Academic Standards and Assessment Report by jennyyingdi


									     Pennsylvania Department of Education

            333 MARKET STREET
         HARRISBURG, PA 17126-0333

Academic Standards and Assessment Report
                    Wednesday, November 07, 2007

                       Entity: Burgettstown Area SD
                         Address: 100 Bavington Rd
                       Burgettstown, PA 15021-2727
                             Phone: (724) 947-8136
                    Contact Name: Deborah Jackson
Organization Description
The Burgettstown Area School District, a rural school district located in northern Washington
County in southwestern Pennsylvania. Burgettstown is a comprehensive public school district
comprised of students from four municipalities: the Borough of Burgettstown, and the Townships
of Smith, Hanover, and Jefferson. Approximately 1600 students in grades K-12 are housed in
two schools. The Burgettstown Area Elementary Center is home to grades K-6 while the
Burgettstown Area Middle/High School educates students in grades 7-12. Both buildings share a
campus on Bavington Road providing easy access and collaboration between the faculty,
students, and staff.

The district offers a full-day kindergarten, Student Assistance Programs, computer labs and
classrooms with Internet access. Both schools enjoy wireless access. Through the Classrooms of
the Future Grant high school students will have access to laptops in English, science, social
studies, and math classes. Students have research-based reading programs, a comprehensive
informational technology curriculum for grades K-12, full time guidance counselors at each of the
following grade groupings: K-5, 6-8, and 9-12. Additionally each school building employes a
registered nurse. All stchhools includes mentoring / tutoring services and gifted programs.
Grades 7 and 8 are configured as a school within the secondary building and utilize a middle
school philosophy when working with students. The high school offers honors and advanced
placement courses, College in the High School, Work Release Program, Career and Technology
Training, an alternative education program and a Dual Enrollment Program . We are members of
ACCESS PA Library. Both schools employ reading and math coaches that assist teachers in
learning and implementing research-based instructional practices in order to improve student
achievement. Through the Getting to One grant, the District employs a full time
technology integrator and through the Classrooms for the Future grant a full time technology
coach, who assist the faculty in bringing technology infused interdisciplinary learning to students.

The Burgettstown Area Elementary Center has garnered the Keystone Award given annually to
schools which earn Annual Yearly Progress for two consecutive years under NCLB. BAEC has
been awarded the Keystone in the 2005-06 and 2006-07 school years. In addition, in 2005-2006
and 2006-2007, BAEC was honored with the Keystone Award for consecutive years of meeting
Annual Yearly Progrss. Attendance at the elementary center consistently tops the required 90%.

Burgettstown Middle/High School met Annual Yearly Progress in 2006. Prior to this date school
improvement plans outlined a series of programs and initiatives that assisted BMHS meet AYP.
Graduation rate is at 87%.

Core Purpose


The Burgettstown Area School District encompasses the belief that for education to be successful
it must prepare students for a life that will demand constant learning and creates citizens who will
be self-motivated to learn the necessary tools to be responsible members of a dynamic global

Building Ambitious Students Daily: Education for a Lifetime of Achievement.


The vision of the Burgettstown Area School District is a comprehensive K-12 educational program
that focuses on traditional content skill as well as enrichment through balanced educational
programs and activities. Through the integration of rigorous standards throughout the curriculum,
varied educational activities and instructional approaches, integrated content, flexible grouping,
thinking skills, writing skills, problem solving, character education programs, technology
enhanced instruction, health and safety issues and student and staff accountability, the district
will focus on the preparation of its students for a lifetime of learning. Education in the
Burgettstown Area School District is not intended to be an end, but rather a beginning. With the
infusion of technology into everyday existence, all students must be prepared upon graduation to
enter a world that is dynamic, ever-changing, and demanding upon one’s ability to learn, to adapt
and to adjust.

In addition, the vision of the district includes an environment that encourages personal growth of
its students. Extra-curricular and co-curricular activities, a strong, fair and consistent discipline
policy, learning activities beyond the physical environment of the school, community service
activities and partnerships with area colleges all serve to provide students the opportunity for
personal growth.

Shared Values

· Learning is a lifelong process based upon knowledge, values, skills and attitudes.

· Students are entitled to learn in a safe, positive and secure educational environment.

· Education of each child in the community is a worthwhile investment.

· Communications based upon trust and mutual respect are essential.

· Each student will flourish in an environment rich in opportunities and learning experiences.

· A positive school climate is essential to promote student growth and achievement.

· A variety of learning experiences and instructional strategies is essential for the success of the
educational environment.

· Education is a collaborative effort involving the student, school, family and community.

· Each child must be recognized for his/her own individual worth and accomplishments.

· Every child has promise and potential.

· Education must extend beyond the school day and beyond the physical school environment.

· An effective school environment requires dedicated, trained professionals and support staff.

· For education to be effective, it must recognize societal changes and be prepared to adjust in
order to address those changes.


The goals of the Burgettstown Area School District (BASD) are twofold: continue to improve
student achievement in literacy and mathematics and to utilize the District's technology to affect
student learning. Within these goals are included the federal and state initiatives that the District
has garnered and the inclusive professional development component necessary to reach the
The BASD will complete two literacy initiatives during the 2007-08 school year: Reading First and
PA High School Coaching Initiative (PAHSCI). The Reading First program will be in its fifth year
including grades K-3. Extensive professional development and the use of coaches have
highlighted this initiative. Teachers and administrators continue to pursue online graduate
courses in the teaching of reading. The PAHSCI also utilizes a coaching model to assist high
school teachers adapt literacy teaching strategies across the curricular areas of English,
mathematics, science and social studies. Administrators, coaches and professional faculty have
attended centralized and regional training opportunities in the teaching of literacy strategies. In
both initiatives, classroom observations and walkthroughs are utilized to evaluate the program's
affectiveness along with DIBELS and PSSA results. The Accountability Block Grant has afforded
the District the opportunity to continue full time kindergarten and employ math and literacy
coaches for grades 4-8. Project 720 has permitted the District a financial backing for its High
Schools That Work initiative. Additional supports for students in the areas of guidance
counseling, mentoring and advisement coincide with the expectations of rigor in the academic

Additioanl literacy programs will include professional coaching for teachers in grades 4-8. Utlizing
the expertise of a reading coach, the faculty at those grade levels will have expert advise on
using literacy strategies to improve student learning and thus student achievement in all content

Online learning is available through the District's use of its technology. At-risk students are
initially the targeted group that will have at its disposal access to online classes developed by the
District. These courses will be offered to students in danger of dropping out, with extended
absences, and those needing an alternative education setting. It is the desire of the District to
welcome back students who opted for cyber charter education outside the District and provide
these students with an online learning environment. The Classrooms for the Future grant has
permitted high school teachers to learn and implement instructional technology practices within
their classrooms. It is the goal of the District to permit all academic subjects to experience the
use of such technology and to utilize such technology to improve learning.

Academic Standards

During the implementation of the 2000-2006 Strategic Plan, the Burgettstown Area School District
began to integrate all of the academic standards approved by the State Board of Education into
the curriculum and planned instruction of the district. Instruction is provided throughout the
curriculum to develop the skills and knowledge that students should know and be able to
demonstrate in the following nine content areas: 1) reading, writing, speaking and listening 2)
mathematics 3) science and technology 4) environment and ecology 5) social studies, including
standard categories of civics and government, geography, economics, and history 6) arts and
humanities 7) career education and work 8) health, safety and physical education and 9) family
and consumer science.

Planned Instruction - The Burgettstown Area School District maintains a K-12 curriculum
aligned to the PA Standards in the nine content areas. Students in grades 3-8 and 11 are
required to show proficiency in reading and mathematics. Students in grades 5, 8, and 11
are required to demonstrate proficiency in writing. Beginning in 2008, students in grades
4, 7, and 11 are required to demonstrate proficiency in science.

The planned instruction in grades K-12 is rooted in the PA Standards. Below is a
description of the instruction listed per each academic standard.
Discipline          Statement of Planned Instruction

                           Reading. The application of phonemic awareness, phonics and word
                            study, vocabulary, fluency and text comprehension in reading critically
                            across subject areas; the interpretation and analysis of literary
                            expression with analysis of the origins and structures of the English
Reading, Writing,
                            language; and learning how to search a variety of texts to conduct
Speaking &
                           Writing. Narrative, informational and persuasive formal writing for an
                            audience, including spelling and editing skills; and informal writing to
                            capture and organize information for individual use.
                            Speaking and listening. Participation in conversation and formal
                            speaking presentations.

                    The understanding of fundamental ideas and the development of proficient
                    mathematical skills in numbers, computation, measurement, statistics and data
                    analysis, probability and predictions, algebra and functions, geometry,
                    trigonometry and concepts of calculus. Using this content, students will learn
                    to think, reason and communicate mathematically.

                           Unifying Themes - Unifying themes of science and technology provide
                            big ideas that integrate with significant concepts. There are only a few
                            fundamental concepts and processes that form the framework upon
                            which science and technology knowledges are organized - motion and
                            forces, energy, structure of matter, change over time and machines.
                            These themes create the context through which the content of the
                            disciplines can be taught and are emphasized in each standard.
                            Inquiry and Design - The nature of science and technology is
                            characterized by applying process knowledge that enables students to
                            become independent learners. These skills include observing,
                            classifying, inferring, predicting, measuring, computing, estimating,
                            communicating, using space/time relationships, defining operationally,
                            raising questions, formulating hypotheses, testing and experimenting,
                            designing controlled experiments, recognizing variables, manipulating
Science &                   variables, interpreting data, formulating models, designing models,
Technology                  and producing solutions. Everyone can use them to solve real-life
                            problems. These process skills are developed across the grade levels
                            and differ in the degree of sophistication, quantitative nature and
                            application to the content.
                             Biological Sciences - Biology concerns living things, their
                            appearance, different types of life, the scope of their similarities and
                            differences, where they live and how they live. Living things are made
                            of the same components as all other matter, involve the same kinds of
                            transformations of energy and move using the same basic kinds of
                            forces as described in chemistry and physics standards. Through the
                            study of the diversity of life, students learn to understand how life has
                            changed over a long period of time. This great variety of life forms
                            continues to change even today as genetic instructions within cells are
                            passed from generation to generation, yet the amazing integrity of
                            most species remain.
                           Physical Science - Physics and chemistry involve the study of objects
                            and Chemistry and Physics and their properties. Students examine
                     changes to materials during mixing, freezing, heating and dissolving
                     and then learn how to observe and measure results. In chemistry
                     students study the relationship between matter, atomic structure and
                     its activity. Laboratory investigations of the properties of substances
                     and their changes through a range of chemical interactions provide a
                     basis for students to understand atomic theory and a variety of
                     reaction types and their applications in business, agriculture and
                     medicine. Physics deepens the understanding of the structure and
                     properties of materials and includes atoms, waves, light, electricity,
                     magnetism and the role of energy, forces and motion.
                    Earth Sciences - The dynamics of earth science include the studies of
                     forces of nature that build the earth and wear down the earth. The
                     understanding of these concepts uses principles from physical
                     sciences, geography and mathematics.
                    Technology Education - Technology education is the use of
                     accumulated knowledge to process resources to meet human needs
                     and improve the quality of life. Students develop the ability to select
                     and correctly use materials, tools, techniques and processes to
                     answer questions, understand explanations and solve problems
                     encountered in real life situations. These overriding themes require
                     students to design, create, use, evaluate and modify systems of
                     Biotechnologies, Information Technologies, and Physical
                    Technological Devices - Students use tools to observe, measure,
                     move and make things. New technological tools and techniques make
                     it possible to enact far-reaching changes in our world. Technology
                     enhances the students' abilities to identify problems and determine
                     solutions. Computers play an integral role in every day life by
                     extending our abilities to collect, analyze and communicate information
                     and ideas.
                    Science, Technology and Human Endeavors - Scientific knowledge
                     and societal needs often create a demand for new technology.
                     Conversely, new technology advances scientific knowledge. Both
                     influence society through the impact of their products and processes.

             Each student will be able to reach his or her maximum potential and to
             acquire the knowledge and skills needed to analyze the interaction of cultural,
             economic, geographic, political and social relations.

              The curriculum encompasses basic knowledge of the characteristics of
Economics    economic systems, how markets establish prices, how scarcity and choice
             affect the allocation of resources, the global nature of economic
             interdependence and how work and earnings impact productivity.

             The planned instruction will instill into every student their solemn duty and
Civics and
             obligation to exercise intelligently their voting privilege and to understand the
             advantages of the American republican representative form of government as
             compared with various other forms of governments.

             Geography is the science of space and place on Earth's surface. Its subject
             matter is the physical and human phenomena that make up the world's
             environments and places. These standards build on using geographic tools as
             a means for asking and answering geographic questions; setting information
             into a range of spatial contexts; recognizing places and regions as human
                  concepts; understanding the physical processes that have shaped Earth's
                  surface and the patterns resulting from those processes; identifying the
                  relationships between people and environments; recognizing the
                  characteristics and distribution of people and cultures on Earth's surface;
                  focusing on the spatial patterns of settlements and their resulting political
                  structures; and exploring the networks of economic interdependence and the
                  importance of resources.

                 The Academic Standards for Health, Safety and Physical Education provide
                 students with the knowledge and skills that will enable them to achieve and
Health, Safety &
                 maintain a physically active and healthful life. The attainment of these
                 standards will favorably impact their lives and the lives of those around them.
                 By becoming and remaining physically, mentally, socially and emotionally
                 healthy, students will increase their chances of achieving to their highest
                 academic potential.
Family &
Consumer         Family and Consumer Sciences supports the development of the knowledge
Science          and skills that students need as family members both now and in the future.

                  Environment and Ecology is grounded in the complexity of the world we live in
                  and our impact on its sustainability. The human interactions with the
Environment &     ecosystem and the results of human decisions are the main components of
Ecology           this academic area. Environment and Ecology examines the world with respect
                  to the economic, cultural, political and social structure as well as natural
                  processes and systems. This integration across systems is what sets this
                  academic area apart from all others.

                  The curriculum for arts & humanities encompasses the following areas:

                         Dance Education is a kinesthetic art form that satisfies the human
                          need to respond to life experiences through movement of the physical
                         Music Education is an aural art form that satisfies the human need to
                          respond to life experiences through singing, listening and/or playing an
Arts &                    instrument.
Humanities               Theatre Education is an interdisciplinary art form that satisfies the
                          human need to express thoughts and feelings through written text,
                          dramatic interpretation and multimedia production.
                         Visual Arts Education is a spatial art form that satisfies the human
                          need to respond to life experiences through images, structures and
                          tactile works.
                         Humanities Education is the understanding and integration of human
                          thought and accomplishment

In order to receive a diploma from the Burgettstown Area School District, students must
demonstrate proficiency in reading, writing and mathematics on the PSSA, the re-take of
the PSSA or a district designed assessment that is aligned with the PA Standards.
All graduating seniors must successfully participate in a graduation project. The
graduation project is grounded in the PA standards for Career Education and Work.

Assessment Plan

Each academic year the Assessment Plan will follow the following schedule:

4Sight Benchmark (Math/Reading) - Grades 4-8; baseline, midyear, and end of year
Dibels (Literacy) - Grades K-3; fall, winter, and spring
Performance Assessment (Reading/Math) - Grades 9-10; baseline, midyear and end of year
PSSA - as required by the Dept. of Education
Semester Exams - local assessment - Grades 7-12
Report Cards - quarterly in grades 1-12; three times per year in Kindergarden
District PSSA Assessment - Math/Reading/Writing - required of seniors not proficient on PSSA
Optional Assessments: SAT, PSAT, ACT, ASVAB, Advanced Placement Exams

                                Gifted Screening and Evaluation

The Gifted Screening and Evaluation Process occurs in several steps. A child may be referred
for gifted evaluation by either the school or parent. At that point, the child goes through a pre-
screening process which is completed by the school psychologist. The classroom teacher
completes a Gifted Rating Scale and academic levels in the classroom and standardized
academic testing results (PSSA testing, Terra Nova testing) are reviewed. This information is
used to determine if the child would benefit from further evaluation. If the child is achieving above
grade and age expectation, he/she moves to the next level of the screening, which is an
individual psychological evaluation. This includes standardized tests which evaluate a child’s
ability to think and reason both in the verbal and non-verbal areas, process information, and
maintain attention. Information is also collected from other teachers and parents. The school
psychologist then compiles all the information and the Gifted Multidisciplinary Team meets to
determine the appropriateness of services such as inclusion in the Gifted Program or extension
services at the classroom level. No single element of the evaluation can determine the outcome
and the decision is made as a team. All information must be weighed together to determine the
best program for the child.

Steps in Gifted Evaluation

Referral from parent or school, in writing to the Special Education Director


       Teacher Rating Scale
       Review grade history
       Review standardized testing (PSSA, Terra Nova)
       Rate information to determine if child is eligible for further evaluation
Formal evaluation (After parental permission is received)

       Cognitive testing using standardized, reliable, and valid cognitive tools
       The Gifted Written Report is then reviewed to determine if child meets state and district
        standards for inclusion in the Gifted Support Program or other extension services.

Graduation Requirements
Graduation Requirements
A total of 56 units (semesters) are required for graduation from Burgettstown High School in the
Burgettstown Area School District. Students must earn a 65% in each course to be considered

English 8 Units
Math 8 Units
Social Studies 8 Units
Science 6 Units
Health & Physical Education 3 Units
Family & Consumer Science 1 Unit
Informational Technology 2 units
Graduation Project 1 Unit
Electives 19 Units

(2 units = 1 credit)

Beginning with the Class of 2003, a graduation project and proficient scores on the PSSA
reading, writing, and mathematics assessments or proficient scores on the Burgettstown
local assessment are required for graduation

Strategic Planning Process
A Technical Planning Committee of teachers, administrators and other members of the
professional staff was organized to prepare a response to each of the 16 questions included in
the Chapter 4 eSP framework. Upon the completion of the draft copy, the entire professional staff
reviewed it and made suggestions to the Technical Planning Committee. This document was
endorsed by the professional staff, the Steering Committee was convened to review the goals,
strategies, activities and other details of the plan. The Steering Committee approved the plan, it
was presented to the School Board for their review and approval. The plan was then made
available to the public. It was placed in all school offices, on the school website, and in the 5
district Post Offices. After 30 days the plan was electronically transmitted to the Department of

Strategic Planning Committee
    Name               Affiliation                 Membership Category         Appointed By
                       Assistant to the
    Amy Rush                                       Administrator               Deborah Jackson
                       Middle School Guidance      Ed Specialist - School
    Beth Roman                                                                 Ed Specialists
                       Counselor                   Counselor
   Chris                                        Ed Specialist - Instructional
                      Technology Integrator                                   Ed Specialists
   Navadauskas                                  Technology
   Dana Fratini       Parent                    Parent                       Deborah Jackson
                                                Elementary School            Elementary
   Dawn Rommes        Elementary Teacher
                                                Teacher                      Teachers
                                                Special Education
   Debbie Minden      Psychologist                                           Deborah Jackson
   Deborah Jackson Superintendent               Administrator                Board of Education
   Diane Nadik        Parent                    Parent                       Board of Education
   Donnie Grey        Community Member          Board Member                 Board of Education
   Gary Reynolds      Community member          Board Member                 Board of Education
   Gene Dell Karch Community member             Board Member                 Board of Education
   Jacqueline                                   Ed Specialist - Instructional
                      Technology Integrator                                   Ed Specialists
   Goodburn                                     Technology
   James Piccirillo   Elementary Principal      Administrator                Deborah Jackson
                                                                             Middle School
   Jamie Smith        Teacher                   Middle School Teacher
                                                Ed Specialist - School
   Jan Marietta       Nurse                                                  Deborah Jackson
   Jean Vega          Community Member          Board Member                 Board of Education
                      Special Education         Special Education
   Ken Cross                                                                 Deborah Jackson
                      Coordinator               Representative
                      Middle/High School
   Lia Hahn                                     Administrator                Administrators
                      Assistant Principal
   Mary Jude                                    Special Education            High School
   Patterson                                    Representative               Teachers
                      Elementary Assistant      Special Education
   Melissa Mankey                                                            Deborah Jackson
                      Principal                 Representative
   Merle Ayres        Community member          Board Member                 Board of Education
   Mike Krynak        Community Member          Board Member                 Board of Education
   Phillip Esno       Community Member          Community Representative Deborah Jackson
                                                                             High School
   Sharon Baillie     Teacher                   Secondary School Teacher
                      Middle School Teacher -                                Middle School
   Tim Tropeck                                  Middle School Teacher
                      Science                                                Teachers
   Tom Repole         Businessman               Board Member                 Board of Education
   William Price      community member          Board Member                 Board of Education
   Christopher        Middle/High School
                                                Administrator                Administrators
   Wolfson            Principal

Goals, Strategies and Activities

Measurable Annual Improvement Targets

Specific Measureable Goals for Student Achievement:
    1. Reading: At least 63% of Students in grades 3 through 8 and 11 will be proficient on the
       PSSA Reading Assessment in 2008, 2009, and 2010 and 72% in 2011 and 2012.
       Additionally, the subgroups for IEP and Economically Disadvantaged students will reduce
       by 10% the number of students not achieving proficiency in reading.
    2. Math: At least 54% of Students in grades 3 through 8 and 11 will be proficient on the
       PSSA Math Assessment in 2008, 2009, and 2010 and 67% in 2011 and 2012.
        Additionally, the subgroups for IEP and Economically Disadvantaged students will
       reduce by 10% the number of students not achieving proficiency in math.
    3. Graduation Rate: At least 90% of students beginning grade 9 will graduate from
       Burgettstown High School.

Plans to attain student achievement goals:

    1. Reading —
          a. Continue Reading First Initiative for 2007-2009
          b. Continue PAHSCI for 2007-2008
          c. Utilize academic coaches to assist teachers in learning and implementing
             research-based literacy instructional strategies in the classroom.
          d. Analyze student assessment data and provide individual remediation plans for
             students not achieving proficient scores on PSSA and 4Sight Benchmark.
          e. Continue to provide rigorous curriculum aligned with the PA Academic Standards
             for all students.
          f. Review and revise curriculum, as needed.
          g. Provide after school tutoring for students in grades 3-9 through Classroom Plus
          h. Provide additional enrichment programs for students in grades 7 and 8
          i. Provide PSSA classes for special education, economically disadvantages and
             non-proficient students in grades 9-11.
    2. Mathematics —
          a. Continue PAHSCI for 2007-2008
          b. Utilize academic coaches to assist teachers in learning and implementing
             research-based mathematics instructional strategies in the classroom.
          c. Analyze student assessment data and provide individual remediation plans for
             students not achieving proficient scores on PSSA and 4Sight Benchmark.
          d. Continue to provide rigorous curriculum aligned with the PA Academic Standards
             for all students.
          e. Review and revise curriculum, as needed.
          f. Provide after school tutoring for students in grades 3-9 through Classroom Plus
          g. Provide additional enrichment programs for students in grades 7 and 8
          h. Provide PSSA classes for special education, economically disadvantages and
             non-proficient students in grades 9-11.
    3. Graduation Rate-
          a. Continue Dual Enrollment Program
          b. Continue to utilize the Alternative Education Program for at-risk students
          c. Initiate On-line opportunities for advancement and credit recovery
          d. Continue On-line summer school for credit recovery and remediation

Plan Specifics

The BASD plan for improving student achievement is to provide a rigorous curriculum aligned to
the PA Academic Standards. Teachers are familiar with the PA Academic Standards as
evidenced by the requirement that they must cite standard and anchor on all lesson plans. The
last curriculum review occurred in the previous strategic plan and the District will undertake a
review of current curriculum in the summer of 2008. Students have access to Advanced
Placement classes in biology, English, Social Studies and Foreign Language, and college level
programs through the District’s dual enrollment program. All juniors and seniors are permitted to
enroll in the dual enrollment programs in conjunction with the University of Pittsburgh, Penn
State, California U of PA, and the Community College of Allegheny County (CCAC). Students in
grades 9-12 are encourage to register for honors level courses in math, English, science, social
studies and foreign languages.

In the 2007-2008 school year all freshman will begin science study with biology, followed by
chemistry, and physics. Students in either grade 8 or 9 must register for Integrated Math I, the
equivalent of Algebra I. Students are required to progress along a college bound path in
mathematics culminating in Calculus or Probability& Statistics in their senior year. Special
education student are included in all academic areas with the support of highly qualified teachers
in both special education and subject specific certification.

In grades 7 and 8, the District in instituting a math and reading enrichment program in addition to
regular classes in mathematics and language arts for all students. These twelve week programs
will be taught by certified reading and math teachers concentrating on the individual needs of
students. 4Sight Benchmark Assessments and curriculum-based assessments will monitor
student achievement.

In grades K-3 the District continues to support its Reading First Initiative. 2007-2008 will bring the
fifth year of a six year program utilizing academic coaches to provide research-based
professional development and instructional strategies for all teachers in these grade levels. The
current 3rd grade has participated each year in the program. Although mathematics is not a part
of the Reading First program, the District has designed its elementary math program to closely
follow that of reading. Longer classes in both language arts and mathematics allow teachers the
opportunity to differentiate instruction and utilize learning centers. The third grade PSSA scores
show promise for both reading and math programs. Again, as in the middle/high school, special
education students enjoy full inclusion into all academic classes supported by highly qualified

Instructional programs in grades 4-6 continue to be upgraded. The District will employ an
additional reading coach to assist teachers in utilizing literacy strategies and help struggling
learners. Longer classes in both language arts and mathematics allow teachers the opportunity
to differentiate instruction and utilize learning centers.

Students (grades 3-9) scoring basic or below basic on PSSA have an opportunity to register for
after school tutoring programs through the Classroom Plus Program. Students in grades K-12
will be required to master Informational Technology skills as the District implements ISTE

Student achievement goals are monitored through the use of 4Sight Benchmark, Dibels and
Terra Nova assessments as well as other means as noted in the District Assessment Plan.

The District will continue to improve the graduation rate. A variety of programs have been
initiated over the last two years that have proven to be quite successful with at-risk students.
Credit recovery programs are in place through on-line programs that mirror the high school
curriculum. The District utilizes Phase 4 as its alternative education program for students. In
2007-2008, the District will attempt to attract back students who have withdrawn to attend cyber
schools. On-line learning opportunities will be in place in September 2007 to assist these
students meet the graduation requirements. Finally, the District continues to support non-
proficient students reach proficiency through PSSA reading and math remediation classes taught
by highly qualified teachers.

The district currently employs an administrator whose job responsibilities include analyzing
student assessment data from a variety of sources and providing other administrators and faculty
with professional development in order to view and interpret student data. Four current
administrators have attended the PA Governor's Academy for Data Driven Decision Making in
July 2003. A team consisting of the Assistant to the Superintendent, High School Principal, and
Elementary Assistant Principal will attend a five session seminar at the Intermediate Unit One
beginning on July 26, 2007, entitled Data and Strategic Thinking.

Curriculum, Instruction and Instructional Materials

The Burgettstown Area School District curriculum is aligned with the PA Academic Standards.
Teachers utilize the curriculum maps to design daily lesson plans and to create assessments that
are in alignment with the anchors. Teachers maintain their focus by citing specific standards and
anchors on all lesson plans, which are reviewed weekly be the building principals. Professional
development has been provided to align specific disciplines in a K-12 sequence which prevents
specific topics from being repeated and assure that all standards are addressed. Additional
professional development is available to all professional staff to meet the academic goals for the
growth of all students. An assessment plan includes both standardized and curricular
assessments. Such a plan permits faculty to re-adjust instruction for maximum benefit of the

 Building principals conduct weekly walkthroughs as one means of supervising instruction.
Walkthroughs are conducted with academic coaches and university trained technical assistants to
review the delivery of eligible content and to view research-based instructional practices. Recent
District initiatives have focused upon research-based instructional strategies across all grade
levels. Clinical observations are also utilized as formal supervision of the curriculum and teaching
methods. Principals are familiar with and utilize PDE evaluation tools as a part of the supervision

 Materials utilized in the classroom are tools to assist teachers implement a standards-based
curriculum. Traditional textbooks and technology compliment each other in providing students
with varied opportunities for learning.

Assessments and Public Reporting
Assessment Plan
Each academic year the Assessment Plan will follow the following schedule:

4Sight Benchmark (Math/Reading) - Grades 4-8; baseline, midyear, and end of year
DIBELS (Literacy) - Grades K-3; fall, winter, and spring
Performance Assessment (Reading/Math) - Grades 9-10; baseline, midyear and end of year
PSSA - as required by the Dept. of Education
Semester Exams - local assessment - Grades 7-12
Teacher made assessments in grades K-12 in all subject areas.
Report Cards - quarterly in grades 1-12; three times per year in Kindergarten
Mid-quarter reports are provided in grades 1-12.
District PSSA Assessment - Math/Reading/Writing - required of seniors not proficient on PSSA
Optional Assessments: SAT, PSAT, ACT, ASVAB, Advanced Placement Exams

The Burgettstown Area School District reports student assessment information to parents.
District and grade level results are reported in the District's report card and in the District
Newsletter, published twice per year. Mid-quarter progress reporting and report card grades are
available to parents in hard copy form and electronic form through the District's website portal.

Targeted Assistance For Struggling Students
Grade Level                                        Services offered for Struggling Students
K-6                                                Title 1 services in reading and mathematics
K-9                                                Classroom Plus tutoring for reading and
                                                   mathematics offered after school and on
7-12                                               Attendance Recovery Programs for students in
                                                   all subject areas.
7-12                                               Online summer school program for classes in
                                                   English, math, science, social studies, health
7-12                                               Alternative Education Placement with Phase 4
K-12                                               Teachers offer individual support/tutoring
                                                   individually or with small groups
9-12                                               Online courses for students needing credit
                                                   recovery, homebound instruction, or alternative
7-12                                               Student tutoring through the National Honor
                                                   Society for assistance in all subject areas.

Support for Struggling Schools
The Burgettstown Area School District supports struggling schools by providing principals with the
necessary resources in order to address issues of student achievement and professional
development. Data analysis assists schools to monitor curricular, grade and classroom
instruction. The District utilizes PSSA, 4Sight Benchmark and Computer Data Analysis (CDA-
AIU3) to interpret student achievement. Resources are provided to review and update
curriculum. Recent changes to the collective bargaining agreement (2006-2011) permit principals
three-45 minute professional development times weekly to address issues within their buildings.
This time is utilized for department and grade level meetings, study groups, academic coaching,
and support of technology initiatives among others. Title I services are provided to eligible
students in the elementary center. Tutoring for students not proficient is provided through
Classroom Plus. The district also supports both enrichment, remedial, and inclusion practices.
PSSA classes are provided for high school students to meet PA graduation requirements and
enrichment classes in reading and math will be implemented in 2007 for middle level students.
Technical assistance through PaTTAN and the Intermediate Unit 1 is encouraged.

Qualified, Effective Teachers and Capable Instructional Leaders
All teachers in the BASD are employed with the proper certification required for the positions
held. Teachers in grades K-5 are certified in elementary education. Those in grade 6 are dual
certified in elementary education and middle school subject specialty, as they currently teach at
the elementary school. In 2009-2010, the sixth grade will move to the Burgettstown Middle-High
School (BMHS) thus requiring middle level certification. The District will continue to employ such
dual certified teachers for sixth grade. In grades 7-12 all, except one, teacher is highly qualified
for his/her area of employment. The one exception is a special education teacher, enrolled in the
HOUSSE program, working towards secondary certification in English, math and social studies.

All administrators in the District hold the proper certification for the position in which he/she
holds. Additionally the District supports its building principals enrolling in the Principals Academy,
sponsored by the University of Pittsburgh, as well as the PA Inspired Leadership group. The Act
93 agreement permits all administrators full tuition reimbursement for advanced degrees and
further certification.

In order to further the District's educational goals and comply with the law, all Act 48 continuing
education shall be designed to meet the education needs of District and our professional
employees, so that they may meet the specific needs of Burgettstowns students. Act 48
continuing education complements the educator’s professional development. Professional
development is based on sound research and promising practices. The District's Professional
Development Plan enhances educators' skills while meeting the needs of the student
population. All certified educators must complete 180 hours of professional development that
complies with the district’s plan every five years.

All approved Act 48 professional development shall meet the following Pennsylvania Professional
Education Criteria:

A. Professional development decisions are based on state student data and evaluated
using state student data. Approved professional development:

    1. Uses disaggregated student data to determine educators’ learning priorities
    2. Is evaluated to show its impact on teaching practice and student learning

B. Professional development activities have content that will increase student learning.
Approved professional development:

For classroom teachers, guidance counselors and education specialists:

    1. Enhances the educator’s content knowledge in the area of the educator’s certification or
    2. Increases the educator’s teaching skills based on research on effective practice
    3. Provides educators with a variety of classroom-based assessment skills and the skills
       needed to analyze and use data in instructional decision-making
    4. Empowers educators to work effectively with parent and community partners

For school and district administrators and other educators seeking leadership roles:

    1. Provides the knowledge and skills to think and plan strategically, ensuring that
       assessments, curriculum, instruction, staff professional education, teaching materials and
       interventions for struggling students are aligned to each other as well as to
       Pennsylvania’s academic standards
    2. Provides leaders with the ability to access and use appropriate data to inform decision-
    3. Empowers leaders to create a culture of teaching and learning, with an emphasis on
    4. Instructs the leader in managing resources for effective results

C. Professional development is provided through a process that is most likely to result in
sustained school improvement. Approved professional development:

1. Is set out in a plan that is updated annually by the Act 48 committee after the committee
critically evaluates the prior year’s:

• student data,

• professional education activities, and

• the feedback/evaluation of those activities

2. Is based on knowledge of adult learning styles
3. Is tailored to each stage of an educator’s career, differentiating between the needs of new and
experienced professionals

Parent and Community Participation

Parent and Community Participation -

Burgettstown Area School District has a long history of parent participation in district programs
and initiatives. Starting with the previous Strategic Plan which involved over 50 parents and
community members in various subgroups, parents have become an essential part of the
decisions made regarding district initiatives. Linked to the fact that the district has been involved
in several federal and state-funded programs and initiatives which require parent and community
input, it is safe to say that Burgettstown Area School District has essentially opened its doors to
parent opinions regarding educational programs. Beginning with state initiatives such as Link to
Learn and Read to Succeed and federal programs such as Title I and Safe and Drug Free
Schools, parent advisories have been key elements in the formation of the grant through the
implementation of the programs.

Because parent participation has been so prevalent through all of the district’s initiatives, a Parent
Advisory Committee was formed in 2004-05 to serve as a consistent panel of parents who agreed
to serve as advisors to the district in issues related to programs and educational initiatives. This
advisory committee continues to serve the district today and meets on an as-needed basis
depending upon the grant or initiative and its requirements. Regardless, however, the advisory
committee meets at least twice a year — once in the fall and again in the spring to receive current
information on all of the district’s programs.

       Open Houses - Three evenings are scheduled for Open House: one at the middle/high
        school and two at the elementary center. In the middle-high school, parents are invited to
        follow their child(ren)'s class schedule, meeting the faculty and staff during the process.
        The elementary center supports two evenings due to the large group of parents,
        grandparents, and other family members wishing to meet the teachers. Families are
        welcome to speak to individual classroom teachers and all educational specialists. The
        PTA hosts their membership drive during these evenings.
       Kindergarten Orientation -
       7th grade/new student Transition - Prior to the first day of school the District hosts a
        parent and student meeting for all students moving from the Burgettstown Area
        Elementary Center to the Burgettstown Middle/High School. Administrators, teachers,
        and educational specialists share the agenda during this event outlining procedures for
        the middle/high school. While students visit their prospective homerooms with their
        teachers, the administration holds a question and answer session with parents.
        Participants include the principals, athletic director, nurse, and guidance counselors.
       8th to 9th Grade Transition - As a part of the District's High Schools That Work
        Initiative, all 8th grade parents are invited into the school to assist their student plan
        his/her high school academic schedule. Guidance counselors and ninth grade teachers
        offer assistance to families on course and career planning.
       PTA Involvement - The Burgettstown Area School District supports the work of the
        Burgettstown Elementary PTA. This organization supports the activities of the teachers
        and students and provides a voice for parent input and concerns. The PTA is
        represented at the monthly school board meetings and provides a report to the Board of
       Co- and extra curricular activities - As is the case in most schools, parent groups
        provide support to student athletes, musical groups, and other student activity groups.
        Parents not only assist teachers and coaches with fund-raising, but also provide
        additional chaperons for trips, and recognition awards for the groups.
       Community Scholarships and Awards - The Burgettstown Area School District is very
        fortunate to be able to provide numerous scholarships and awards to its graduating class
        each year due to the generosity of local families, organizations, and businesses. The
        District holds an Awards Assembly to honor its graduates and other students attaining
        honors inviting in representatives of the groups to present the awards.
       Community Participation - Burgettstown is a small rural community where the school is
        the center of social interaction for students and parents. The community supports the
        academic, athletic and fine arts programs of the schools. The instrumental, choral, and
        theater groups are asked to perform at parades, holiday and special events and for the
        senior citizens. Trumpeters are always requested for the funerals of our citizens who
        served in the military. The local police and fire departments are invited onto campus to
        educate students in all grade levels on safety issues. Five police (including the PA State
        Police) and three fire departments have signed memoranda of understanding with the
        district to assist the schools when needed. The Washington County Bar Association
        sponsors Law Day each year and provides access to practicing attorneys for assemblies
        with students. Each year the District's solicitor meets with the senior class to review adult
        responsibilities prior to graduation. The Post Gazette Pavilion, a local performance
        venue, offers its facility free of charge for our high school graduation ceremony and an
        annual carnival for the elementary school which celebrates positive behavior through
        character education.

Pre-Kindergarten Transition
No Pre-K Offered

Utilization of Resources and Coordination of Services
Service or Resource     Comment or Reflection
Washington              The District contracts with this service to assist students and families with
Communities MH/MR       mental health issues.
The CARE Center         Drug and alcohol assessment and counseling
Washington Hospital
                        HIV/STD/Pregnancy Prevention Programs
Teen Outreach
                        ELL, homeless, emotional support classroom services, vision,
Intermediate Unit 1
                        psychological and social worker services.
Washington County
                        Lead-R Program and in-house probation officer Includes a regional peer
Juvenile Probation
                        jury program for adjudication purposes.
Gateway Vision          Drug/Alcohol rehabilitation services; safe schools initiatives
Washington County
                        Family and child services
Allegheny Intermediate
                       Comprehensive Data Analysis; compilation of all student data
Unit (AIU3)
                        Professional development in instructional strategies to improve student
PA Literacy Network
                        Technical assistance for professional development to improve student
PA Department of
                        Professional development in instructional technology.
BASD Student            Provides academic, social, emotional, psychological support and
Assistance Program      assessment for students.
Burgettstown HS         Program for ninth grade students to enhance the successful transition
Advisor/Advisee         from middle to high school.
Middle/High School
                       Tutoring program for students by students.
National Honor Society
Burgettstown HS        Career development for students in grades 10-12 and graduation project
Mentoring Program      advisement.
                       The Speech-Language Support program of the Burgettstown Area
                       School District is managed by two speech-language pathologists.
                       Between the two therapists, they service approximately 100 K-12
                       students on a weekly basis with individualized speech/language therapy,
                       typically provided in a small group setting. The speech pathologists are
                       responsible for the identification and remediation of communication
                       difficulties that have a negative and adverse effect on a child’s academic
Speech services
                       performance. There are a wide range of areas our speech pathologists
                       can address in treatment. These may include problems with articulation
                       of speech sounds, listening comprehension, oral expression, vocabulary
                       and grammar, auditory processing, stuttering and voice. The therapists
                       also have knowledge and expertise in treating the communication
                       disorders associated with Autism, Down’s Syndrome, Cerebral Palsy,
                       Asperger’s Syndrome, and hearing impairment.
Child Study Team
                       Special Education pre-assessment

Gifted & Talented
                       Services for gifted students
Transition             IDEA required service/Job Coach
                       The goal of the Learning Center is first and foremost to assist students.
                       The Learning Center serves as a resource room for regular and special
                       education students. It is not intended to replace teacher responsibilities
                       for all student needs. Adaptations are made in the Learning Center to
                       assist classroom teachers in meeting student needs. Most of the
Elementary Learning    adaptations and modifications are made by the classroom teacher with
Center                 assistance from the Special Education Teacher at each grade level.
                       According to the IDEA-2004 Federal Special Education Regulations, the
                       regular education classroom is the Least Restrictive Environment.
                       Inclusion students must be supported within the regular education
                       classroom before another restrictive environment would be considered by
                       the Individualized Education Team.
                       The goal of the High School Learning Center was created to provide
                       students with a place to take tests, quizzes, complete class work and
                       receive remediation, according to the accommodations written within
                       each student’s IEP/Service Agreement. The Learning Center serves as a
                       resource room for regular and special education students and is not
                       intended to replace teacher responsibilities for all student needs. A
Secondary Learning     learning support teacher will be available throughout each school day to
Center                 run the program and oversee the daily activities.
                       All students who plan on taking a test/quiz in the Learning Center, must
                       inform their regular education teacher at least one day in advance of the
                       assessment. The regular education teacher will be responsible for getting
                       the test down to the learning center and noting any special instruction to
                       the learning support teacher. On the day of the test, the student will
                       report to the learning center to complete the test/quiz and will receive
extended time if noted in the IEP/Service Agreement.

Date Submitted to PDE ____________________________

School District/AVTS/Charter School

Name: ____________________________________________

Address: __________________________________________


_________________________ Zip Code: ________________

IU#: ___________

Chief School Administrator:___________________________________________

Telephone (area code):___________ # ___________________

We affirm that this Academic Standards and Assessment report was developed in accordance
with State Board of Education Chapter 4 Regulations. We also affirm that the contents are true
and correct and that the report was placed for public inspection in the school district/AVTS offices
and in the nearest public library until the next regularly scheduled meeting of the board or a
minimum or 28 days whichever comes first.

__________________________________________ ____________________
Signature                                  Date
School Board Secretary

__________________________________________ ____________________
Signature                                  Date
School Board President

__________________________________________ ____________________
Signature                                  Date
Chief School Administrator

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