2009

Description: All educators will increase utilization of the hardware and software available for classroom use.

Activity: All supervisors will include the use of technology as part of the supervision/evaluation process for all teachers.
Last Modified: 9/4/2009

Description: Building Principals will communicate the need to use available technologies and will include the need to do so as part of annual supervision/evaluation plans for all teachers. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/30/2009 Finish: Ongoing -

Status: In Progress — Upcoming

Activity: All teachers will establish annual technology goals and will demonstrate technology use and integration into their lessons.
Last Modified: 9/4/2009

Description: Teachers will add goals related to technology integration as part of their annual required goals for improvement. Building Principals will monitor the establishment and work toward meeting individual technology goals. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/31/2009 Finish: Ongoing -

Status: In Progress — Upcoming

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

Last Modified: 9/4/2009

Description: All teachers will increase use of web-based learning resources to which the District subscribes. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 8/30/2009 Finish: Ongoing $240,000.00

Status: In Progress — Upcoming

Strategy: All students will learn and practice technology skills and safe/ethical use of technologies that will prepare them for the 21st century workplace.
Last Modified: 8/5/2009

Description: 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, State and National Technology Standards.
Last Modified: 9/3/2009

Description: All high school students will be assessed to demonstrate proficiency in the NETS for students. Person Responsible Timeline for Implementation Resources Uplinger, Brian Start: 8/31/2009 Finish: Ongoing -

Status: In Progress — Upcoming

Activity: Computer/Technology Curriculum K-12 will be revised to include and implement the National Technology Education Standards, PA Academic Standards, emerging technologies and technology related issues.
Last Modified: 9/3/2009

Description: The Computer Technology curriculum will be reviewed and aligned to NETS for students at all levels. Person Responsible Timeline for Implementation Resources Stitzel, LeAnn Start: 8/31/2009 Finish: Ongoing $2,000.00

Status: In Progress — Upcoming

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. Administrators have the ability to utilize the data for overall curricular improvement or to drill down to develop specific learning goals for individual students. Each year, a general overview of District student achievement data occurs at faculty meetings at each level as well as at Board meetings and an annual State of the District community address. Building level data teams focus on key building goals 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 increased academic proficiency in reading, writing, math, and science skills as evidenced by the following measures: • • • • • • • Improve grade 3 PSSA scores in reading by 5% per year in order to arrive at 94% proficiency by 2012. Improve grade 4 PSSA scores in reading by 5% per year in order to arrive at 92% proficiency by 2012. Improve grade 5 PSSA scores in reading by 5% per year in order to arrive at 88% 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 special education 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 demonstrate increased academic proficiency in reading, writing, math, and science skills as evidenced by 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 demonstrate increased academic proficieny in reading, writing, math, and science skills as evidenced by the following measures:

• • • •

Improve grade 11 PSSA scores in reading by 5% per year in order to arrive at 92% proficiency by 2012. 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 special education 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 Pennsylvania Standards and Assessment Anchors as listed in Chapter 4. We have revised the curriculum cycle as a component of our Strategic Plan, in order to review curricular goals more frequently to reflect District achievement data and revisions to the Assessment Anchors. Instruction is designed to insure students learn the content and skills articulated in the curriculum aligned to the Standards and Anchors. Instructional strategies are differentiated to insure the learning 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 the students. Administrators observe classroom instruction to insure the students are learning the required skills and teaching staff have the appropriate supports in place to accomplish the learning outcomes with their students. Teachers across the District meet by grade level and department to discuss their curriculum, design similar assessments, and plan their instruction. Instructional time is 45 - 80 minutes per subject per day. However, each building schedule permits flexibility for teams of teachers to reorganize their time allotment to insure students are learning the Standards and Anchors with proficiency. All instructional materials are selected through a rigorous process. This process includes an analysis of the instructional materials against District curriculum, the Standards and Anchors, as well as factors such a readability, flexibility, scope of support materials, applicability for gifted, ESL, special education students, technology integration, and connections to instructional strategies that are scientifically researched to be effective. This process includes District administration and teachers. Textbooks and instructional materials are identical by grade level or course across the District. Funding resources are provided through the District budget, federal programs, 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 assessment plan. While the annual PSSA data is extremely helpful, the District is also working towards alignment and consistency in all classroom assessments to the PA Standards and Assessment Anchors. The goal is also to use or develop benchmark assessments three times a year in grades 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 be expanded 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 to accomplish this goal. The benchmark assessments will be in place for math in grades 2 - 11 by the end of the 2009-2010 school year with benchmark assessments in place for grades 3-11 by the end of the 2011-2012 school year. Using technology to take the benchmark assessment will enable the teaching staff to have immediate access to the results which will be added to the District's datawarehouse so instant instructional decisions can be made to continuously monitor student performance and develop strategies for increased achievement. This data is also

regularly discussed during team meetings at all grade levels so that our staff can collectively incorporate these same strategies to aid students. Current District Assessments Include:

Elementary Level DIBELS DRA Multiple Literacy Rubrics and Checklists Phonemic Awareness Scales Retellings Running Records Literacy and Numeracy Inventories Benchmark Math Tests Chapter and Unit Tests Performance Assessments Middle Level DRA Chapter and Unit Tests Benchmark Math Tests Performance Assessments Rubrics and Checklists Literacy and Numeracy Inventories Lab reports Writing Portfolios and Rubrics Projects Oral presentations integrated with technology High School Level Chapter and Unit Tests Mid-term and Final Exams Benchmark Math Tests Writing Portfolios Performance Assessments Projects Lab Reports Oral presentations integrated with technology
In addition, daily quizzes using the Classroom Performance Units are used by teaching staff to collect instant feedback on student learning. Staff also take anecdotal notes on student progress and use student mini-conferences to empower students to understand their own learning progress. Homework is widely used for students to practice and reinforce daily skill development.

Targeted Assistance For Struggling Students

The Northwestern Lehigh School District uses a datawarehouse by OnHands Schools, which contains multiple variables of student achievement as well as student demographic data. District administrators 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 to increase student achievement by differentiating instructional strategies. At the elementary level, the District currently uses the assistance of reading specialists and remedial assistants to work in the classroom as well as in small pullout groups to support the literacy and numeracy needs of struggling students. The District has begun to use a Response to Intervention model that will provide an even greater degree of support for struggling readers at the 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 attend training while also designing an RTI program in the District to be in place for the 2010-2011 school year. Our elementary PSSA scores have showed a steady increase over time so we feel as though we have been very successful in our interventions with our struggling students while maintaining the performance of all our elementary students. At the middle level, the District uses the assistance of remedial assistants to work in the classroom as well as in small pullout groups to support the literacy and numeracy needs of struggling students. The Middle School also has made a comprehensive schedule and staffing change to put true teams of teachers in place to support the needs of middle level learners. With the existing schedule and additional staff, teachers are able to meet daily to look at student achievement data, work with the Instructional Support teacher as well as the Student Assistance Program team. The High School has recently implemented a 9th grade academy to insure that all ninth graders are meeting with academic proficiency and are working towards a career plan. Through the Academy, teachers are able to meet daily to discuss student achievement data and address student concerns. The High School also has used equipment and training from the Classrooms for the Future Grant to implement a completely integrated approach to using technology as a way to 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 incorporate differentiated instruction strategies in all classrooms. We will be developing this plan in the 200910 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 warning for our subgroups of special education students not making AYP at our Middle School. Since that time, we have made AYP each year for the subgroup of special education students at our Middle School. We believe this is the result of the comprehensive schedule and staffing changes at the Middle School. The schedule now permits our special education teachers to work more closely with the regular education teachers and to provide more targeted assistance to our special education students. Our District continues its commitment to increasing proficiency rates for all students by making sure the curriculum in all areas is accurately aligned with the PA Academic Standards and Assessment Anchors. The newly-revised timeline for the curriculum review process will ensure that we remain focused on this effort. Additionally, the 5th grade will be returning to the elementary level this year. As part of this realignment, the 5th grade language arts and math curriculum has been mapped and is being revised to reflect differences in delivery systems and instructional practices between the Elementary and Middle Level programs.

Benchmark testing as well as the use of DIBELS, Developmental Reading Assessments and Study Island data is being utilized to identify and remediate reading and math deficiencies very early for individual students. The District is also renewing its focus on improving the use of Differentiated 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 with qualified, state certified, professional educators to insure our students learning the PA Standards and Assessment Anchors in an environment that is welcoming and supportive that meets our Mission and Vision for the District. Among our instructional staff, 70% have earned a Master's Degree or beyond and 15% have more than a Bachelor's Degree, while the remaining 15% have a Bachelor's Degree. Among the team of 13 educational administrators, one has a doctoral degree while two are pursuing doctoral degrees. The remaining all have beyond a Master's Degree. The Northwestern Lehigh School District is made up of four buildings. There are two K-5 elementary 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 Superintendent 1 Director of Student Services 1 Director of Human Resources 1 Business Administrator 1 Assistant Business Administrator 1 Director of Curriculum 2 Hardware and Network Technicians 4 Building Principals 3 Assistant Principals 3 High School Guidance Counselors 2 Middle School Guidance Counselors 2 Elementary School Guidance Counselors 2 registered nurses with school certification 2 nursing aides that are registered nurses 4 school librarians 4 Reading Specialists 1 ESL teacher 3 Gifted teachers 2 psychologists 1 Therapeutic Case Manager 2 Behavioral Specialists 19.5 Learning Support teachers 2 Instructional support Teachers 2.5 Emotional Support teachers 1 Life Skills teacher 2.6 Speech and Language teachers 4 Art teachers 6 Music Teachers 9 Health & Physical Education teachers 3 World Language Teachers 3 Family & Consumer Science Teachers

5 Business Education Teachers 4 Technology Education Teachers 7 High School Social Studies Teachers 8 High School Math Teachers 6 High School Language Arts Teachers 7 High School Science Teachers 24 Middle Level grade-level Teachers 45 Elementary grade-level Teachers Our administrators analyze the deployment of our teaching staff on a regular basis to ensure that our most effective and highly qualified teachers are working directly with academically atrisk students.

Parent and Community Participation
The Northwestern Lehigh School District is very fortunate to have a high rate of parent and community involvement. The community is extremely supportive of the School District as well as the School Board. Parents, community members, and businesses participate in the following ways: Parent teacher organizations in K-8 Classroom Volunteers Classroom Tutors Parent teacher conferences K12 Chorus and Band Programs Northwestern Lehigh Educational Foundation Title I Parent Meetings All Curriculum Task Forces Work Study Partnerships with local businesses Rotary Club Coaching and Advisorships PA Farm Bureau School holiday activities Booster Groups Fall Festivals Back to School Nights Parent chaperones on fieldtrips Safety Education Week Sporting Events Open House

Artist in Residence Programs K- Arts Shows K-12 8 Co-curricular and extracurricular Child Study, SAP, and IST activities Teams ESL Parent Meetings Gifted Task Force Parent Advisory Council Strategic Planning Committees Educational Improvement Tax Professional Development Credit Program Council Scholarship Programs Theater Performances Classroom Career Speakers NWL Rural Preservation Association Parent Feedback Respondents to Surveys Groups

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