Cambria Heights School District

     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.

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

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.

 

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.

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%.

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.

 

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.   

  

 

 

  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.

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.

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.

 

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%

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 6^th, 7^th, or 8^th 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 11^th 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.

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 6^th, 7^th, or 8^th 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 11^th 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.

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.

 

No Pre-K Offered