FARRLL ARA D 1600 Roemer lvd
Academic tandards and Assessment Requirements (Chapter 4) | 2023 - 2026

ACADMIC TANDARD AND AMNT RQUIRMNT (CHAPTR 4)

The purpose of Chapter 4, Academic tandards and Assessment, of the Pennslvania chool Code is to estalish rigorous academic standards and assessments “to facilitate the improvement of student achievement and to provide parents and communities a measure  which school performance can e determined”. As part of the Comprehensive Planning process, each LA will report on their curriculum and assessment alignment to the Academic tandards.

ACADMIC TANDARD AND AMNT RQUIRMNT

Chapter 4 speciﬁes the minimum curriculum requirements that are to e provided within each grade and.

A written curriculum framework speciﬁes what and when content is taught for each suject within the LA. In this section, LAs identif whether a written curriculum exists for each suject area and in what grade spans the suject is taught.

1. Identif our school entit tpe from the drop-down list: chool District

2. Identif the grade ands taught in our school entit and enter student population numers:

Grade ands

Pre K - 2

Taught in our chool ntit

Yes

tudent Population Numers

165

3 - 5	Yes	160

6 - 8
	
Yes	156

9 - 12	Yes	183

Total	664

Chapter 4

Curriculum and Instruction Requirements

PA-Core nglish Language Arts

Written Curriculum Framework

K-2, 3-5, 6-8, 9-12

Taught within the Grade pan

K-2, 3-5, 6-8, 9-12

PA-Core Mathematics                                                                            K-2, 3-5, 6-8, 9-12	K-2, 3-5, 6-8, 9-12

cience and Technolog                                                                        6-8, 9-12	K-2, 3-5, 6-8, 9-12

nvironment and colog

Civics and Government                                                                          9-12	9-12

conomics                                                                                             9-12	9-12

Geograph                                                                                             6-8, 9-12	6-8, 9-12

Histor                                                                                                   K-2, 3-5, 6-8, 9-12	K-2, 3-5, 6-8, 9-12

Arts and Humanities                                                                               K-2, 3-5, 6-8, 9-12	K-2, 3-5, 6-8, 9-12

Health, afet, and Phsical ducation                                                   K-2, 3-5, 6-8, 9-12	K-2, 3-5, 6-8, 9-12

Famil and Consumer ciences                                                             6-8, 9-12	6-8, 9-12

Reading and Writing for cience and Technical ujects

Reading and Writing for Histor and ocial tudies

Career ducation and Work                                                                    6-8, 9-12	K-2, 3-5, 6-8, 9-12

AURANC: TANDARD ALIGNMNT, CURRICULUM, AND PLANND INTRUCTION

1. Grade K-2 locall developed curriculum is aligned to PA Core/Academic Content tandards	Yes 2. Grade 3-5 locall developed curriculum is aligned to PA Core/Academic Content tandards	Yes 3. Grade 6-8 locall developed curriculum is aligned to PA Core/Academic Content tandards	Yes 4. Grade 9-12 locall developed curriculum is aligned to PA Core/Academic Content tandards	Yes 5. Our LA has a standardized format for mapping LA curriculum to the PA Core/Academic tandards	Yes

lementar Grade Level content does not appl.

econdar Grade Level content does not appl.

6. Descrie our LA’s ccle and process for reviewing alignment to the PA Academic tandards and evaluating and updating the written curriculum. Include

timelines and personnel involved.

The Farrell Area chool District curriculum teams have spent a considerale amount of professional development time writing standards-aligned curriculum and addressing PA Core tandards with oth PA and Kestone assessed coursework throughout the organization. The District adopted curriculum mapping tools that are aligned with state assessment anchors. When standards change, principals work in collaoration with staff memers to revise planned course through Chalk, a we-ased software using for curriculum mapping and lesson planning. Ongoing evaluation of curriculum in relation to student achievement occurs on an ongoing asis to support student learning and improved instructional deliver. Facult memers are responsile for delivering the instruction identified in the planned courses. Teachers use assessments to determine that student learning ojectives are aligned to eligile content and assessment anchors. Monitoring progress and discussions to share est teaching strategies occur on oth a formal and informal asis.

7. List resources, supports or models that are used in developing and aligning curriculum.

Instructional materials are chosen after the student learning ojectives are identified using these formative assessments: NWA MAP assessments for Reading, Mathematics, and cience; locall-developed assessments.

8. Descrie how the LA ensures all teachers have access to the written curriculum and needed instructional materials.

The District uses Chalk that provides all teachers access to all written curriculum across the District. pecific udget amounts are allocated for ooks, materials, supplies, and equipment. Teachers recommend purchases of instructional materials ased upon instructional needs identified  the

PA, enchmark Assessments, and other information.

Planned instruction consists of at least the following elements: (Chapter 4.12)

9. LA develops/maintains a standard format that includes scope, sequence, and pacing.	Yes 10. ssential content is developed from PA Core/Academic Content tandards.	Yes 11. Content, resources, activities, and estimated instructional time are devoted to achieving the PA Core/Academic Content	Yes

tandards.

12. Consistenc and continuit etween planned courses, instructional units, and interdisciplinar studies around the PA	Yes Core/Academic Content tandards exist.

13. Courses and units of stud are developed from measurale outcomes and/or ojectives.	Yes 14. Course ojectives to e achieved  all students are identified.	Yes 15. vidence of measurement procedures for the success of the ojectives of a planned course, instructional unit, or interdisciplinar	Yes

studies exists.

16. Descrie our LA’s intent to revise the locall developed curriculum during this comprehensive plan ccle. (Include content areas and processes) tate and local assessment data will e utilized to revise the locall developed curriculum.
ased on the responses aove, would written curriculum e a priorit in our comprehensive plan?	Yes

ased on the responses aove, would aligning locall developed curriculum to the academic standards e a priorit in our	Yes comprehensive plan?

AURANC: DUCATOR FFCTIVN

Act 13

Check if Act 13 is NOT used in educator evaluations (Charter/Cer Charter chools onl).

1. What percentage of the educators, who will e evaluated under Act 13, fall into each of the following categories? (Total percent sum of the 4 response oxes must equal 100%)

A. Data Availale Classroom Teachers	75

. Non-Data Availale Classroom Teachers	20

C. Non-Teaching Professionals
	
4

D. Principals	1

Total
	
100

2. On what oservational components are classroom teachers rated the highest at the elementar/middle/high school level? (choose one in each domain)

lementar chool	Middle chool	High chool

Domain 1: Planning and

Preparation

1a: Demonstrating Knowledge of

Content and Pedagog

1a: Demonstrating Knowledge of

Content and Pedagog

1a: Demonstrating Knowledge of

Content and Pedagog

Domain 2: The	2e: Organizing Phsical pace	2e: Organizing Phsical pace	2e: Organizing Phsical pace Classroom nvironment

Domain 3: Instruction
	
3a: Communicating with tudents	3a: Communicating with tudents	3a: Communicating with tudents

Domain 4: Professional	4a: Reflecting on Teaching	4a: Reflecting on Teaching	4a: Reflecting on Teaching Responsiilities

3. What action steps are implemented or will e implemented to uild upon the strengths found in the classroom teacher oservations?

District and uilding administrators will continue conducting regular walkthroughs and providing positive praise and constructive feedack as needed.

4. On what oservational components are classroom teachers rated the lowest at the elementar/middle/high school level? (choose one in each domain)

lementar chool	Middle chool	High chool

Domain 1: Planning and

Preparation

1f: Designing tudent Assessments	1f: Designing tudent

Assessments

1f: Designing tudent

Assessments

Domain 2: The Classroom	2d: Managing tudent ehavior	2d: Managing tudent	2d: Managing tudent nvironment                                                                                                                      ehavior	ehavior

Domain 3: Instruction
	
3c: ngaging tudents in Learning	3c: ngaging tudents in	3c: ngaging tudents in Learning	Learning

Domain 4: Professional

Responsiilities

4e: Growing and Developing

Professionall

4c: Communicating with

Families

4c: Communicating with

Families

5. What action steps are implemented or will e implemented to improve the challenges found in the classroom teachers oservations?

District and uilding administrators will continue conducting regular walkthroughs and providing positive praise and constructive feedack as needed.

6. What information is used to determine Principal Performance Goals?

Goals et

Provided at the district level

Comments/Considerations

Performance goals are amended, as needed,  the uperintendent.

Provided at the uilding level	tate achievement Data

Individual principal choice
	
uilding administrators select a performance goal annuall.

Other (state what other is)

7. Under Act 13, classroom teachers are required to utilize LA elected Measures to develop the tudent Performance Measures and possil the IP Goals Progress Measures. List student assessments examples each grade/content area will use to develop LA elected Measures.

LA elected Measures

Locall Developed chool District Ruric

Grades/Content Area

PreK-12

tudent Assessment xamples

enchmark Assessments

District-Designed Measure & xamination	N/A	N/A

Nationall Recognized tandardized Test	N/A	N/A

Industr Certification xamination	N/A	N/A

tudent Projects Pursuant to Local Requirements	N/A	N/A

tudent Portfolios Pursuant to Local Requirements	N/A	N/A

ased on the responses aove, would instructional practices e a priorit in our comprehensive plan?	Yes

AMNT

Chapter 4, ection 4.52, indicates that each school entit shall design an assessment sstem to do the following:

Determine the degree to which students are achieving academic standards under ection 4.12 (relating to academic standards). Use assessment results to improve curriculum and instructional practices and to guide instructional strategies.
Provide information requested  the Department regarding the achievement of academic standard.

Provide summar information, including results of assessments under this section, to the general pulic regarding the achievement of students.

Assessment

MAP Growth Reading

Tpe of Assessment

enchmark

Frequenc or Date Given

3 times per ear

K-2	3-5	6-8	9-12

Yes	Yes	Yes	Yes

Assessment

MAP Growth Mathematics

Tpe of Assessment

enchmark

Frequenc or Date Given

3 times per ear

K-2	3-5	6-8	9-12

Yes	Yes	Yes	Yes

Assessment

MAP Growth cience

Tpe of Assessment

enchmark

Frequenc or Date Given

3 times per ear

K-2	3-5	6-8	9-12

No	Yes	Yes	No

Assessment

Writing Prompts

Tpe of Assessment

enchmark

Frequenc or Date Given

3 times per ear

K-2	3-5	6-8	9-12

No	No	Yes	Yes

AMNT (CONTINUD)

DUCATION ARA OF CRTIFICATION

A locall-selected assessment is one of the indicators used for the Future Read PA Index’s Grade 3 and/or Grade 7 arl Indicators of uccess.

Future Read PA Index’s Grade 3 arl Indicators of uccess – No Future Read PA Index’s Grade 7 arl Indicators of uccess - No

Descrie how our LA uses enchmark and/or diagnostic assessments in instructional practices?

The school district has an assessment calendar that speci es a window of time for administering each assessment. Teachers meet weekl in professional learning communities to review the assessment results and make instructional decision.

ased on the responses aove, would the planning, alignment, or analsis of current LA assessment practices e a priorit in our	Yes Comprehensive Plan?

IGNATUR AND QUALITY AURANC

DUCATION ARA OF CRTIFICATION

As Chief chool Administrator, I a rm that this LA’s Academic tandards and Assessment Requirements (Chapter 4) Plan was developed in accordance and complies with the applicale provisions of 22 Pa. Code, Chapter 4.

Chief chool Administrator	Date