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    Pennsylvania Department of Education 





    PDE Logo

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







    Academic Standards and Assessment
    Tuesday, July 13, 2010
    (Receipt Acknowledged: Wednesday, August 27, 2008)

    Entity: Cambria Heights SD
    Address: 426 Glendale Lake Rd
    PO Box 66
    Patton, PA 16668-0066
    Phone: (814) 674-3626 
    Contact Name: Michael Strasser

    Educational Community

         The Cambria Heights School District is located in rural, northern Cambria County and spans an area of approximately 101 square miles with a population of 10,839 citizens or 107.3 people per square mile. This district is a jointure of four boroughs and five townships. Industry within the district is primarily small businesses. These small businesses and the school district, combine with the commute-to-employment possibilities found in Ebensburg, Altoona, Johnstown and Indiana. The county data for unemployment is 7.1% compared to 4.9% for the state, and the county percentage for citizens with four-year degrees is 13.7% (2000 census and BLS 2005). Cambria County has 222 people per square mile and has experienced a 7.1% decrease in population since 1990. The demographic profile and the socioeconomic potential are common throughout most districts in Cambria County. The Cambria Heights School District has a current student population of 1473, which is an 18% decrease since 1998. State enrollment projections report another 8.8% decline to occur to student population by 2014. The student intention for post-secondary educational training, for both two & four year programs, is near 70% and the reported free & reduced lunch qualification near 40%.

     

         Kindergarten through fifth grade students attend Cambria Heights Elementary in Carrolltown.  Students in sixth through eighth grade attend Cambria Heights Middle School in Patton.  Cambria Heights High School is connected to the middle school and serves students in ninth through twelfth grade.  There are 122 classroom teachers.  In addition to classroom teachers, services are provided by district administrators, librarians, learning specialists, reading specialists, counselors, psychologist, nurses, and speech and hearing specialists.  Paraprofessionals also provide additional assistance.

         The district maintains a rigorous standards-based curriculum.  District students consistently demonstrate achievement on the Pennsylvania System of School Assessment (PSSA) in mathematics, reading, writing, and science.  Other strengths include high graduation rate and attendance rate.  The district also has a strong relationship with the community.

        The Cambria Heights School District Strategic Planning Committee participated in many meetings during the 2007-2008 school year.   District administration provided the framework for the plan and led the planning process.  Given the changes in No Child Left Behind and state emphasis on PSSA, the strategic plan being developed bears little resemblance to the previous plan.

       District personnel developed a description of district wide academic programs.  This description included an evaluation of current status of the reading, math, and science programs.  Current strengths and future needs of each subject area were defined.  This analysis enabled the strategic planning team to further refine the school district’s goals, strategies, and activities.  This style of analysis will become central to the annual review process of the strategic plan.

        The district analyzed adequate yearly progress as defined by student achievement on the Pennsylvania State System of School Assessment.  Additional indicators of achievement were defined and processes established to monitor student achievement on a yearly basis.

       The committee drafted the district’s mission and vision statements, identified shared values, and set up subcommittees to work on the reports.  The strategic planning committee and subcommittees will determine goals, strategies, and activities and will follow all guidelines of the plan.   Once the committee finalizes the plan it will be sent to the school board for approval.

     

    Mission

    The Cambria Heights community will enable all students to meet the challenges of life by becoming lifelong learners and responsible citizens.

     

     

    Vision

    Our vision of the Cambria Heights School District is to be a center for learning where individuals will reach their fullest developmental and personal potential to enrich their lives and in return enrich the community.  Our schools will have measurable goals based on the Pennsylvania Academic Standards, employ research based curriculum and be data driven, have learning opportunities so personnel show professional growth, provide resources to support educational programs and facilities, and utilize state-of-the art technology.  Our students will be capable of inquiry, employing technology, and seeking answers to life problems.

     

     

    Shared Values

    All students can learn, but at different rates.

     

    Parent-Teacher cooperation is critical to student success and development.

    Our educational program fosters a sense of civic duty and community involvement.

    Successful programs fit the needs of the community and change as those needs change.

    Education encourages lifelong learning.

    Students will be encouraged to respect the rights of all individuals.

    Our schools are at the center for organized learning in conjunction with home, church, community, etc.

    A sense of initiative, cooperation, accomplishment and enthusiasm by staff and students is essential for success.

    High expectations coupled with realistic goals encourage high achievements.

    Ongoing staff development is essential for effective education.

    Meaningful recognition of achievements encourages individuals to reach their potential.

    Rules enforced consistently are essential for and orderly and productive social and learning environment.

    Students will be enriched by a variety of arts and humanities.

     

    Goals

    The Cambria Heights School District has established the following goals:  

     

    1. By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the area of reading.  Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.
    2. By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of mathematics.  Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.
    3. By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of Science.  Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.
    4. By the year 2014, 95% of the students enrolled in the Cambria Heights School District will graduate with their grade level as established in the ninth grade year of schooling. 
    5. By the year 2014, the student participation rate on state mandated measures of achievement (PSSA, Subject Area Exit Exams) will equal or exceed the current rate of participation of 95%.

     

    Goal: CPR and AED Training

    Description: By the year 2014, 80% of the professional staff will be trained in CPR and AED operation.

    Goal: Graduation Rate

    Description: By the year 2014, 95% of the students enrolled in the Cambria Heights School District will graduate with their grade level as established in the ninth grade year of schooling.

    Goal: Growing towards Proficiency in Math

    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of mathematics. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Goal: Growing towards Proficiency in Reading

    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the area of reading. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Goal: Growing towards Proficiency in Science

    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of Science. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Goal: Participation on PSSA

    Description: By the year 2014, the student participation rate on state mandated measures of achievement (PSSA, Subject Area Exit Exams) will equal or exceed the current rate of participation of 95%.

    Academic Standards

     

    The strategic plan complies with all regulations and standards of the state of Pennsylvania.  Curriculum documents reflect the direct connection between academic standards as defined by 4.12 of 22 Pennsylvania code (relating to academic standards).  Students will be required to achieve at the minimal the state's standards, however, we expect that our students will strive to achieve at even higher levels.

     

    Graduation Requirements

    In Cambria Heights School District, the high school graduation requirements, beginning with the Class of 2006 will be as follows: 

     

    1. Successfully complete 24 credits as outlined in the Student Handbook
    2. Successfully complete the culminating project
    3. Demonstrate a level of proficiency as determined by the Pennsylvania State Board of Education through completion of the content and mastery of the Academic Standards in the ten academic areas as specified by Chapter 4, Section 4.24 through one of the following options:
    • Assessment.  Regularly enrolled students may demonstrate a proficient level of achievement by successful completion of the PSSA, PASA or the PSSA Re-test as required by PA School Code.  If unsuccessful in the PSSA or PSSA Re-test, a valid, local assessment, regardless of the instructional time, may be administered, under procedures and policies established by the superintendent and Cambria Heights Board of Education  (Sec.4.52)(e.g., Local Assessment Sets by Appalachia Intermediate Unit 08 - standardized; reliability & validity, 2005)    OR
    • Independent Review.  Students may demonstrate achievement of state Academic Standards as a result of a review of the products of an independent review by a faculty committee.  Examples of independent reviews may include but are not limited to portfolio assessment; curriculum audit for completed courses; industry certifications & Pennsylvania skill certificates earned by vocational-technical students or other options as determined by the State Board of Education   OR
    • Other Educational Experiences.  Students may demonstrate achievement of state Academic Standards through community service, attendance at summer school, work experience and educational travel under procedures and approval of the superintendent and the Board of Education.  The procedures for this option must be approved in advance of the junior year of high school experience and include methods of assessing students' attainment of state academic standards  OR
    • Satisfactory Completion of an IEP.  Satisfactory completion of an IEP shall also constitute mastery of state Academic Standards.  The IEP will specify how the demonstrations of mastery of the standards will be adapted to meet the specific needs of eligible students. This section applies only to qualified IEP students taking the PSSA not the PASA, or students qualified for a GIEP.  OR
    • Higher Education Experiences. The following provisions apply to achieving state Academic Standards in higher education courses:

      A.  High school students enrolled in an accredited institution of higher education may with the prior approval of the high school principal, receive credit for college courses when all of the following provisions are met:  

    • The course is taught at the college level and is recognized by the higher education institution as a credit-bearing course
    • The student satisfactorily completes the requirements of the college course or passes the college Advanced Placement examination for that course
    • The record of the college course completion has been submitted by the higher education institution to the sending high school

            B.  Students may also leave high school prior to their senior year to attend accredited institutions of higher education on a full-time basis under the policies of the Cambria Heights School District.  The high school diploma shall be awarded to these students upon successful completion of requirements at the regular graduation ceremony.   

     

    Strategic Planning Process

      

     

     

      The Cambria Heights School District Strategic Planning Committee participated in monthly meetings during the 2007-2008 school year.   District administration provided the framework for the plan and led the planning process. The district administrative team worked as the legislative committee developing the specific 19 components of the plan. Given the changes in No Child Left Behind and state emphasis on PSSA, the strategic plan being developed bears little resemblance to the previous plan.

       District personnel developed a description of district wide academic programs.  This description included an evaluation of current status of the reading, math, and science programs.  Current strengths and future needs of each subject area were defined.  This analysis enabled the strategic planning team to further refine the school district’s goals, strategies, and activities.  This style of analysis will become central to the annual review process of the strategic plan.

        The district analyzed adequate yearly progress as defined by student achievement on the Pennsylvania State System of School Assessment.  Additional indicators of achievement were defined and processes established to monitor student achievement on a yearly basis.

        The district steering committee comprised of students, parents, board, and community members met on three separate occasions to review the progress of the core leadership committee. Draft versions of the plan were distributed previous to the meetings for review and the Steering Committee discussed possible improvements and additions to the plan at each session. The plan will only be submitted to the Board of School Directors for final approval only after approval by the Steering Committee.

       The committee drafted the district’s mission and vision statements, identified shared values, and set up subcommittees to work on the reports.  The strategic planning committee and subcommittees will determine goals, strategies, and activities and will follow all guidelines of the plan.   Once the committee finalizes the plan it will be sent to the school board for approval.

    Strategic Planning Committee

    There are currently no participants selected for this plan report.

    Goals, Strategies and Activities

    Goal: CPR and AED Training


    Description: By the year 2014, 80% of the professional staff will be trained in CPR and AED operation.

    Strategy: Train the Staff


    Description: The district provide CPR and AED operation training throughout the school year.

     

    Activity: Training Sessions


    Description: Local providers will teach professional staff the proper techniques involved in CPR and AED operation.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 8/21/2008
    Finish: 8/21/2014

    $835.00


    Professional Development Activity Information

    Number of Hours Per Session

    Total Number of Sessions Per School Year

    Estimated Number of Participants Per Year

    4.00

    2

    25

    Organization or Institution Name

    Type of Provider

    Provider’s Department of Education Approval Status

    American Red Cross

    • Non-profit organization

    Approved

    Knowledge and Skills

    Research and Best Practices

    Designed to Accomplish

    Teachers will be able to operate the AED machine and administer CPR whenever necessary.

    Research indicates that having multiple people capable of administering CPR or properly utilizing AED saves lives.

    For classroom teachers, school counselors and education specialists:

    • Empowers educators to work effectively with parents and community partners.

    Educator Groups Which Will Participate in this Activity

    Role

    Grade Level

     

    • Classroom teachers
    • Principals / asst. principals
    • Superintendent / asst. superintendents
    • School counselors
    • Other educational specialists
    • Early childhood (preK-grade 3)
    • Middle (grades 6-8)
    • Elementary (grades 2-5)
    • High school (grades 9-12)

     

    Follow-up Activities

    Evaluation Methods

    • Lesson modeling with mentoring
    • Participant survey


    Status: Complete

    Date

    Comment

    10/22/2009

    A critical number of teachers and paraeducators are trained each year to provide CPR and AED operations.

     

    Goal: Graduation Rate,


    Description: By the year 2014, 95% of the students enrolled in the Cambria Heights School District will graduate with their grade level as established in the ninth grade year of schooling.

    Strategy: Data Informed Decisions


    Description: Technology will be used to enhance the learning potential of all Cambria Heights students.

     

    Activity: Success for All Students


    Description: The district will track on an annual basis the percentage of students who have successfully completed high school graduation requirements. The district will track sub groups and students in alternative settings

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This analysis takes place annually.

    Strategy: Dropout Prevention


    Description: High school guidance counselors will develop and implement a dropout prevention program for at-risk students. There will be an individually developed plan for each student considering "dropping out" or in danger of not meeting graduation requirements.

     

    Activity: Alternative Needs Resource Program


    Description: Utilize and improve upon current program designed to help secondary at-risk students, who are experiencing patterns of behavioral and/or academic difficulty. Students will be referred to the program. Data will be collected. A hearing will be conducted and exit criteria established on an individual student basis.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    $1,616.00


    Status: In Progress — Upcoming

     

     

    Activity: Course Recovery


    Description: Using available technology resources students will be provided the opportunity to complete coursework for graduation. Students may repeat previous unsuccessful attempts at specific courses using the Plato instructional resource. This approach is employed during the school year and summer months.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    $1,616.00


    Status: In Progress — Upcoming

     

     

    Activity: Off Campus Alternative Education


    Description: Students not experiencing success in the Alternative Needs Resource Program will be referred to off campus educational opportunities such as Alternative Children's Resource Program.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    $1,616.00


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    At risk students are provided alternative programs in order to meet success at the high school level.

    Strategy: Proficiency in Reading, Math, and Science


    Description: Ensure that each student achieves proficiency or above in reading, math, and science.

     

    Activity: Professional Development on Secondary Literacy


    Description: At the secondary level, teachers will receive training in Reading interventions to be used for instruction, and Pennsylvania Standards-based content.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/16/2009
    Finish: 1/17/2014

    $1,616.00


    Professional Development Activity Information

    Number of Hours Per Session

    Total Number of Sessions Per School Year

    Estimated Number of Participants Per Year

    3.00

    1

    25

    Organization or Institution Name

    Type of Provider

    Provider’s Department of Education Approval Status

     

    • School Entity
    • College
    • Intermediate Unit

    Approved

    Knowledge and Skills

    Research and Best Practices

    Designed to Accomplish

    Teaching strategies for high school literacy skills

     

    For classroom teachers, school counselors and education specialists:

    • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
    • Increases the educator’s 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.
    • Empowers educators to work effectively with parents and community partners.

    Educator Groups Which Will Participate in this Activity

    Role

    Grade Level

    Subject Area

    • Classroom teachers
    • Other educational specialists
    • High school (grades 9-12)
    • Reading, Writing, Speaking & Listening

    Follow-up Activities

    Evaluation Methods

    • Creating lessons to meet varied student learning styles
    • Student PSSA data


    Status: In Progress — Upcoming

    Date

    Comment

    10/22/2009

    Plan for the 2009-10 school year

    10/22/2009

    Plan for the 2009-10 school year

    1/11/2010

    Staff development on this topic is scheduled for Feb 1, 2010.

    Strategy: Utilization of Technology Resources


    Description: Technology resources will be used to support instructional strategies and learning activities

     

    Activity: Hardware and Software Use


    Description: The identification and utilization of appropriate technology hardware and software will enable the delivery of more differentiated instruction to meet the needs of the broad range of ability levels in any given classroom.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 1/1/2009
    Finish: Ongoing

    $6,507.00


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Hardware and software is in use.

     

    Goal: Growing towards Proficiency in Math


    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of mathematics. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Strategy: Differentiated Instruction


    Description: Students in grades K-5 will experience flexible grouping for instruction and additional learning time will be provided for focused math instruction. Students in grades 6-12 will experience Mastery Learning which enables diverse learners to move at their own pace towards the mastering of standards. Instruction will be adapted to meet learner needs.

     

    Activity: Constant Improvement


    Description: Implementation of differentiated instruction in mathematics.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This area has not been addressed at this point.

    Strategy: Employ Technology to Improve Student Achievement


    Description: The district will employ standards based educational software to measure student progress made on math goals in order to establish proficiency on the PSSA.

     

    Activity: K-12: Student Based Remediation


    Description: Developmentally appropriate educational software will be employed to instruct and measure student progress towards proficiency as defined by the state standards.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    $6,507.00


    Status: In Progress — Upcoming

    Strategy: K-5: Cross-Curricular Integration


    Description: Mathematical concepts will be deliberately employed in all subject areas. Students will apply math skills to core academic curriculum.

     

    Activity: Professional Development for Math Integration


    Description: Staff development will be provided for all teachers in the K-12 grade levels to integrate math content into reading and writing content areas.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    $678.00


    Status: In Progress — Upcoming

    Date

    Comment

    10/22/2009

    Staff development has not started.

    1/11/2010

    Math and reading teachers in grades 3-5 are currently scheduled to attend open ended question training.

    Strategy: Tracking Student Growth Over Time


    Description: The school district will employ the growth model to monitor student achievement. Ideally, the goal would be "one years growth in one year". Student achievement will be documented on an annual basis.

     

    Activity: K-12: Data Analysis


    Description: Teachers will be trained to analyze data provided by computerized testing. Teachers will also analyze PSSA test results and utilize PVAAS, emetric, and local assessments.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Teachers began the school year with an analysis of PSSA test results and have been asked to modify their instructional practices to match the strengths and weaknesses of the students in their classroom.

     

     

    Activity: K-5, 9-12: Common Meeting Time


    Description: Scheduled meeting time for teachers and department members. The purpose of this common planning time is to ensure consistency in data analysis and instructional approaches.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

     

    Goal: Growing towards Proficiency in Reading


    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the area of reading. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Strategy: Building Strong Readers Through Best Practices and Assessment


    Description: This strategy will enable the school district to provide early intervention services for challenged and capable readers and will establish a procedure to develop independent readers as the students progress through the system.

     

    Activity: 1-12: Literature Based Reading


    Description: Utilize reading management software to build student engagement with literature.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    $13,620.00


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Software in use at all levels. The intent is to gauge the quantity and quality of student reading by the end of each year.

     

     

    Activity: 3-12: Standards Based Assessment


    Description: Educational software and local assessments that are standards based will be utilized for all students to measure progress being made on reading goals and attaining proficiency on the PSSA. Software to provide remediation of identified weaknesses.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    $3,356.00


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    4Sight assessments are given in grades 3-12. Local assessments are used to provide additional information concerning progress towards proficiency on standards.

     

     

    Activity: 3-5: PSSA Reading Prep Class


    Description: Students will receive additional instruction time focusing on the PSSA reading assessment anchors.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Reading prep class is being phased in grade 4 and is already in place in grades 3 and 5.

     

     

    Activity: 6-12: Concurrent Meeting Time


    Description: Reading teachers in grades 6-8 will have common scheduled meeting time to update and spiral the current curriculum. In grades 9-12, there will be common scheduled meeting time with other curriculum areas to incorporate reading and writing.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Teachers in grades 6-8 have common scheduled planning time. The high school is studying ways to schedule common planning time for core subject areas.

     

     

    Activity: 6-12: Flexible Grouping


    Description: Teachers and administrators will utilize assessment data and classroom observations to provide flexible grouping. This process will help provide differentiated instruction.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

     

     

    Activity: 6-8: Textbook Replacement Plan


    Description: Three year replacement plan (one year for each grade level) to acquire reading texts better aligned to Pennsylvania State Standards and current best practices in middle school reading.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 5/8/2009
    Finish: 5/24/2012

    $3,091.00


    Status: In Progress — Upcoming

    Date

    Comment

    1/11/2010

    7th grade reading texts are being replaced in the 2009-10 school year.

     

     

    Activity: 9-12: Reading Lab


    Description: Provide remediation to students experiencing difficulty mastering reading standards. Remediation will take place in small group setting during school hours.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    10/22/2009

    Lab and equipment are in place, waiting for final implementation.

     

     

    Activity: K-12: Data Analysis


    Description: Teachers and administers will utilize technology assessments and local assessments to better design instruction to improve students’ knowledge and reading skills. Data will be used to inform daily instruction to differentiate student need. Where appropriate, teachers and administrators will utilize PSSA, PVAAS, and emetric.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Teachers began the school year with an analysis of PSSA test results and have been asked to modify their instructional practices to match the strengths and weaknesses of the students in their classroom.

     

     

    Activity: K-12: Integration of Reading and Writing into Other Content Areas


    Description: Teachers will incorporate reading and writing into core academic curriculum.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    1/11/2010

    Reading and writing across the curriculum is in place at the elementary level with open ended questions employed. Reading and writing employed at the Middle School in the history classes. HS has done in-service training in science and social studies in the employment of reading and writing across the curriculum.

    11/23/2009

    The reading and writing across the curriculum initiative has not begun but is contemplated for the future.

     

     

    Activity: K-2: Early Interventions


    Description: Students not meeting proficiency levels will be identified and receive appropriate interventions through programs such as Title I, Early Intervening, flexible grouping, and tutoring.


    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    These interventions are in operation as of November 2009.

     

     

    Activity: K-2: Kindergarten Reading Program


    Description: Implement a Guided Reading Program in all Kindergarten classrooms. The program will be standards based.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    $6,091.00


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This program is in "full swing" and began in January 2009.

     

     

    Activity: K-2: Standards Based Assessment


    Description: Educational software and local assessments that are standards based will be utilized for all students to measure progress being made on reading goals.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    $1,616.00


    Status: In Progress — Upcoming

     

     

    Activity: K-5: Differentiated Instruction


    Description: All teachers will implement differentiated instructional strategies across the district to meet the needs of all learners.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    1/11/2010

    Three teachers per grade level being trained in DI in Feb 2010.

    11/23/2009

    Not started

     

     

    Activity: K-5: Flexible Grouping


    Description: Develop a Schoolwide Title I program to raise the achievement of all students.

    Person Responsible

    Timeline for Implementation

    Resources

    Lucy Magoulick

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: Complete

     

     

    Activity: Professional Development on Secondary Literacy


    Description: At the secondary level, teachers will receive training in Reading interventions to be used for instruction, and Pennsylvania Standards-based content.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/16/2009
    Finish: 1/18/2013

    $1,616.00


    Professional Development Activity Information

    Number of Hours Per Session

    Total Number of Sessions Per School Year

    Estimated Number of Participants Per Year

    3.00

    1

    16

    Organization or Institution Name

    Type of Provider

    Provider’s Department of Education Approval Status

     

    • School Entity
    • College
    • Intermediate Unit

    Approved

    Knowledge and Skills

    Research and Best Practices

    Designed to Accomplish

    Strategies for teaching literacy

     

    For classroom teachers, school counselors and education specialists:

    • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
    • Increases the educator’s 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.
    • Empowers educators to work effectively with parents and community partners.

    Educator Groups Which Will Participate in this Activity

    Role

    Grade Level

    Subject Area

    • Classroom teachers
    • Other educational specialists
    • High school (grades 9-12)
    • Reading, Writing, Speaking & Listening

    Follow-up Activities

    Evaluation Methods

    • Analysis of student work, with administrator and/or peers
    • Creating lessons to meet varied student learning styles
    • Student PSSA data


    Status: In Progress — Upcoming

    Date

    Comment

    10/22/2009

    Plan for the 2009-10 school year

    1/11/2010

    Staff development planned for Feb 1, 2010.<, o:p>

     

    Goal: Growing towards Proficiency in Science


    Description: By the year 2014, all students in the Cambria Heights School District will perform at the proficient or advanced level in the subject area of Science. Proficiency will be defined by the State of Pennsylvania AND by the growth model of measuring student achievement.

    Strategy: Utilization of Best Practices


    Description: The school district will employ three main approaches to best practices: the development of pacing guides, the creation of common assessments, and the integration of standards across all science courses.

     

    Activity: Concurrent Meeting Time


    Description: All teachers of science K-12 will be afforded common time to analyze assessment results, develop pacing guides, and integrate standards into the curriculum.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This area is still in need of focus.

     

     

    Activity: Flexible Scheduling


    Description: Instruction schedules will be adjusted to meet the needs of diverse population of learners. This flexiblity will allow for the integration of science standards across the curriculum.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Implementation is minimal at this point.

     

     

    Activity: Professional Development


    Description: Teachers of science in grades K-12 will attend a series of content specific development sessions on the intergration of science in the curriculum.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 8/22/2008
    Finish: 8/24/2012

    $1,616.00


    Professional Development Activity Information

    Number of Hours Per Session

    Total Number of Sessions Per School Year

    Estimated Number of Participants Per Year

    3.00

    3

    65

    Organization or Institution Name

    Type of Provider

    Provider’s Department of Education Approval Status

     

    • School Entity
    • College
    • Intermediate Unit

    Approved

    Knowledge and Skills

    Research and Best Practices

    Designed to Accomplish

    Content integration into other subject areas.

     

    For classroom teachers, school counselors and education specialists:

    • Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
    • Increases the educator’s 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.
    • Empowers educators to work effectively with parents and community partners.

    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.
    • Provides leaders with the ability to access and use appropriate data to inform decision-making.
    • Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
    • Instructs the leader in managing resources for effective results.

    Educator Groups Which Will Participate in this Activity

    Role

    Grade Level

    Subject Area

    • Classroom teachers
    • Principals / asst. principals
    • Other educational specialists
    • Middle (grades 6-8)
    • Elementary (grades 2-5)
    • High school (grades 9-12)
    • Science and Technology

    Follow-up Activities

    Evaluation Methods

    • Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
    • Analysis of student work, with administrator and/or peers
    • Lesson modeling with mentoring
    • 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
    • Classroom student assessment data


    Status: In Progress — Upcoming

    Date

    Comment

    1/11/2010

    The staff development opportunities are difficult to locate and the district continues to search for relevant staff development opportunities.

     

     

    Activity: Use of Technology in Science


    Description: Given the Classrooms of the Futures initiative, the district will embark on a process based approach to science instruction and the district will employ a variety of technology tools to allow students to experience "hands on" science approach.

    Person Responsible

    Timeline for Implementation

    Resources

    Joseph Macharola

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    10/22/2009

    Elementary level is operational for "hands on" science, middle school is in the initial phase of implementation, and the high school is progressing.

     

    Goal: Participation on PSSA


    Description: By the year 2014, the student participation rate on state mandated measures of achievement (PSSA, Subject Area Exit Exams) will equal or exceed the current rate of participation of 95%.

    Strategy: Activities and Rewards


    Description: Prepare students for PSSA testing with motivational activities and reward incentives.

     

    Activity: Kick-off Breakfast


    Description: Students receive breakfast prior to math and reading tests.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This occurs annually at the high school level.

     

     

    Activity: Movies for Entertainment


    Description: Reward students for attempting to do their best on PSSA test by letting them watch a movie.

    Person Responsible

    Timeline for Implementation

    Resources

    Lucy Magoulick

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    This occurs at the high school level.

     

     

    Activity: Outside Lunch


    Description: Immediately after PSSA test results are received in the fall have an outside lunch for students.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Middle and high school students receive a catered lunch provided by the district.

     

     

    Activity: Pep Rally


    Description: Hold a pep rally to motivate students to try their hardest.

    Person Responsible

    Timeline for Implementation

    Resources

    Lucy Magoulick

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    An annual pre PSSA pep rally is held at the elementary level.

     

     

    Activity: PSSA Tips Movie


    Description: Show elementary and middle school students a movie about PSSA test taking strategies that was produced by Cambria Heights students.

    Person Responsible

    Timeline for Implementation

    Resources

    Lucy Magoulick

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    The movie is presented to elementary and middle school students annually. The movie is well received by the students.

     

     

    Activity: School Dance or Band


    Description: Hold a school dance or provide a rock band immediately following PSSA test.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Planned for the 2009-10 school year.

     

     

    Activity: Senior Reward Trip


    Description: Immediately following good PSSA test results, high school seniors will take part in bowling trip and pizza party.

    Person Responsible

    Timeline for Implementation

    Resources

    Timothy Laurito

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    These rewards are provided for students annually.

     

     

    Activity: Snacks


    Description: Provide students a snack each testing day.

    Person Responsible

    Timeline for Implementation

    Resources

    David Caldwell

    Start: 1/1/2009
    Finish: Ongoing

    -


    Status: In Progress — Upcoming

    Date

    Comment

    11/23/2009

    Implemented as described.

    Measurable Annual Improvement Targets

    The strategic plan included a framework for educational reform in Cambria Heights School District.  That framework emphasized the need to use a ‘systems’ perspective as initiatives were formed to improve student achievement.  This framework also included an emphasis on having a highly focused agenda in order to move the Cambria Heights School District in the direction proposed in the plan.  This framework and strategy was described as ‘creating a high-performance’ system.  This idea was promoted by the Tri State Area School Study Council as an important approach to the demands of the Pennsylvania Accountability System and No Child Left Behind mandates. 

     

     A ‘high-performing system’ was defined to include eight components, with each component linked to each other.  Thus, any initiative from this systems perspective created other changes in the system.  One of the components was labeled as a ‘standards-based education’ concept defined to include [1] a seamless curriculum, [2] periodic student benchmark assessments, [3] clear K-12 instructional expectations and [4] Action Planning to Improve Student Achievement.  The 2006-2012 strategic plan will maintain this perspective and will continue as the strategic conception.  The goals, strategies and activities described in this component of the 2006-2012 plan serve as a foundation for the plans to improve student achievement including specific, measurable goals for student growth.

    The eight components of a "high performing system" are:

    •    the school system is standards-based
    •    the school system takes as its purpose enabling all students in all schools to meet high standards
    •    the climate of the school system is nurturing and supportive
    •    the school system holds itself accountable for the success of all students
    •    the school system ensures intensive, ongoing, high quality professional development for all of its employees
    •    the school systems resources are strategically focused on supporting powerful instructional practices in all schools
    •    the school system collects and uses data effectively
    •    the school system engages in active, open, substantive and clear two-way communication

    Specific Measurable Goals for Student Growth:
         1.  The Cambria Heights School District will continue to make AYP at all building levels and at the district level for each year of the plan.
         2.  The percentage of students scoring at the advanced and proficient levels will increase in all buildings in reading and mathematics.
         3.  The percentage of economically disadvantaged students scoring at the advanced and proficient levels will increase in all buildings.
         4.  The percentage of special education students scoring at advanced and proficient levels will increase in all buildings.
         5.  The Cambria Heights School District will meet or exceed the state graduation target for each year of the plan.
         6.  The Cambria Heights School District will meet or exceed the participation rate for each year of the plan.

    Plans to Attain Student Achievement Goals:
         1.  Professional employees will continue to improve the connection between the state's standards as reflected in their planned course documents.
         2.  Professional employees will identify students that score at the basic and below basic levels and provide effective programs to increase their achievement levels.
         3.  Professional employees will develop or acquire benchmark assessments to inform classroom instructional practices.
         4.  Professional employees will review student achievement data and adapt instruction and assessments to provide for student strengths and weaknesses.
         5.  Technological resources will be employed to provide for academic remediation and acceleration.

     

    Curriculum, Instruction and Instructional Materials

    The curriculum at Cambria Heights School District is aligned with the PA Academic Standards.  All instruction, instructional practices and materials are designed to meet the academic standards and graduation requirements.  Teachers site specific standards and anchors in lesson plans, which are reviewed by building principals.  Curriculum has been mapped to prevent overlapping and to make sure all standards are addressed. 

     

    The strategy of creating a high-performance system (HPS) in Cambria Heights School District includes a definition of standards-based education.  This definition includes four interactive components [1] a seamless curriculum, [2] periodic benchmark assessments of student performance on the seamless curriculum, [3] K-12 instructional expectations and [4] action plans to improve student achievement. 

    Standards-based programs are expected to have standards-based plans.  A standards-based plan is considered an instructional system that is planned and managed by the teacher, based upon clearly stated performance objectives that are deemed critical.  

    Standards-based plans are expected to include [1] performance objectives defined to include the conditions under which the task will be performed—the materials and supplies provided, [2] a description of the task and [3] the standard for how well the task shall be performed.  Pennsylvania academic standards for Mathematics, Language Arts and Science are expected to be integrated within the plan and include standardized and curricular assessments.  This plan allows staff to change instruction and provide differentiated instruction.  Expanded learning opportunities are in place to support student need.  The district will further enhance emphasis on on-going data analysis. 

    Materials utilized in the classroom are tools to assist teachers in implementing a standards-based curriculum.  Traditional textbooks and the use of technology provide students different opportunities for learning. Programs are in place for struggling students and educational programs and practices are also in place to meet the needs of high achieving students.

    K-12 Gifted Education Program Summary:  The purpose of the Gifted Education Program K-12 in Cambria Heights School District is to provide an appropriate educational experience for individual students who possess high academic or talent potential.  Students will engage in curricular materials with opportunities to enrich and enhance learning.  General Education and Gifted Support Teachers/Facilitators will provide activities and materials commensurate with the abilities of the Gifted Support students.  Beyond enrichment of the regular curriculum, Gifted Support Teachers/Facilitators strive to obtain materials and arrange out-of-class experiences in areas of giftedness, talent, or interest.
     

    Differentiated Curriculum for Elementary Students K-5


    Enrichment Resource Room

    -students have opportunities to complete self-directed projects in interest and/or strength areas

    -students receive instruction in broadened or advanced topics tailored to individual and/or group interest

     

    Advanced Instructional Grouping

    - provides students easier access to differentiated instruction, enrichment opportunities, and enables General and Gifted Support teachers time to collaborate or co-plan.

     

    Tiered Instruction

    -provides students opportunities to explore general education curricular topics at a faster pace, greater depth, and/or complexity

     

    Enrichment Activities

    -students complete activities to enhance leadership, responsibility, self-esteem, and citizenship

     

    Educational Field Trips

    -students are provided opportunities to visit community locations that enhance the learning process and are rich in cultural or historical significance

     *  The Gifted Support Teacher monitors student progress and consults with general education teachers in order to provide student’s specially designed instruction (written in GIEP) , differentiated instructional activities, projects, and assessments.



    Differentiated Curriculum for Middle School Students 6-8

     Academic Enrichment

    -students are scheduled for enrichment in core subjects on a rotation basis

    -provides students opportunities to explore general education curricular topics at a faster pace, greater depth, and/or complexity

    -students have opportunities to complete self-directed projects in interest and/or strength areas

     

    Gifted Seminars

    -Students meet in small-groups in order to facilitate extensions for the general education curriculum, or to receive instruction in broadened or advanced topics tailored to individual and/or group interest


    Scheduling Considerations

    -students may schedule for advanced courses when determined to meet individual need (at high school)

     Enrichment Activities & Educational Field Trips

    -students are provided opportunities to complete interest inventories to explore career options

    -students are provided opportunities to complete activities to enhance leadership, responsibility, self- esteem, and citizenship.


    *  Gifted Support Teachers / Facilitators monitor grade level student’s progress, and consults with general education teachers in order to provide student’s specially designed instruction (written in GIEP), differentiated instructional activities, projects, and assessments.



    Differentiated Curriculum for High School Students 9-12

     Advanced Placement

    -students are provided a type of acceleration in which students successfully complete an Advanced Placement Exam and sche, dule courses of high rigor


    Post Secondary Enrollment

    -eligible students are provided the opportunity to take college courses while earning both high school and college credit


    Field Experiences

    -students are provided opportunities to participate in out-of-school experiences such as educational trips, career exploration, etc.

     

    Gifted Seminars

    -students meet in small-groups in order to facilitate extensions for the general education curriculum, or to receive instruction in broadened or advanced topics tailored to individual and/or group interest

     

    Mentorships

    -students are provided opportunities to mentor peers and younger students

     

    Independent Study

    -students may work independently in a subject area designed to meet students’ performance levels and career interests

     

     *  The Gifted Support Teacher monitors grade level student’s progress, and consults with general education teachers in order to provide student’s specially designed instruction (written in GIEP), differentiated instructional activities, projects, and assessments.


     

     

    Assessments and Public Reporting

    Individual student PSSA test results are sent home to parents and a copy is placed in each student’s permanent record folder. Parents receive reports on student proficiencies in mathematics, reading, writing and as of 2008 science.   PSSA school results are reported annually at school board meetings, on the district website, in parent newsletters, and local newspapers.  Report cards reflecting student achievement are sent home four times each year.  Parent teacher conferences are held on a biannual basis to discuss student progress.

    Assessments employed to determine achievement according to the states standards are: 
    Primary Level (K-2):

     

    • DIBELS
    • Metropolitan
    • Local Assessment

    Upper Elementary (3-5):

    • Study Island
    • 4Sight
    • Local Assessments

    Middle School (6-8)

    • Plato
    • Local Assessments

    High School (9-12):

    • Plato
    • Local Assessments
    • Alternative PSSA Assessment

    Each family in the school district receives a student handbook that informs parents of rules, procedures and services available for students experiencing academic and social problems. The school calendar is provided that highlights significant assessment periods (end of quarter, PSSA tests, SAT test dates) and provides parents with teacher contact information and homework policies. A homework hotline is available for use by teachers, parents and students of all grade levels.

    All teachers in the Cambria Heights School District are by certification and continuing education considered to be highly qualified.  The school district continues to address the equity issue through the following practices:  rotation of teachers at the elementary level, co-teaching model employed district wide in conjunction with special education, and extended time is provided for students. This practice allows students access to subject area experts that provide intense instruction during the extended class period. 

    PSSA baseline data indicating proficiency is as follows:

     

    Graduation Target of 80%

    2006-2007

    All Students

         94%

    Male

         93%

    Female

         96%

    IEP

         94%

    Economically Disadvantaged

         91%

     

     

    Grade 3 Mathematics

     

    All Students

         82%

    Male

         88%

    Female

         78%

    IEP

         44%

    Economically Disadvantaged

         71%

     

     

    Grade 4 Mathematics

    2006-2007

    All Students

         86%

    Male

         89%

    Female

         83%

    IEP

         45%

    Economically Disadvantaged

         79%

     

     

    Grade 5 Mathematics

    2006-2007

    All Students

         77%

    Male

         73%

    Female

         80%

    IEP

         25%

    Economically Disadvantaged

         74%

     

     

    Grade 6 Mathematics

    2006-2007

    All Students

         72%

    Male

         66%

    Female

         80%

    IEP

         27%

    Economically Disadvantaged

         55%

     

     

    Grade 7 Mathematics

    2006-2007

    All Students

         69%

    Male

         66%

    Female

         73%

    IEP

          6%

    Economically Disadvantaged

         51%

     

     

    Grade 8 Mathematics

    2006-2007

    All Students

         77%

    Male

         79%

    Female

         75%

    IEP

         47%

    Economically Disadvantaged

         69%

     

     

    Grade 11 Mathematics

    2006-2007

    All Students

         61%

    Male

         48%

    Female

         76%

    IEP

         23%

    Economically Disadvantaged

         59%

     

     

     

     

     

     

     

     

    Grade 3 Reading

    2006-2007

    All Students

         80%

    Male

         77%

    Female

         84%

    IEP

         50%

    Economically Disadvantaged

         66%

     

     

    Grade 4 Reading

    2006-2007

    All Students

         70%

    Male

         67%

    Female

         73%

    IEP

         36%

    Economically Disadvantaged

         58%

     

     

    Grade 5 Reading

    2006-2007

    All Students

         61%

    Male

         58%

    Female

         65%

    IEP

         10%

    Economically Disadvantaged

         52%

     

     

    Grade 6 Reading

    2006-2007

    All Students

         69%

    Male

         62%

    Female

         78%

    IEP

         14%

    Economically Disadvantaged

         56%

     

     

    Grade 7 Reading

    2006-2007

    All Students

         83%

    Male

         76%

    Female

         92%

    IEP

         28%

    Economically Disadvantaged

         69%

     

     

    Grade 8 Reading

    2006-2007

    All Students

         90%

    Male

         88%

    Female

         91%

    IEP

         42%

    Economically Disadvantaged

         87%

     

     

    Grade 11 Reading

    2006-2007

    All Students

         72%

    Male

         65%

    Female

         80%

    IEP

         18%

    Economically Disadvantaged

         65%

     

     

     

     

    Participation Rate

    2006-2007

    Grade 3 Math

        100%

    Grade 3 Reading

        100%

    Grade 4 Math

        100%

    Grade 4 Reading

        100%

    Grade 5 Math

        100%

    Grade 5 Reading

        100%

    Grade 6 Math

        100%

    Grade 6 Reading

        100%

    Grade 7 Math

          99%

    Grade 7 Reading

          99%

    Grade 8 Math

        100%

    Grade 8 Reading

        100%

    Grade 11 Math

        100%

    Grade 11 Reading

        100%

     

    Targeted Assistance For Struggling Students

    The Cambria Heights Elementary has plans and programs in place to provide support for students having difficulty achieving academic standards.   The reauthorization of the Individuals with Disabilities Education Act (IDEA) was signed into law (P.L. 108-446) on 12/03/04 as the Individuals with Disabilities Education Improvement Act (IDEIA). It is the primary federal program that authorizes state and local aid for special education and related services for children with disabilities.  A Response to Intervention (RTI) model is used district-wide. It is considered an early intervening strategy, and its implementation at the elementary, middle school, and high school levels is ongoing. The support teams are identified as the Early Intervening Team at the elementary level, the 6th, 7th, or 8th Grade Team at the middle school level, and the Educational Support Team at the high school level. The following description of the RTI model represents all levels with examples provided from the elementary level.   

     

     It is a multi-tiered, standards-aligned strategy to enable early identification and intervention for struggling students.    Students in Tier 1 are considered “at risk” through screening in the general education classroom and receive high-quality, research-based instruction.  Instruction is differentiated and implemented by the general education teacher. Using the DIBELS assessment, PSSA results, and district developed criteria, Tier 2 students are identified and may receive additional help from instructors with expertise. Students in grades K-5 may be eligible for Title I  in reading and math.  Title I instruction is a combination of in class and pull out instruction usually occurring on a daily basis.  Title I assistance is provided by reading specialists and paraprofessionals.   Any student who is significantly below established grade-level benchmarks and has not responded to interventions in Tier 1 and 2 will receive intensive interventions from specialized staff using supplemental instructional materials with weekly progress monitoring. Students may be referred for evaluation to determine eligiblity/need for special education services.  At all district levels, Individual Education Plans are designed for children with disabilities to enable them to progress in the general curriculum. Students may also be considered for a Section 504 plan which falls under the provision of the Rehabilitation Act of 1973. These plans are not considered  IEPs as they provide assistance to students in the regular education curriculum.  Students can be eligible for a 504 plan when a physical or mental impairment such as asthma, injury, and attention and learning problems substantially limits one or more major life activities.

     The Cambria Heights School District strives to maintain and improve the quality of special education services by providing opportunities for ALL students to receive grade-level content instruction in general education classes.  The district supports an inclusive rationale that recognizes that all children learn at different rates, highlights the strengths of these learners, provides appropriate supplemental supports and services, and embraces diversity.  Strategies such as differentiated instruction, collaborative teaching and problem-solving methods will be utilized to more effectively support students with varying needs. 

    The district also intends to implement organizational revisions in order to support students with special needs by providing sufficient support staff, appropriate instructional materials, on-going professional development activities related to inclusive practices, and ensuring scheduling practices that increase participation of ALL students in all areas of school function.

     Student Goals:

    • All district students will be assigned to general education classrooms to the maximum extent possible to meet their needs, adhering to the principal of natural proportions whenever possible.
    • Collaboration will occur between support teachers, other certified professionals, and general education content teachers to develop and implement supports and accommodations for students in the general , education classroom (e.g., presentation of content, activities to engage students in learning, utilizing a variety of assessment methods, etc.)
    • All district students will be expected to participate within the general education curriculum and achieve at a higher level.

     Parent / Surrogate / Caregiver Goals:

    • All caregivers will support the students, faculty, and administration in the development and implementation of inclusive practices.
    • The district will invite caregivers to attend and participate in professional development related to inclusive practices.

     Faculty Goals:

    • All faculty will adopt beliefs and implement practices that support the inclusion of all students in general education classrooms.
    • All faculty will participate in self-initiated, school-based, or other staff development activities that support the successful inclusion of all students.
    • All faculty will participate in collaborative activities including planning, monitoring, problem-solving, and delivering services to all students.

     Administrative Goal:

    * All administrators will support the faculty, students, and parents in the development and implementation of inclusive practices; by providing staff development opportunities, observing classes and offering feedback, parent training, allowing opportunities for collaboration and planning, and scheduling to maximize service delivery.

     The Cambria Heights Middle School utilizes PLATO, a computer based tutorial that is individualized to target identified student needs.  Students are also given the opportunity for supplemental instruction in reading, writing, and math during the school day. Lessons may be modified to students’ level.  An after school tutorial help program is in place for various academic disciplines.  This tutorial program is available on an as need basis.

    The Cambria Heights High School offers courses for students needing credit recovery or alternative placement.  PLATO provides remediation for ACT classes and students identified as needing PSSA remediation.  A practice PSSA test is given to all 11th grade students for reading, writing, and math.  The lowest 50% in each of those areas are then scheduled for remediation for one period during the school day.  The subject area teachers who conduct the remediation target those areas of overall weakness.  After school tutoring is held in all academic areas on a regularly scheduled or as needed basis.    Teachers motivate students to complete assignments, make-up tests and finish projects but when this is not successful   an academic detention program is in place for students who have not completed academic work.  This focuses students on completing coursework thus improving grades.

    The district uses PVAAS, eMetric and the Grow Network to analyze student data to inform instructional decisions for targeted students.  Interventions will be implemented if appropriate.

     

    Support for Struggling Schools

    The Cambria Heights Elementary has plans and programs in place to provide support for students having difficulty achieving academic standards.   The reauthorization of the Individuals with Disabilities Education Act (IDEA) was signed into law (P.L. 108-446) on 12/03/04 as the Individuals with Disabilities Education Improvement Act (IDEIA). It is the primary federal program that authorizes state and local aid for special education and related services for children with disabilities.  A Response to Intervention (RTI) model is used district-wide. It is considered an early intervening strategy, and its implementation at the elementary, middle school, and high school levels is ongoing. The support teams are identified as the Early Intervening Team at the elementary level, the 6th, 7th, or 8th Grade Team at the middle school level, and the Educational Support Team at the high school level. The following description of the RTI model represents all levels with examples provided from the elementary level.   

     

     It is a multi-tiered, standards-aligned strategy to enable early identification and intervention for struggling students.    Students in Tier 1 are considered “at risk” through screening in the general education classroom and receive high-quality, research-based instruction.  Instruction is differentiated and implemented by the general education teacher. Using the DIBELS assessment, PSSA results, and district developed criteria, Tier 2 students are identified and may receive additional help from instructors with expertise. Students in grades K-5 may be eligible for Title I  in reading and math.  Title I instruction is a combination of in class and pull out instruction usually occurring on a daily basis.  Title I assistance is provided by reading specialists and paraprofessionals.   Any student who is significantly below established grade-level benchmarks and has not responded to interventions in Tier 1 and 2 will receive intensive interventions from specialized staff using supplemental instructional materials with weekly progress monitoring. Students may be referred for evaluation to determine eligiblity/need for special education services.  At all district levels, Individual Education Plans are designed for children with disabilities to enable them to progress in the general curriculum. Students may also be considered for a Section 504 plan which falls under the provision of the Rehabilitation Act of 1973. These plans are not considered  IEPs as they provide assistance to students in the regular education curriculum.  Students can be eligible for a 504 plan when a physical or mental impairment such as asthma, injury, and attention and learning problems substantially limits one or more major life activities.

     The Cambria Heights School District strives to maintain and improve the quality of special education services by providing opportunities for ALL students to receive grade-level content instruction in general education classes.  The district supports an inclusive rationale that recognizes that all children learn at different rates, highlights the strengths of these learners, provides appropriate supplemental supports and services, and embraces diversity.  Strategies such as differentiated instruction, collaborative teaching and problem-solving methods will be utilized to more effectively support students with varying needs. 

    The district also intends to implement organizational revisions in order to support students with special needs by providing sufficient support staff, appropriate instructional materials, on-going professional development activities related to inclusive practices, and ensuring scheduling practices that increase participation of ALL students in all areas of school function.

     Student Goals:

    • All district students will be assigned to general education classrooms to the maximum extent possible to meet their needs, adhering to the principal of natural proportions whenever possible.
    • Collaboration will occur between support teachers, other certified professionals, and general education content teachers to develop and implement supports and accommodations for students in the general education classroom (e.g., presentation of content, activities to engage students in learning, utilizing a variety of assessment methods, etc.)
    • All district students will be expected to participate within the general education curriculum and achieve at a higher level.

     Parent / Surrogate / Caregiver Goals:

    • All caregivers will support the students, faculty, and administration in the development and implementation of inclusive practices.
    • The district will invite caregivers to attend and participate in professional development related to inclusive practices.

     Faculty Goals:

    • All faculty will adopt beliefs and implement practices that support the inclusion of all students in general education classrooms.
    • All faculty will participate in self-initiated, school-based, or other staff development activities that support the successful inclusion of all students.
    • All faculty will participate in collaborative activities including planning, monitoring, problem-solving, and delivering services to all students.

     Administrative Goal:

    * All administrators will support the faculty, students, and parents in the development and implementation of inclusive practices; by providing staff development opportunities, observing classes and offering feedback, parent training, allowing opportunities for collaboration and planning, and scheduling to maximize service delivery.

     The Cambria Heights Middle School utilizes PLATO, a computer based tutorial that is individualized to target identified student needs.  Students are also given the opportunity for supplemental instruction in reading, writing, and math during the school day. Lessons may be modified to students’ level.  An after school tutorial help program is in place for various academic disciplines.  This tutorial program is available on an as need basis.

    The Cambria Heights High School offers courses for students needing credit recovery or alternative placement.  PLATO provides remediation for ACT classes and students identified as needing PSSA remediation.  A practice PSSA test is given to all 11th grade students for reading, writing, and math.  The lowest 50% in each of those areas are then scheduled for remediation for one period during the school day.  The subject area teachers who conduct the remediation target those areas of overall weakness.  After school tutoring is held in all academic areas on a regularly scheduled or as needed basis.    Teachers motivate students to complete assignments, make-up tests and finish projects but when this is not successful   an academic detention program is in place for students who have not completed academic work.  This focuses students on completing coursework thus improving grades.

    The district uses PVAAS, eMetric and the Grow Network to analyze student data to inform instructional decisions for targeted students.  Interventions will be implemented if appropriate.

     

    Qualified, Effective Teachers and Capable Instructional Leaders

    All teachers in Cambria Heights School District are highly qualified as defined by No Child Left Behind.  The district is committed to only employing highly qualified teachers.

     

    The Professional Education Plan ensures that all teachers are effective and meet Act 48 continuing education requirements.  Contractual incentives are given to encourage teachers to take continuing education credits and attend colleges and universities for postgraduate courses.  In addition, the professional staff may apply for tuition reimbursement upon satisfactory completion of district sanctioned postgraduate programs. 

    Teachers in the Cambria Heights School District are supported by instructional paraprofessionals positioned in special education, kindergarten classrooms and the Title I program.  Instructional paraprofessionals are required to possess an associate's degree or pass a competency test in reading, math and writing.  Paraprofessionals receive on-going staff development opportunities throughout the school year.  Paraprofessionals are an important support component for classroom teachers and will remain so throughout the course of the strategic plan.  

    The unique nature of a smaller school district provides equitable student access to all teachers.  At the elementary level, teachers are rotated on a regular basis to ensure that all students have access to the entire teaching staff.  Teaming of teachers is a regular practice at the middle school level.  This practice allows teachers to collaborate on best practices and to develop effective techniques to address the challenged learner.  Regular meetings are held for these purposes and this practice has been effective in addressing the learning needs of all students. 

    The Pennsylvania Inspired Leadership Initiative provides a statewide, standards-based leadership development and support system for Cambria Heights administrators at all levels through a delivery system that is cohort-based and embraces the regional collaboration of the intermediate units and their partners. The initiative is designed to build capacity in school leaders by focusing on what they need to know and be able to do in order to provide the guidance and direction of sustained instructional improvement leading to higher student achievement.

     

     

    Parent and Community Participation

    Parent and Community Participation

     

     

    Approaches

    [i] Parents or guardians, including those of children with disabilities

     Parent Teacher Organization  (K-12)

    [ii] Community groups

     

     Cambria County Coal Country Hangout, St. Francis University Outreach Program for Health and Wellness, Highlander Foundation (local alumni),

    [iii] Representatives of infants and toddlers, etc.

     Head Start-The school district cooperates with the Head Start program to ensure smooth transition to Kindergarten.

    [iv] Business

     

     Job Shadowing Program

    [v] Institutions of higher education

     

     Tri-State Study Council: University of Pittsburgh

    [vi] Other parent and community representatives

     

    Pre-Kindergarten Transition

    No Pre-K Offered

     

     

    Utilization of Resources and Coordination of Services

    Service/Resource

    Description

    Type

    ACRP

    Provides students will alternative education settings whether it be for mental illness or behavior.

    Student Services

    Admiral Peary Vocational-Technical School

    Provides tobacco awareness programs.

    Student Services

    Admiral Peary Vocational-Technical School Counselor Association

    Provides support and programs for high school counselors. Organizes and hosts financial aid nights.

    Other

    Advanced Training for Outstanding Mathematics and Science (ATOMS)

    Scholars Program conducted by Appalachia IU8 for students in grades 2 through 8.

    Student Services

    Alternative Community Resource Program (ACRP).

    This agency offers wrap-around services, community care worker program, ADHD Summer Treatment Program, and psychological services.

    Student Services

    Altoona Hospital

    Offers job shadow experiences for students.

    Student Services

    American Red Cross Keystone Chapter

    The American Red Cross assists families in aiding in disaster recovery. In cases of fires or other disasters they supply families with food, clothing, shelter and emergency medical supplies.

    Student Services

    Area Health Education Center

    Assists with job shadowing for students.

    Student Services

    Area Health Education Center

    Provides information on community health issues.

    Other

    Assist, Inc.

    This agency offers behavioral health services to families.

    Student Services

    Association of School Psychologists of Pennsylvania

    ASPP is the state organization for school psychologist and is more of a resource guide.

    Other

    Cambria County Association for Children and Adults with Learning Disabilities, Inc.

    This is an organization for families to provide support and resources for children with learning difficulties. This organization offers summer tutoring to reinforce basic skills.

    Student Services

    Cambria County Department of Emergency Services

    Involved in local emergency preparedness and response efforts.

    <, P class=MsoNormal>Student Services

     

    Cambria County Drug and Alcohol Services

    Provides consultative service for students and families with drug and alcohol issues.

    Student Services

    Cambria County Juvenile Probation

    Monitors students who are placed on probation. School visits, drug testing, attendance monitoring.

    Student Services

    Cambria County Mental Health Services

    Provides consultative service to families with mental health and/or mental retardation needs.

    Student Services

    Cambria Heights Tobacco/Violence Prevention Programs

    Students attend these classes for various policy violations. Programs provide education on tobacco dangers and violence prevention.

    Student Services

    CareerLink

    Provides information on job opportunities and employment trends.

    Student Services

    Center for Disease Control and Prevention

    The Procter & Gamble School Programs provides the school nurse with resources needed to teach puberty education to 5th grade students, and dental health education to 1st grade students.

    Other

    CERMUSA

    Provides health & wellness education through health classes in 9th grade.

    Student Services

    Challenge Program

    Provides $250 (4 per grades 10-12) awards annually to recognize students in the following areas: Highest GPA, Attendance, Most Improved GPA, and Community Service.

    Student Services

    CHAPS (Student Assistance Program)

    Provides support and monitoring for at-risk students. Referred students are monitored by CHAPS team members and are given the opportunity to receive services through Cambria County Mental Health and/or Cambria County Drug & Alcohol. Brings in guest speakers and provides activities to promote drug/alcohol free living.

    Student Services

    Children and Youth

    Provides students with an avenue for protection outside the school building.

    Student Services

    Collaborative:

    Principals at all three buildings have designed their master schedules to provide time for teachers and support staff to meet in order to discuss and evaluate student needs and interventions. Parents and students are involved in this process in all three buildings. Cambria Heights faculty have received ongoing training in co-planning and co-teaching techniques. Agency (e.g. Behavior Specialists, Assistive Technology Consults) and Specialized Staff (e.g. Physical and Occupational Therapists, Social Worker, etc.) regularly meet with instructional teams to update them on the most effective techniques to assist students and their families. Training modules are available on the district website for those individuals (including parents) to expand their knowledge in these areas and to develop sound strategies for implementation. "Stakeholders" in a student's life (e.g. parents, guardians, foster parents, agency personnel, etc.) consistently participate in IEP and Pre-referral meetings. Their input is valued and documented. The following "Teams" are in place and utilized within the district to provide a forum for collaboration and parent / family support: Early Intervening Teams at the Elementary, Middle, and High School. Additionally, C.O.P.E. and Student Assistance Teams are utilized at the Middle and High School. Additionally our district collaborates with individuals from the business community and higher education to help our students in their transition to adulthood.

    Special Education

    Community Action Partnership of Cambria County

    The Families United Network offers a drug prevention program for ages 10 through 13. This is provided in the community.

    Student Services

    Conemaugh Nurse Connection

    Symptom-based health information and/or physician referral hotline staffed by a registered nurse 24 hours/7days a week.

    Student Services

    District SAP (Student Assistance Program)

    CHAPS member attends district meetings on a monthly basis. Provides workshops and updates with SAP process.

    Other

    Dr. Maykovich

    School dentist. Consultant for dental issues.

    Other

    Dr. Weber

    School Physician. Provides physicals for students. Consultant for health issues/problems.

    Other

    Drug and Alcohol Resistance Education

    Provided by the Cambria County Court House. (D.A.R.E.) This 10 week program for fifth grade students teaches drug and alcohol resistance education.

    Student Services

    Goodwill Industries

    Offer job programs to HS students who meet criteria. Sponsors Youth Build (a program for students who have dropped out or are at-risk).

    Student Services

    Home Nursing Agency Bereavement Services for Children and Their Families

    These services are designed specifically for children and families who have suffered the loss of a loved one.

    Student Services

    Home Nursing Agency Bereavement Services for Children and Their Families

    Provides small group counseling to family members who have lost a loved one.

    Student Services

    Instructional:

    The district has taken aggressive strides to train the staff in methods to Differentiate Instruction and Assessment to provide maximum access for all students to the general curriculum. Administrative emphasis is placed on "tiering" curriculum and instruction, as well as strategies to best managing a differentiated classroom. Additional professional development is being planned to address these areas that are critical to it's success. Through "Walk-through" Observations, administrators report to the author that alternative methods of delivering instruction and evaluating progress are consistently utilized in district classrooms. *Students no longer need to "have an IEP" in order to demonstrate their learning in alternative ways (e.g. hands-on demonstration, answering verbally, typing answers, etc.) Through inclusion and differentiation teachers at Cambria Heights have discovered that many students benefit from creative means of delivering and assessing knowledge and skills (e.g. repeating directions, preteaching, oral responses to assessment prompts, etc). Learning and other support teachers work closely with general education teachers to review c, urricular expectations, and making any adjustments or adding reinforcing materials to supplement instruction in order to not only provide students access to the general curriculum, but also allow them to realistically progress toward their IEP goals. Research-based and validated instructional and assessment materials are used to supplement the general curriculum. For example, a students may receive direct Reading instruction using Corrective Reading, Reading Mastery, or Orton-Gillingham materials in addition to participating in a differentiated Reading class with their peers. Computer-based Assessments such as PLATO and MyAccess have enabled our teachers to provide students real-time feedback and an alternative from traditional paper and pencil tools. District teachers utilize technology to vary instructional presentations to students. SmartBoards also allow our students to directly interact with materials. Technology also benefits students in assessment where they can view their results and receive feedback instantaneously. Needed alternate materials are provided to district students to further provide access the general curriculum (e.g. texts on tape, font enlarging software, augmentative communication devices purchased through ACCESS funds and on loan from PaTTAN, etc.).

    Special Education

    IU8

    Hearing and Vision Support, PT, OT and Social Work services.

    Student Services

    Judge Long's Office

    Provides Drug Awareness and teaches students about life in jail.

    Student Services

    Memorial Medical Center

    Offers job shadow and volunteer opportunities for students.

    Student Services

    Multisystemic Therapy

    Students are referred through CYS or Probation. Meet with students during and after school.

    Student Services

    National Association for School Psychologists

    NASP is the national organization for school psychologists and provides an array of resources for psychologists, educators, and parents.

    Other

    Northwestern Human Services, Cambrian Hills Center

    This agency coordinates and provides wrap-around services.

    Student Services

    Nulton Diagnostic and Treatment Center, Children's Behavioral Health

    This agency is a resource for outside evaluations, counseling, and wrap-around services.

    Student Services

    Office of Community Health

    Provides materials for PA Youth Survey given to students at CH. Updates on health issues. Act 48 for school nurse. Helps coordinate school health programs.

    Other

    Office of Community Health

    Services included by the Conemaugh Medical Center's Office of Community Health are an integral part of our wellness activities, including our spark program and our Think First Safety program.

    Student Services

    Operation: Military Kids

    Provides students with a better awareness of the lives of families who have loved ones overseas. Also provides support to families with loved ones overseas.

    Student Services

    Outdoor Odyssey at Roaring Run

    Outdoor Odyssey provides children ages 8 through 12 summer camp experiences and mentoring by trained high school students.

    Student Services

    PA Department of Health Cambria County State Health Center:

    Local contact for the PA Department of Health to whom you may report a health threat. They also provide immunizations for children.

    Student Services

    PA State Police

    Has satellite office in HS. Provides protection, education, and walk-throughs.

    Other

    Patton Police

    Provides protections, education, and walk-throughs. Assists with student orientation at the beginning of year. Offers seat belt checks periodically.

    Other

    Pennsylvania Association of Federal Programs Coordinators

    Provides members with legislative updates and news.

    Other

    Pennsylvania Department of Health

    Learn about the actions the state of Pennsylvania is taking to prepare for a possible influenza pandemic, and find resources to learn the facts and help you prepare. Provides Act 48.

    Other

    Pennsylvania Department of Health Pandemic Flu Information

    Learn about the actions the state of Pennsylvania is taking to prepare for a possible influenza pandemic, and find resources to learn the facts and help you prepare.

    Other

    Pennsylvania Emergency Management Agency

    The Pennsylvania Emergency Management Agency works to plan responses to, prevent loss from, communicate news about, coordinate resources for and help communities recover from natural and manmade disasters and emergencies.

    Other

    Physical:

    Adaptations to the school environments to meet students needs occur daily within the district. Beginning with transportation to and from school buildings and activities, the district contracts through IU08 and Tri-County Transportation to provide for these needs (e.g. wheelchair accessible vans, lifts, transportation assistants, etc.) Within the school environment, numerous adaptations and modifications are made to ensure all students a comfortable and safe learning environment (e.g. elevator access, evacuation chairs in stairways, accessible lockers and restrooms, modified desks, etc.) Educational and technical specialists (IU08 Physical and Occupational Therapist, Hearing and Vision Support Teachers / Consultants, Electric Wheelchair Technicians, etc.) will promptly notify the Administration or Special Education Office of the need for adaptive equipment. Purchase orders are generated, and the equipment is ordered. These specialists will then update and inservice students, parents, faculty and staff in the appropriate and safe use of adaptive equipment. Adaptive equipment is also utilized to help students access extracurricular activities (e.g. lift utilized to help students in and out of the swimming pool located in the high school). Any and all arrangements are made to ensure that each student has the opportunity to participate in extracurricular activities and events. District teachers and support staff also have been trained and encouraged to be conscious of environmental factors that may be disruptive to students with specific needs (e.g. student's proximity to a working heater/fan, windows, etc.)

    Special Education

    Professional Family Care Services, Inc.

    This agency coordinates foster care placement and provides adoption services.

    Student Services

    Remembering ADAM

    Provides drug awareness for students.

    Student Services

    School Social Work Services provided by IU 8

    The school social worker consults with school personnel and assists families in referrals to outside agencies.

    Student Services

    Social-Behavioral:

    The Cambria Heights School District strives to provide positive behavioral supports to increase appropriate behavior and reduce disruptive behavior. In addition to communicated expectations, appropriate staff modeling, and "moral-building" programs implemented district-wide, providing positive supports to prevent and address inappropriate behaviors has been a focal point for our district early intervening and student-assistance teams. Early Intervening Teams at each building are comprised of support staff that are knowledgable in student behavior and appropriate means to assess needs, develop positive plans, and evaluate progress. These team members may include: a school counselor, the school psychologist, the district emotional support teacher, the autistic support teacher, as well as agency personnel such as therapists / BSCs which offer insight and recommendations to provide positive behavioral supports. The district also contracts a school social worker to serve as liaison between family, school, and agencies to ensure a consistent and cohesive intervention plan for students in need of behavioral supports. Team members assist teachers and support staff identify any student displaying patterns of behaviors that are disruptive or interfering with their ability to learn and function appropriately within the school environment. Functional Behavioral Assessments (FBA) are conducted to define student behavioral difficulties, gather the data needed to identify any variables that are reinforcing the behavior, as well as the baseline data needed to appropriately develop a positive behavior intervention plan to assist the student. When an intervention plan is proposed, the team enlists the help of the family, and designates a time for implementation and time to reconvene to evaluate the effectiveness of the plan. Conducting FBA's and developing individualized behavior support plans have been successful at all building levels in providing a cooperative and systematic intervention to address behavioral and emotional needs.

    Special Education

    Southern Allegheny Academy

    Students placed here attend tutoring and programs after school. Students are picked up from the HS school and are transported to Portage.

    Student Services

    St. Vincent DePaul

    Can provide medicine and clothing to students in need.

    Student Services

    Sylvan Learning Center

    Sylvan assesses skills and offers tutoring based upon individual needs.

    Student Services

    TAR WARS provided by Conemaugh Hospital

    Resident doctors speak to students regarding tobacco use prevention at the fifth grade level.

    Student Services

    Teen Action Coalition

    Encourage schools and agencies in Cambria and surrounding Counties to work together to address issues concerning teenagers and help reduce teen pregnancies.

    Student Services

    Teen Parenting Programs (ELECT, Father Initiative Program, NCTIP)

    Provides support and education to expecting/current teen mothers and fathers.

    Student Services

    The Family Center

    This organization provides families with referral sources to assist with parenting, health care costs, and other human services.

    Student Services

    The Learning Lamp

    This agency provides tutoring by PA Certified teachers for students in grades kindergarten through 12.

    Student Services

    Upward Bound

    Offers summer courses, programs, and work experiences for first generation college-bound students in grades 9-12. Holds tutoring sessions after school for students in program. Offers help in applying for post-secondary opportunities.

    Student Services

    Victim Services, Inc

    Provides classroom education on such topics as Bullying, Relational Aggression and Sexual Harassment.

    Student Services

    Women's Help Center

    This agency provides domestic counseling for adults and children. It also offers violence prevention and character education programs.

    Student Services

    Yellow Ribbon

    Provides students will information about suicide prevention.

    Student Services