Build the capacity of central office and school administrators as instructional leaders to effectively monitor, supervise, and support high quality teaching and learning Class Size Industry Based Learning - FCCTC and GAHS FCCTC meet the performance standard for industry-based learning. 2.8% below the state average (FCCTC 93%). GAHS exceed the performance standard for industry-based learning. However, was 7.8% below the state average (GAHS 31.4%). There was a significant drop in all subgroups compared to the previous two school years. Attendance continues to be a challenge as we rebuild consistent school attendance routines for students. While we are seeing gains in the overall (tier 1) achievement of students, we have challenges in addressing the specific needs of subgroup populations. There is a need for consistency in the implementation of the curriculum. There is a need for all staff to engage in highly effective instructional practices across levels and content areas. Social Studies - there is no local or state assessment data for review, inconsistent curriculum implementation across the district Proficient or Advanced on PSSA/Keystone - Students with Disabilities Elementary School: ELA 25.7% Below State Avg (Elem SWD 28.2%) Math 16.8% Below State Avg (Elem SWD 23.4%) Middle School: 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%) High School: ELA/Literature 45.9% Below State Avg (High SWD 8%) Math/Algebra 28.2% Below State Avg (High SWD 12%) Science/Biology 55.2% Below State Avg (High SWD 4%) Combined Pass Rate for ELA and Math - Students with Disabilities 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. Most Notable Observations/Patterns Student attendance is impeding students access to instruction. ELA and Math performance across all subgroup populations demonstrates area for growth. Consistent implementation of curriculum including the development and use of formative and common assessments is needed to increase student performance. Teacher collaboration was identified as a priority across all schools.
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