Curriculum & Instruction
ESSA Federal Report
Articulation Agreements Between Secondary and Postsecondary Institutions (Chapter 339)
Elementary Standards-based Report Cards Q and A:
What is a standards-based report card?
A standards-based report card highlights the most important, standards based skills students should learn at a particular grade level. Standards-based report cards communicate to students, parents, and teachers how well students are achieving each quarter. The quarterly academic expectations are communicated two ways: 1. A summative letter grade is given to reflect all assessed tasks in relation to the content taught. 2. A Performance Indicator is given that reflects how the student is progressing toward the grade level's end of the year standards and expectations.
What information does the report card contain?
The report card will have specific learning targets within content areas for each grading period. Content in some grading periods may be blocked out. This is because the skill has not been taught yet and there has been no assessment of the understanding of that material. The report card will also contain information regarding attendance, performance in the non-core subjects, and the progress that a child is making toward developing the characteristics of a successful learner.
How does a teacher evaluate a child's performance?
In a standards-based classroom, the focus is on a student's performance over multiple opportunities, not simply the grading and averaging of tests and quizzes. Each grading period provides students opportunities to rehearse, attain, and meet grade level expectations. The teacher will use percentages to calculate an academic grade based on the overall progress a child is making toward the learning targets. Because various accommodations may be made at times, the Performance Indicator scores may not directly relate to the academic grade. The Performance Indicators are related directly to the grade level standards. Some students may have low Performance Indicators, but a high academic grade and vice versa.
Won't everyone receive mostly 2s and 3s?
Learning is a process and it should be expected that repeated exposure and experiences are necessary to gain ownership of new skills and strategies. A Performance Indicator of 2 indicates that the student is on track for progressing toward the standard. Once a student demonstrates thorough understanding of concepts and skills with a performance characterized by the ability to apply the skills with accuracy, the student would receive a 3. A score of 4 indicates a strength that is above and beyond the grade level expectations.
What was the process by which the standards-based report cards were developed?
The process of developing the elementary standards-based report card reflects several years of creating a PA Core Standards based curriculum and one year of actual report card development. Elementary parents, teachers and administrators were involved in the process from the start and have contributed to the decision making process. Additionally, we recognize that we do not have a finished report card in place yet. We will continue to discuss and reflect on this initiative and make adjustments, if any are needed.
For more information:
The Northwestern School District Comprehensive Plan is Board approved by the Board of Directors. Any comments or suggestions regarding the plan should be submitted to Christina Costello (email@example.com or 814-756-9400x4351).
PA Comprehensive Planning
Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate.
The Comprehensive Planning web application's purpose is to serve as a single, streamlined, systematic, comprehensive planning process and plan management system for LEAs and schools within the Commonwealth. Plans must be updated and re-submitted every six years. Additionally, every three years, the special education and professional development sections must be reviewed, updated, and resubmitted for approval.
For more information, please visit:
The 2014-2015 PSSAs reflected the new PA Core Standards.
As part of the new regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce.
Overall, Pennsylvania Academic Standards continue to be the foundation upon which to build a locally designed curriculum. The Standards Aligned System offers educators a wealth of resources to support the Pennsylvania Core Standards.
NWSD Curriculum Resources
ELA Reading Lists Grades 4-12
Recommended review sites for novels and books:
Once parents create an account, they can see reviews from agencies/publications like School Library Journal, Kirkus, Booklist, Hornbook, and Publisher's Weekly, all compiled under each title.
Kirkus is a book review site that does not require a login.
Amazon frequently includes reviews from respected agencies and publications. Amazon also posts customer reviews which usually include the full spectrum of responses to a book.
The reviews discuss a range of issues in books.
State Parent Advisory Council (SPAC)
The Pennsylvania Department of Education (PDE) created the Title I State Parent Advisory Council (SPAC). SPAC includes parents of children participating in Title I. The purpose of this council is to share ideas with the Division of Federal Programs about involving Title I parents to increase student achievement. SPAC parents advise PDE on many aspects of Parent and Family Engagement-from working with children at home to developing partnerships among parents, teachers, administrators, and community leaders to create effective and engaging parent involvement programs.
SPAC has three main goals:
• To distribute information and share ideas that will increase parent participation in Title I programs.
• To identify successful parent involvement programs that can become models for schools with limited parent involvement.
• To give parents the skills and knowledge to become advocates for Title I children.
TITLE I Schoolwide Programs
Title I Coordinator: Mrs. Christina Costello
Phone: 814-756-9400 Ext. 4351 • firstname.lastname@example.org • Administrative Office • 100 Harthan Way • Albion, PA 16401
What is the purpose of a Schoolwide Program?
A schoolwide program is a comprehensive reform strategy funded with Federal grants designed for the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on local and State academic achievement standards.
What is a Title I Schoolwide Program?
The program is built on schoolwide reform strategies, rather than separate, add-on services.
Serves all children in the building.
Focuses on results.
A federally funded program to provide additional instruction for students having difficulty with reading and/or math.
Title I teachers have specialized training and materials for effective intervention.
Based on a schoolwide plan that is written yearly in conjunction with teachers and parents.
How does our Title I Program help children?
Title I schools work to:
identify students most in need of educational help (students do not have to meet income standards to qualify).
set goals for improvement.
measure student progress using performance goals set in the Title I plan.
develop programs that supplement regular classroom instruction in math and reading.
involve parents in all aspects of the program.
How can you help?
Participate in your child’s education by:
attending school events.
talking about homework with your child.
showing your child how homework relates to daily life.
joining the school’s Parent Teacher Organization.
Be aware of your child’s performance by:
attending parent-teacher conferences.
requesting additional meetings, if needed.
keeping teachers informed about events and issues that may affect your child’s work or behavior.
Parent involvement is a vital component of our Title I program.
Below you will find draft forms for the 2018-2019 school year. As an integral part of the Title I program, we encourage parents and family members to support the planning and implementation of our activities and procedures. Upon review of our Title I documents or the Program itself, please feel free to email Mrs. Costello or your building principal with questions, concerns, and suggestions.
Title I Fast Facts
Parent Involvement Presentation
Building Parent Involvement
Title Parent Right to Know
Title I Parent and Family Engagement Policy
Title I Parent and Family Engagement Policy