GASD Comprehensive Plan 2025-2028

Greencastle-Antrim SD Comprehensive Plan | 2025 - 2028

Greencastle-Antrim School District

Greencastle, Pennsylvania

Comprehensive Plan 2025-2028 Superintendent: Dr. Lura A. Hanks

Contact Information:

360 South Ridge Avenue Greencastle, PA 17225 (717) 597-3226 x50502 lhanks@gcasd.org

Table of Contents READY! ................................................................................................................................................................................ 6 Steering Committee ............................................................................................................................................................ 6 Local Education Agency (LEA) Profile ................................................................................................................................... 8 Mission and Vision ............................................................................................................................................................ 10 Mission ......................................................................................................................................................................................... 10 Vision ........................................................................................................................................................................................... 10 GASD Core Competencies ................................................................................................................................................ 11 Educational Values ........................................................................................................................................................... 11 Students ....................................................................................................................................................................................... 11 Staff ............................................................................................................................................................................................. 11 Administration .............................................................................................................................................................................. 12 Parents ......................................................................................................................................................................................... 12 Community ................................................................................................................................................................................... 13 SET! ................................................................................................................................................................................... 14 Future Ready PA Index ....................................................................................................................................................... 14 Review of the School(s) Level Performance ................................................................................................................................... 14 Review of Grade Level(s) and Individual Student Group(s) .............................................................................................................. 16 Summary ...................................................................................................................................................................................... 21 Strengths ...................................................................................................................................................................................................................... 21 Challenges ................................................................................................................................................................................................................... 21 Local Assessment ............................................................................................................................................................. 22 English Language Arts ................................................................................................................................................................... 22 English Language Arts Summary ................................................................................................................................................... 23

3 Strengths ...................................................................................................................................................................................................................... 23 Challenges ................................................................................................................................................................................................................... 23 Mathematics ................................................................................................................................................................................ 24 Mathematics Summary ................................................................................................................................................................. 25 Strengths ...................................................................................................................................................................................................................... 25 Challenges ................................................................................................................................................................................................................... 25 Science, Technology, and Engineering Education ........................................................................................................................... 25 Science, Technology, and Engineering Education Summary ........................................................................................................... 25 Strengths ...................................................................................................................................................................................................................... 25 Challenges ................................................................................................................................................................................................................... 25 Related Academics ........................................................................................................................................................... 26 Career Readiness ......................................................................................................................................................................... 26 Career and Technical Education (CTE) Programs ............................................................................................................................ 26 Social Studies (Civics and Government, Economics, Geography, History) ...................................................................................... 26 Summary ...................................................................................................................................................................................... 27 Strengths ...................................................................................................................................................................................................................... 27 Challenges ................................................................................................................................................................................................................... 27 Equity Considerations ....................................................................................................................................................... 28 English Learners ........................................................................................................................................................................... 28 Summary ...................................................................................................................................................................................... 28 Strengths ...................................................................................................................................................................................................................... 28 Challenges ................................................................................................................................................................................................................... 28 Supplemental LEA Plans ................................................................................................................................................... 29 Strengths ...................................................................................................................................................................................................................... 30 Challenges ................................................................................................................................................................................................................... 30 Conditions for Leadership, Teaching, and Learning ............................................................................................................ 31 Empower Leadership for District Continuous Improvement ........................................................................................................... 31 Focus on Continuous Improvement of Instruction ......................................................................................................................... 31

4 Provide Student-Centered Supports so That All Students are Ready to Learn .................................................................................. 31 Implement Data-Driven Human Capital Strategies ........................................................................................................................ 31 Organize and Allocate Resources and Services Strategically and Equitably .................................................................................... 31 Summary ...................................................................................................................................................................................... 32 Strengths ...................................................................................................................................................................................................................... 32 Challenges ................................................................................................................................................................................................................... 32 Summary of Strengths and Challenges from the Needs Assessment ................................................................................. 33 Strengths ...................................................................................................................................................................................... 33 Challenges ................................................................................................................................................................................... 35 Most Notable Observations/Patterns ............................................................................................................................................ 36 Analyzing (Strengths and Challenges) ................................................................................................................................ 37 Analyzing Challenges .................................................................................................................................................................... 37 Analyzing Strengths ...................................................................................................................................................................... 38 Priority Challenges ....................................................................................................................................................................... 39 GO! GASD Comprehensive Plan Goals for 2025-2028 ........................................................................................................ 42 Action Plan ........................................................................................................................................................................ 43 Measurable Goals ......................................................................................................................................................................... 43 Action Plan For: Collective Efficacy/Collaboration/PLCs ............................................................................................................... 43 Action Plan For: Universal Design for Learning/Highly Effective Practices ...................................................................................... 44 Action Plan For: Structured Literacy .............................................................................................................................................. 45 Action Plan For: Content Knowledge .............................................................................................................................................. 46 Action Plan For: Daily Reading of Grade-level Texts ........................................................................................................................ 47 Action Plan For: Mathematical Thinking ......................................................................................................................................... 48 Action Plan For: Improving Attendance through Relationships ....................................................................................................... 49 Action Plan For: Instructional Rounds ............................................................................................................................................ 50

Professional Development ................................................................................................................................................ 51 Professional Development Action Steps ........................................................................................................................................ 51 Structured Literacy ....................................................................................................................................................................... 52 Content Knowledge ...................................................................................................................................................................... 53 Universal Design for Learning ........................................................................................................................................................ 55 Instructional Rounds .................................................................................................................................................................... 56 Mathematical Thinking .................................................................................................................................................................. 57 Communications Activities ............................................................................................................................................... 59 Approvals & Signatures ..................................................................................................................................................... 63 APPENDIX A: Educator Induction Program ........................................................................................................................ 64 Introduction ...................................................................................................................................................................... 65 New Professional Teaching Staff ................................................................................................................................................... 65 New Administrative Staff ............................................................................................................................................................... 65 Standards Aligned System ............................................................................................................................................................. 66 Pennsylvania’s Standards Aligned System .................................................................................................................................................................... 66 Educator Effectiveness System: Act 82 of 2012 .............................................................................................................................. 68 Greencastle-Antrim Induction Plan ................................................................................................................................... 68 Educator Induction Committee ..................................................................................................................................................... 69 Mentors ........................................................................................................................................................................................ 71 Inductees ..................................................................................................................................................................................... 73 Virtual Induction Institute ............................................................................................................................................................................................. 74 Professional Development Activities and Topics ............................................................................................................................ 75 Evaluation and Monitoring ............................................................................................................................................................. 76 Documentation of Participation and Completion ........................................................................................................................... 76

READY! Greencastle-Antrim staff and community members Set Sail in 2020 to determine where we were going. Using the Portrait of a Graduate process, the initial team spent months developing our five core competencies, which was the catalyst to the redesign of our curriculum and assessment framework. In 2023, we developed the GASD Advisory Council to engage our stakeholders in monitoring the progress of our goals and maintain a course for continuous improvement as a district. During the 2022-2025 comprehensive plan cycle, we targeted curriculum design and the development of our comprehensive assessment framework. We also worked to formalize our multi-tiered system of supports to address the unique needs of our learners. It is our expectation that this plan continues to propel us forward as it maintains our high expectations and aligns with our beliefs and values as a community. We articulate those through our GASD Core Competencies and efforts to provide students support in finding their pathways beyond graduation. Steering Committee GASD Advisory Council members (those that attended multiple sessions) as well as GASD school board members, administrators and staff contributed to the development and/or review of this plan. Needs assessments were conducted in the spring of 2024 and fall of 2024 to gather perceptual data from our families and staff. Trends in local, state, and national assessments provided additional feedback that assisted in identifying our strengths and challenges as a district. Staff in each building were able to review the information and provide insights into what was working well and strategies that could help address our challenges. Name Position/Role Representation Email Lura Hanks Administrator GASD District lhanks@gcasd.org Angela Singer Administrator GASD District asinger@gcasd.org Ed Rife Administrator GASD District erife@gcasd.org Ginger Thompson Administrator GASD District gthompson@gcasd.org Mike McManus Administrator GA High School mmcmanus@gcasd.org Ashley Martin Administrator GA Primary & Elem anmartin@gcasd.org Jerry Crable Administrator GA Middle School gcrable@gcasd.org Chad Stover Administrator GASD District cstover@gcasd.org Nicky Tosten Administrator GASD District ntosten@gcasd.org Jenelle Wagner Staff Member GA Primary School jwagner@gcasd.org Jen Faith Staff Member GA Elementary School jfaith@gcasd.org Missi Shuey Staff Member GA Middle & High School mshuey@gcasd.org

Courtney Kelley

Staff Member Staff Member

GA Middle & High School

ckelley@gcasd.org pbaker@gcasd.org

Penni Baker

GASD District

Stefanie-Breneman- Smith

Parent

GASD Advisory Council

sbreneman-smith@shalomca.com

Parent Parent

GASD Advisory Council GASD Advisory Council GASD Advisory Council

Brittany Clites

bolc13@hotmail.com

Jeff Gable Jeff Ford

jeffreygable1980@hotmail.com

Community Member

Jeff4d@live.com

Sarah Nelson Rhonda Shatzer

Parent/Business Owner GASD Advisory Council

perrysscoops@gmail.com

Parent Parent

GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council GASD Advisory Council

drshatzer@comcast.net

Lindsey Ensminger

linds0748@yahoo.com

Staff Member Staff Member Staff Member

Sandy Turman

sturman@gcasd.org

Joshua Fretz

jfretz@gcasd.org

Leah Shaw

lshaw@gcasd.org

Parent

Jessica Mowen

jessmowen@gmail.com

Staff Member/Admin

Christine Palmer

cpalmer@gcasd.org

Parent Parent Parent

Dori Dunkle

doridunkle@gmail.com

Jonathan Rotz

jonathan.rotz@pioneer.com

Rachel Thompson

rach1218@hotmail.com dbarrett@gcasd.org

Daniel Barrett

Staff Member

Parent/Business Owner GASD Advisory Council

Jeremy Jamison

jeremyjamison@financialguide.com

Parent

Stephen Pellegrino

stephencp@aol.com

Staff Member

Ethan Clever

ecc98@comcast.net

Parent

Joshua Dull

joshuasdull@gmail.com

Parent/Higher Ed

Michael Doncheski

michael.doncheski@gmail.com

Parent Parent Parent

Tamyra Jansen

Tltoth30@gmail.com

Wendy Witmer

nwwitmer@comcast.net

Lillian Ajok Mahone

Lillianmahone@gmail.com

School Board School Board School Board

Janon Gray

Janon.gray@gcasd.org

Eileen Dickinson

eileen.dickinson@gcasd.org Jacob.burns@gcasd.org

Jacob Burns

Local Education Agency (LEA) Profile

Greencastle-Antrim School District (GASD) is a K-12 public education school system located in Cumberland Valley of south-central Pennsylvania. GASD borders Maryland and is bisected by Interstate 81. It lies south of Chambersburg in Franklin County and covers 72 square miles including the Greencastle Borough and Antrim Township. GASD has a history of providing quality educational experiences for approximately 3,100 students. The district’s four school buildings as well as an environmental center are situated on a 120-acre campus. Other instructional programs and services provided include: Special Education and 504 Service Plans, English Learners (EL), gifted enrichment program, language arts, math, science, social studies, art, music, wellness, and STEM experiences throughout the district. Greencastle Antrim High School (GAHS) offers vocational programs through the Franklin County Career and Technology Center (FCCTC), Dual enrollment (Hagerstown Community College, Penn State Mont Alto, Wilson College, Central Penn, and Shippensburg University), college on campus, and 13 Advanced Placement Courses. Pupil services include a Multi-tiered System of Support Team K-12, Student Assistance Program (K-12), a variety of intervention programs, guidance, nursing, school-based counseling, Comprehensive Career Exploration Program K-12, Character Counts, and an acceleration program (2-12). GASD’s mission, vision, motto (Children First), and values guide the decision-making process across the entire district and help to shape the culture.

-Core Competencies -Safety and Security -Quality Instruction for all students -Specific Intervention available -Technology to enhance instruction and engage students -Professional Development

GASD employs a workforce of approximately 400 individuals with a variety of skills and abilities. Looking ahead, GASD is excited about our focus on a well-rounded education for students that considers multiple pathways that can lead students to success after graduation. GASD has identified five competencies that describe the profile of a GASD graduate and will use these competencies as our long-term transfer goals to thread the student experience from kindergarten through grade 12. GASD is preparing for the future by embracing the diverse cultures in our community and the expanding power of technology to address the unique needs of every student. Our five core competencies serve to focus our attention on what matters most for our children as we prepare them for success in an unpredictable world.

Competency 1: Critical Thinking and Social Responsibility Competency 2: Creativity and Innovation Competency 3: Literacy and Communication Competency 4: Physical and Emotional Health Competency 5: General Knowledge and Academic Preparation

We recognize five pathways that students may take beyond graduation:

Workforce Pathway Military Pathway

4-year College Pathway 2-year College Pathway Trade School Pathway

All five pathways can lead to success. GASD will support students in finding the pathway that best serves their passions and matches their skillsets. By engaging students at the earliest ages, we believe that explicit attention to our GASD Core Competencies will provide opportunities for students to grow in their understanding of self and take ownership for their personal growth and development. GASD will provide opportunities that permit choice and time to investigate topics that matter to our students. GASD students will grow in their confidence while learning how they find their own voice to communicate their thoughts and ideas in different ways and for different purposes while building the academic knowledge and skills to compete in a global economic system and become contributing members of society. It is our vision, that by investing in the empowerment of our children, every student will experience personal success and positively impact the world.

Mission and Vision

Mission A community invested in empowering our students to strive for excellence to succeed in the future.

Vision It is by design that upon graduation, our students will have had guaranteed opportunities to develop competencies that will prepare them to navigate their own course successfully. We want our students to be marketable in the workforce and continuing education paths that are available to them. Every student will experience personal success and positively impact the world. We recognize five pathways that students may take beyond graduation:

•

Workforce Pathway

•

Military Pathway

•

4-year College Pathway

•

2-year College Pathway

•

Trade School Pathway

Every GASD student will experience personal success and positively impact the world.

GASD Core Competencies

• Critical Thinking and Social Responsibility • Creativity and Innovation • Literacy and Communication • Physical and Emotional Health • General Knowledge and Academic Preparation

Educational Values Students

Our community stakeholder group worked to envision the future of GA and identify competencies that would lead our students to success. Once a draft was developed, we asked our peer leaders at the high school for feedback. They were provided with the draft documents and offered feedback. Students were surveyed again in the spring of 2024 to gather their perceptions and feedback as to the quality and experience of their education. This information is critical to our planning for the 2025-2028 goals. Staff Initially, members of our GA staff participated as critical participants in our stakeholder group, referred to as our Destination Design Team. Once this group drafted the core competencies to define the Portrait of a GA Graduate, our entire staff was asked to review the documents and provide feedback. Additionally, staff were asked to begin to develop each competency further by identifying what the competency is and is not. Over the previous three-year comprehensive plan, our staff work in teams to design and align our curriculum to the core competencies and the state standards. Staff have worked with us to develop learning principles that guide our instructional design and define for our district what high quality, effective practices look like in our classrooms. These have become the expectations for all teachers across grades and content. Staff were surveyed in the spring of 2024 to gather feedback on our climate, educational setting, and expectations. The information gathered is being used to create our 2025-2028 comprehensive plan.

Administration Our administrative team worked with every stakeholder group to organize time and places for them to meet, prepare agendas, and maintain attention to task. They facilitated the work that continued in the alignment of our competencies to instructional practices and curriculum enhancements. Our administrators keep the core competencies at the forefront of decisions and the target visible for staff, students, and the community. Beginning in the 2023-2024 school year, our administrative team organized into smaller groups that included mixed content and level expertise to conduct district walkthroughs. This allows our team to observe trends and patterns in our observations as aligned to our instructional expectations. This has provided valuable insights to focus further professional development opportunities for our next comprehensive plan. Parents Our parents participated in as many meetings as possible, both in-person and virtually. They were asked to think critically and review the resources provided to gain various perspectives. The initial directions to the group are below: As a committed member of the team, we will work to maximize time together and digital tools that can accommodate a variety of schedules and time constraints. Our goal is to shape the future direction of our schools and will require conversations around: • how the world and society are changing, • the changing workforce needs, and • how we can redesign educational experiences to best prepare our students to meaningfully compete and contribute in the 21st century. Parents shared the strengths and weaknesses as we look ahead, as well as what would be needed to attain our vision. Parents were surveyed in the spring of 2024 to gather perceptions and feedback on our progress as a district, areas of strength and areas that need additional focus.

Community As with our parents, community members participated in as many meetings as possible, both in-person and virtually. They were asked to think critically and review the resources provided to gain various perspectives. The initial directions to the group are below: As a committed member of the team, we will work to maximize time together and digital tools that can accommodate a variety of schedules and time constraints. Our goal is to shape the future direction of our schools and will require conversations around: • how the world and society are changing, • the changing workforce needs, and • how we can redesign educational experiences to best prepare our students to meaningfully compete and contribute in the 21st century. Community members shared the strengths and weaknesses as we look ahead, as well as what would be needed to attain our vision. The GASD Advisory council was formulated in 2023 in which members represent all subgroups of our community and demographics. This group has been a critical resource as we review data and feedback collected and discuss the future of our district. This group has helped to identify priorities and timelines for accomplishing goals. The Advisory Council meets twice per year in the fall and spring.

SET! The Greencastle-Antrim comprehensive planning teams reviewed the PA Future Ready Index, related academic performance measures, and considered data available for subgroup populations to include English learners, students with disabilities, advanced groups, and demographics to identify strengths and challenges within the system. GASD also examined the following supplemental plans to understand the most pressing needs of the district, to align priorities across plans, and to identify and resolve conflicts or redundancies: • Special Education Plan

• Gifted Education • Student Services • K-12 Guidance (339) • Technology • English Learners

Future Ready PA Index Review of the School(s) Level Performance Strengths Indicator

Comments/Notable Observations

(High) ELA/Literature Proficient/Advanced ELA/Lit PVAAS Trend (High) Math/Algebra Math/Alg PVAAS

While did not meet the P/A Interim Goal - 11.1% Above State Avg (High 65%) Met Growth Standard (High 72%) and increased from 50% in 2022-2023. Steady upward growth trend since 2020-2021. While did not meet the P/A Interim Goal - 6.8% Above State Avg (High 47%) Exceeded Growth Standard 26.1% Above State Avg (High 100%) 4-year Cohort Exceeded State Goal - 6.6% Above State Avg (High 94.2%) 5-year Cohort 7.1% Above State Avg (High 97.1%) P/A - Met Interim Goal - 16.4% Above State Avg (Middle70.3%) Exceeds Growth Standard - 11.6% Above State Avg (Middle 87%) 12.2% Above State Avg (Middle 24.6%)

(High) Graduation Rate

(Middle) ELA Proficient/Advanced ELA PVAAS ELA Advanced (Middle) Science Proficient/Advanced Science Advanced Science Trend

P/A - Met Interim Goal - 12.6% Above State Avg (Middle 71.8%) Adv - 5.1% Above State Avg (Middle 30.9%) Trend - Overall Scores have increased since 2018-2019

(Elem) Science Proficient/Advanced Science Advanced (Elem) ELA Proficient/Advanced ELA PVAAS ELA Advanced (#) (Elem) Math Proficient/Advanced Math PVAAS Math Advanced

P/A Exceeded Interim Goal - 27.5% Above State Avg (Elem 86.7%) Adv - 4% Above State Avg (Elem 29.8%) While did not meet the P/A Interim Goal - 7.4% Above State Avg (Elem 61.3%) Exceeded growth standard - 22.6% above the state (Elem. 98%) While did not meet P/A Interim Goal - 13.2% Above State Avg (Elem 61.3%) Met Growth Standard (Elem 76%) Advanced scores have trended up since 2020-2021 and 5.6% Above State Average (Elem 20.6%) (High) Meets performance standards at 97.3% and has almost met the target goal of 98%. This is an increase from 92.2% in 2022-2023. (Middle) 8.6% Above State Avg, Exceeded Performance Standards (Middle 100%) (Elem) 7.8% Above State Avg, Exceeded Performance Standards (Elem 99.2%) (High) Exceeded Interim Goal 39.2% demonstrated competency or advanced on assessments. Trending upward 12.4% increase since 2020-2021.

(High, Middle & Elem) Career Standards Benchmarks

(High) Industry Based Standards

(Primary, Elementary and Middle) Attendance

Met Performance Standard Primary 86.3% Elementary 83.8% Middle 87.2%

Challenges Indicator

Comments/Notable Observations

(Elementary & High) ELA Proficient & Advanced % are not close to 2033 Statewide Goal. (Elementary, Middle & High) Math Proficient & Advanced % are not close to 2033 Statewide Goal. (Middle & High) Science Proficient & Advanced % are not close to 2033 Statewide Goal. High School Achievement - Literature, Algebra, Biology PVAAS - ELA

ELA State Goal for 2033 - 81.1% Elem - 61.3% (-19.8%) High - 65% (-16.1%)

Math State Goal for 2033 - 71.8% Elem - 53.4% (-18.4%) Middle - 44.4% (-27.4%) High - 47% (-24.8%)

Science State Goal for 2033 - 83% Middle - 83% (-11.2%) High - 55.4% (-27.6%)

All content areas of proficient/advanced achievement are below state interim targets. Proficient/Advanced ELA scores continue to drop from GAMS to GAHS. ELA/Lit Growth Below State Average

Middle School Math

Proficient/advanced achievement is below state interim target.

Elementary ELA & Math PVAAS - Science

Proficient/advanced achievement are below state interim targets. Science growth below state average.

High School - 16.7% below State Performance Standard All student group did not meet the performance standard (77.4%) 23% of students identified as habitually truant by state standards (18 or more days of school missed) Middle School - 10.3% below State Performance Standard Attendance rate has decreased by 6.6% since 2018-2019 (83.8%) Elementary School -6.9% below State Performance Standard Trending down since 2018- 2019 Primary School - 7.8% below State Performance Standard

(High, Middle, Elementary, Primary) School Attendance

Review of Grade Level(s) and Individual Student Group(s) Strengths Indicator Science Grade Level(s) and/or Student Group(s) Elementary School - White, Economically Disadvantaged, and Students with Disabilities

Comments/Notable Observations White (90.1%) exceeded performance and ED (81.5%) & SWD (76.3%) increased performance. SWD (91%) exceed Growth Standard target.

Indicator ELA Grade Level(s) and/or Student Group(s)

Comments/Notable Observations Hispanic group meet interim (71.1%) target and increased performance. White, ED, SWD, and combined ethnicity groups did not meet the interim target, but did increase ELA performance. Hispanic (76%), White (100%), ED (95%) and SWD (93%) meet or exceed Standard Growth target. Comments/Notable Observations Hispanic group (53.8%) meet interim target White increased math performance 8.2% from 2020-2021 ALL Subgroups, except 2 or more Races, meet Standard Growth target Comments/Notable Observations ALL subgroups meet or exceed Standard Growth target White 18.6% Above State Avg (Middle 72.5%) ED 7.2% Above State Avg (Middle 61.6%)

Elementary School- Hispanic, White, Economically Disadvantaged, Students with Disabilities, and Combined Ethnicities Indicator Math Grade Level(s) and/or Student Group(s) Elementary School - Hispanic and White

Indicator ELA Grade Level(s) and/or Student Group(s)

Middle School - White, Economically Disadvantaged and ALL Subgroups Indicator Math Grade Level(s) and/or Student Group(s) Middle School ALL subgroups and white Indicator Science Grade Level(s) and/or Student Group(s) Middle School - White, Economically Disadvantaged and ALL Subgroups Indicator ELA Keystone Grade Level(s) and/or Student Group(s) High School - White, Economically Disadvantaged, Combined Ethnicities Indicator Biology Keystone Grade Level(s) and/or Student Group(s) High School - Economically Disadvantaged Indicator Algebra Keystone Grade Level(s) and/or Student Group(s) High School - White and Combined Ethnicity

Comments/Notable Observations ALL subgroups meet Standard Growth target White 6.5% Above State Avg (Middle 46.7%)

Comments/Notable Observations ALL Subgroups meet Standard Growth target White and ED meet Performance Standard White: 15.2% Above State Avg. (Middle 74.4%) ED: 5.2% Above State Avg (Middle 64.4%)

Comments/Notable Observations White, ED, Combined Ethnicities demonstrated Standard Growth White (71%) and Combined Ethnicity (76%) meet Standard Growth target Economically Disadvantaged groups grew in ELA (50% in 22/23 to 68% in 23/24)

Comments/Notable Observations Economically Disadvantaged (72%) demonstrated Standard Growth target Economically Disadvantaged groups grew in Science (59% in 22/23 to 72% in 23/24)

Comments/Notable Observations White (100%) and Combined Ethnicities (74%) meet or exceed growth target in math.

Indicator Attendance Grade Level(s) and/or Student Group(s)

Comments/Notable Observations 2 or More Races (88.6%) and Combined Ethnicities (82.4%) meet Interim target and increased performance

Elementary School - 2 or More Races and Combined Ethnicity Indicator Attendance Grade Level(s) and/or Student Group(s) Middle School - White and 2 or More Races Indicator Attendance Grade Level(s) and/or Student Group(s) Primary School - Hispanic, Students with Disabilities and Combined Ethnicities Challenges Indicator ELA Grade Level(s) and/or Student Group(s) Elementary School - white, 2 or more races, Economically Disadvantaged, Students with Disabilities, and Combined Ethnicities

Comments/Notable Observations White (85.1%) meet interim target and maintained performance 2 or More Races (86.5%) meet Interim target and increased performance

Comments/Notable Observations Hispanic (85.3%), SWD (85.9%), and Combined Ethnicities (83.3%) meet Interim target and increased performance. ALL subgroups meet interim target, except ED. However, ED did increase from previous year.

Comments/Notable Observations ALL subgroups, except Hispanic, did not meet interim target. 2 or more races and combined ethnicity did not meet standard growth target and decreased in their growth.

Indicator Math Grade Level(s) and/or Student Group(s)

Comments/Notable Observations ALL subgroups, except Hispanic, did not meet interim target. ALL subgroups, except Hispanic, decreased in their growth.

Elementary - white, 2 or more races, Economically Disadvantaged, Students with Disabilities, and Combined Ethnicities

Indicator ELA Grade Level(s) and/or Student Group(s) Middle School - ALL subgroups Indicator Math Grade Level(s) and/or Student Group(s) Middle School - ALL subgroups

Comments/Notable Observations While the white subgroup met the interim target, performance decreased. The hispanic, 2 or more races, ED, SWD, and combined ethnicity groups did not meet interim targets and decreased. Comments/Notable Observations No subgroup met the interim target for math and ALL subgroups decreased in their growth. Comments/Notable Observations ELA 25.7% Below State Avg (Elem SWD 28.2%) Math 16.8% Below State Avg (Elem SWD 23.4%) ELA 30.4% Below State Avg (Middle SWD 23.5%) Math 34.1% Below State Avg (Middle SWD 6.1%) Science 40% Below State Avg (Middle SWD 19.2%) ELA/Lit 45.9% Below State Avg (High SWD 8%) Math/Alg 28.2% Below State Avg (High SWD 12%) Science/Bio 55.2% Below State Avg (High SWD 4%) Comments/Notable Observations Middle - The Combined pass rate for PSSA for SWD students is 14.8%. High - The Combined pass rate for Keystone for SWD students is 10% and Growth scores are not increasing.

Indicator Math, ELA, Science Grade Level(s) and/or Student Group(s) Elementary, Middle and High Schools - Students with Disabilities Indicator ELA/Literature and Math/Algebra Combined Scores Grade Level(s) and/or Student Group(s) Middle and High School - Students with Disabilities Indicator Grade Level(s) and/or Student Group(s) Indicator Biology Keystone Grade Level(s) and/or Student Group(s) High School - Students with Disability

Comments/Notable Observations

Comments/Notable Observations Scores decreased from 72% to 67% to 54% in growth.

Indicator Attendance Grade Level(s) and/or Student Group(s)

Comments/Notable Observations Students in these subgroups did not meet the interim target and decreased their performance; none of the subgroups met the interim targets.

High School - Hispanic, 2 or more race, combined ethnicity Indicator Attendance Grade Level(s) and/or Student Group(s) Elementary School - SWD and white; Economically Disadvantaged Indicator Attendance Grade Level(s) and/or Student Group(s) Middle School - Hispanic, ED, and SWD Indicator Attendance Grade Level(s) and/or Student Group(s) Primary School - white, 2 or more races

Comments/Notable Observations While these groups met the attendance target, they are decreasing; ED students did not meet the target and decreased.

Comments/Notable Observations Students in these groups did not meet the interim target and decreased performance.

Comments/Notable Observations Students in these groups all met the target, but decreased their performance.

Summary

Strengths Middle School - ELA Proficient/Advanced, PVAAS Growth and Advanced P/A - Meet Interim Goal - 16.4% Above State Average (Middle 70.3%) Exceeds Growth Standard - 11.6% Above State Average (Middle 87%) 12.2% Above State Average (Middle 24.6%) Elementary and Middle School - Science Proficient/Advanced Middle: P/A - Met Interim Goal - 12.6% Above State Average (Middle 71.8%) Advanced - 5.1% Above State Average (Middle 30.9%) Trend - Overall Scores have increased since 2018-2019 Elementary: P/A Exceeded Interim Goal - 27.5% Above State Average (Elem 86.7%) Advanced - 4% Above State Average (Elem 29.8%) High School - Graduation Rate 4-year Cohort Exceeded State Goal - 6.6% Above State Average (High 94.2%) 5-year Cohort 7.1% Above State Average (High 97.1%) Elementary, Middle and High School - Career Standards High - Meets performance standards at 97.3% and has almost met the target goal of 98%. This is an increase from 92.2% in 2022-2023. Middle - 8.6% Above State Average, Exceeded Performance Standards (Middle 100%) Elementary - 7.8% Above State Average, Exceeded Performance Standards (Elem 99.2%) Elementary, Middle and High School - Subgroup Performance and Growth Elementary School - Hispanic subgroup met interim target in ELA and Math Elementary School - White, Economically Disadvantaged and Students with Disabilities subgroups exceeded state growth goal and increased performance in ELA Middle School - White (exceeded), Economically Disadvantaged, Students with Disabilities and Combined Ethnicity subgroups met state growth goal in ELA Middle School - ALL subgroups met state growth goal in Math High School - White and Combined Ethnicity met state growth goal in ELA High School - White and Combined Ethnicity met state growth goal in Math Challenges Elementary and High School - ELA Proficient & Advanced percentages are not close to 2033 Statewide Goal. ELA State Goal for 2033 - 81.1% Elementary School - 61.3% (-19.8%) High School - 65% (-16.1%) Elementary, Middle and High School - Math Proficient & Advanced percentages are not close to 2033 Statewide Goal. Math State Goal for 2033 - 71.8% Elementary School - 53.4% (-18.4%) Middle School - 44.4% (-27.4%) High School - 47% (-24.8%) High, Middle, Elementary, and Primary School - Attendance High School - 16.7% below State Performance Standard All student group did not meet the performance standard (77.4%) 23% of students identified as habitually truant by state standards (18 or more days of school missed) Middle School - 10.3% below State Performance Standard Attendance rate has decreased by 6.6% since 2018-2019 (83.8%) Elementary School -6.9% below State Performance Standard Trending down since 2018-2019 Primary School - 7.8% below State Performance Standard Middle and High School - Students with Disabilities ELA and Math Combined Scores Middle School - The combined pass rate for PSSA for SWD students is 14.8%. High School - The combined pass rate for Keystone for SWD students is 10% and Growth scores are not increasing.

Local Assessment English Language Arts Data

Comments/Notable Observations

Retention of MAP Foundational Skills from Kindergarten to First Grade Phonological Awareness: Kindergarten Spring 2023/24 (77%) First Grade Fall 2024/25 (86.70%) Phonics/Word Recognition: Kindergarten Spring 2023/24 (73%) First Grade Fall 2024/25 (93.09%) While upwards of 75% of incoming kindergarten students for the 2024/25 school year met MAP decoding benchmarks, there is a downward trend in both decoding and language comprehension compared to the 2023/24 incoming kindergarten students. Significant increase in Kindergarten End of Year MAP Decoding Skills between 2022/23 and 2023/24: Phonological Awareness 68% to 77% Phonics/Word Recognition 55% to 73% Slight increase and/or decrease in Kindergarten End of Year MAP Language Comprehension Skills between 2022/23 and 2023/24: Listening Comprehension 67% to 68% Picture Vocabulary 87% to 84% Increase in First Grade 2024/25 Beginning of Year to Middle of Year MAP Foundational Skills: Phonological Awareness 86% to 91% Listening Comprehension 67% to 79% Picture Vocabulary 78% to 80% Decrease in First Grade 2024/25 Beginning of Year to Middle of Year MAP Foundational Skills: Phonics/Word Recognition 93% to 86% Decrease in First Grade Students reaching MAP Oral Reading Fluency measure: 2022/23 (49%) 2023/24 (37%) Significant growth in fluency: 2nd Grade BoY 2023 (43.5%) to BoY 3rd Grade (55.45%) 3rd Grade BoY 2023 (37.6%) to BoY 4th Grade (55.66%) 4th Grade BoY 2023 (40.2%) to BoY 5th Grade (59.05%) 5th Grade BoY 2023 (44%) to BoY 6th Grade (65.41%) Steady increase in reading level from the beginning of the year 2022, 2023, and 2024 Grade 3 64.4 72.7 74.07 Grade 4 73.9 72.4 80.19 Grade 5 71.4 75.3 75.55 Decrease in 2nd grade reading level from the beginning of the year 2022, 2023, and 2024 Grade 2. 63.3 59.5 62.09 Increase in % of students reaching Lexile Benchmark between Fall and Winter 2024/25: Grade 2 (+23.54) Grade 3 (+11.91) Grade 4 (+3.15) Decrease in % of students reaching Lexile Benchmark between Fall and Winter 2024/25: Grade 5 (-0.63) Slight increase and/or decrease in MAP Reading RIT Score between Fall and Winter 2024/25: Grade 2 (+0.76) Grade 3 (+1.22) Grade 4 (- 2.55) Grade 5 (-3.95) Significant increase in Fluency with 65.41% of current 6th grade meeting the fluency benchmark in October compared to 36% when we first began measuring fluency last January. Increase in % of students reaching Lexile Benchmark: 6th Grade BOY 21.6+ from previous year 7th Grade BOY 7.03+ from previous year 8th Grade BOY 12.82+ from previous year Fall MAP Reading RIT # of Students Within RIT Score Range Grade 6 64.34% 29 students Grade 7 62.17% 58 students Grade 8 56.56% 61 students Increase in MAP Reading RIT between Fall and Winter

Primary School - Foundational Skills

Elementary School and Grade 2 - Reading

Middle School - Reading

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