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Middle States Association of Colleges and Schools

Commissions on Elementary and Secondary Schools

EXCELLENCE BY DESIGN

A Self-Study for Accreditation

by the Middle States Association

NORTH HILLS HIGH SCHOOL

PITTSBURGH, PENNSYLVANIA

April 27-30, 2015

HEAD OF SCHOOL

JOHN W. KREIDER

PRINCIPAL, NORTH HILLS HIGH SCHOOL

INTERNAL COORDINATORS

MR. WILLIAM MCGAHEE

DR. DAVID BARKOVICH

3624 Market Street 2 West Philadelphia, PA 19104

Telephone: (267) 284-5000 FAX: (215) 662-0957

www.msa-cess.org

http://www.msa-cess.org/

TABLE OF CONTENTS

Page

Introduction 1

Organization for Growth and Improvement 2

Introduction 2

The Internal Coordinators 2

The School's Planning Team 3

The Role of the School's Leadership and Governance 8

The Plan for Institutionalizing a Planning Ethic 9

The Plan for Communication and Awareness 10

The Plan for Periodic Reviews of the Plan for Growth

and Improvement 11

Profile of the School 12

Profile of the School 15

Profile of Student Performance 30

The School's Mission, Beliefs, and Profile of Graduates 56

Mission 56

Beliefs 57

Profile of Graduates 61

Profile of Organizational Capacity

Introduction 63

Philosophy/Mission Standard 66

Governance and Leadership Standard 71

School Improvement Planning Standard 79

Finances Standard 85

Facilities Standard 91

School Climate and Organization Standard 101

Page

Health and Safety Standard 110

Educational Program Standard 122

Assessment and Evidence of Student Learning Standard 131

Student Services Standard 142

Student Life and Student Activities Standard 151

Information Resources and Technology Standard 160

Self-Assessment of Adherence to the Indicators of Quality for

Curriculum, Instruction and Assessment

Introduction 169

Keystone Algebra 1 173

Keystone Biology 175

Keystone Literature 176

The Plan for Growth and Improvement 185

Excellence by Design (2012) Page 1 Self-Study Document

©2012, Middle States Commissions on Elementary and Secondary Schools

Introduction

North Hills High School is extremely proud to apply for Middle States Association of Colleges

and School Commission on Elementary and Secondary School’s “Excellence By Design”

accreditation. While we believe that our students are provided with a superior education, we also

remain resolved to pursue continuous improvement as we strive to achieve the highest levels of

excellence. The process of undergoing the “Excellence By Design” self-study has benefitted our

students, faculty, and community by allowing our school and associated stakeholders to

holistically examine our efforts and accomplishments to date.

This process was undertaken in the hope of discovering new innovative and effective ways to

accomplish growth. We strongly believe that the volunteer stakeholders who have donated their

time to assist with this self-study have made impressive efforts in regards to their charge of

objectively examining the entire education experience at North Hills High School for areas of

possible improvement. This is possible because each stakeholder understands the difference that

an education makes in each student’s life. Our district’s students, parents, staff, administration,

and our community truly embrace our school’s efforts and give our students a tremendous

amount of support by providing opportunities to them both inside and outside of the classroom.

These opportunities allow our students to become lifelong learners, gain lifelong memories,

showcase the talents they work extremely hard to gain, and pursue a wide variety of post-

secondary endeavors. Achieving the Excellence By Design accreditation will be an amazing

validation of our efforts and the achievements of our students.

North Hills High School is changing lives through education. While our school has many

remarkable achievements in its long history, it is our unified and continued commitment to

excellence that makes North Hills High School unique and relevant. Through motivated students,

empowered community members, and a highly skilled faculty, the North Hills High School

continues to flourish in times of shrinking district enrollments and limited funding. Several years

ago, the entire school adopted North Hills High School marching band’s motto of “Pride,

Tradition and Excellence.” This was a deliberate decision based on a long history of student

success and achievement. Through the cooperation and support with all of our stakeholders,

North Hills High School will continue to grow as a positive environment where students achieve

excellence. For us at North Hills High School, there is no other option. Our students, and our

school, are truly exceptional and deserve no less.



A. Internal Coordinators

The Internal Coordinators for the self-study and accreditation process are:

Name Role in the Institution

Mr. William McGahee Assistant Principal

Dr. David Barkovich Dean of Students

A.1 How and why were the Internal Coordinators selected? Mr. William McGahee and Dr. David Barkovich were selected based upon their extensive

education, secondary school expertise, capacity for leadership, and for their skills at program

coordination involving a variety of different stakeholders in the district. Mr. McGahee has been

employed in the North Hills School district since 2001. Bill taught as an English teacher at North

Hills School for eight years, successfully made the transition from contractual employee to

administrator when he appointed as an assistant principal at North Hills Junior High for one year,

and has been the assistant principal at North Hills High School for the last five years. As part of

his responsibilities, Bill oversees the 11th

and 12th

grade students as well as a number of

programs that relate to the Middle States process, including the AP exams, attendance concerns,

coordination with our career and technical center, and our in-house alternative school. Dr.

Barkovich has been a contractual faculty member since 2002. He has been a school counselor at

both the junior high and high schools and currently has a leadership role in the school counseling

department. David is a certified as an elementary school counselor, secondary school counselor,

supervisor of curriculum and instruction, and k-12 principal. He is one of only ten National

Board Certified Teachers in the Commonwealth of Pennsylvania in his content area (School

Counseling). David has recently earned his doctorate degree in Educational Leadership.

A.2 How did the Internal Coordinators fulfill their role and responsibilities? Both Mr. McGahee and Dr. Barkovich worked diligently during this process. Mr. McGahee’s

expertise in school policy, governance, and as a classroom teacher enabled him to lead our staff

in reflective practice. Dr. Barkovich used his experience and previously established partnerships

with the teachers to rally the faculty and involve them in the process. Using their previously

established reputations and connections with students and parents, their approach was to

facilitate and empower all of the stakeholders in making this process their own and openly

discuss how to make positive changes for the school at large. The Internal Coordinators

attempted to utilize technology whenever possible to not only minimize printing costs, but in

order to manage the large amount of data involved with the process.

A.3 What kinds of support and assistance were provided to the Internal

Coordinators to enable them to fulfill their responsibilities? Both of these coordinators are fortunate to have strong relationships with the high school faculty,

are known to the parents and community and high school student body as strong advocates for

young people and their education, with building administration, with district administration, and

with school board. Both had previously worked with the superintendent and other administrators

over the past decade in different capacities (superintendent once held Bill’s position). The benefit



of being able to simply pick up the phone and get assistance from any senior member of the

central office administration cannot be understated. The top down commitment to the EBD

process is perhaps best illustrated in the following email that was sent by the district

superintendent, Dr. Patrick Mannarino, to the administrators last fall:

From: Pat Mannarino

Date: Friday, October 31, 2014 12:58 PM

Subject: Middle States

Folks,

The Middle States Accreditation process is a very important, yet time consuming, process. It is a monumental task

in itself, let alone while you are attempting to manage a school. SO, please work with the internal coordinators to

provide any needed information and return them to Bill and Dave so they can appropriately process them for the

Middle States Planning Team. If you have any questions or concerns, see me!

Pat

B. The Planning Team

B.1 The members of the Planning Team are: Name Role in the Institution

Andrew Cook Student, grade 11

Danielle Galbraith Student, grade 11

Maria Melchiorre Student, grade 12

Brett Sopher Student, grade 12

Lauren Tucci Student, grade 11

Kelly Reith Parent

Kathleen Sopher Parent

Kathleen Tucci Parent

Jennifer Swab Parent

Alice Kilroy Parent

Crystal Barr Community Member

Daria White Community Member

Chris Cummings NH Faculty (Math)

Jennifer DiPasquale NH Faculty (Science: biology)

Regina Moorby NH Faculty (GATE and art)

Joseph Warnock NH Faculty (Math)

Missi Marangoni NH faculty (World language: French)

Laura Clark NH faculty (Science)

Sue Batson NH faculty (Science Curriculum Leader)

Jaime DeWeese NH faculty (Social Studies)

Kim Zwicker NH faculty (Special Education)

Michael Scarpaci NH faculty (Technology education)

Sandra Miller NH faculty (Library sciences)

Amy Patsilevas NH faculty (Family/Consumer Science)



B.2. What charge was given to the Planning Team? What authority was it given to

oversee, monitor, and make decisions regarding the school’s planning for

growth and improvement in student performance and organizational capacity? One of the first assignments for the Internal Coordinators (Mr. William McGahee and Dr.

Barkovich) was to form the Planning Team and introduce them to their duties. This gathering

would serve as the leadership group which would head this Excellence by Design Middle States

process as outlined by the Middle States Commission. Following the suggestions in the

Excellence by Design guide, members of various stakeholder groups were invited to participate

in this group. These groups included: faculty leaders from varied academic subjects; students

recommended by faculty members familiar with their leadership experience; parents and

volunteers who have been active in community and school organizations; and members of the

Board of Directors. Having a group that included a wide variety to stakeholders such as students,

parents, community members, and faculty representatives from many departments allowed for a

holistic self-study. With the inclusion of Mr. McGahee and Dr. Barkovich, this team had the

authority to speak with any interested stakeholder regarding this self-study, plan meetings and

seek out information as they saw fit, and act as representatives of the Planning Team both

internally at faculty meetings and externally to the community. Both the building and district

administration gave them the autonomy to ask challenging questions in order to discover areas in

which our students could be better served. Cooperation was received at every level of the school

district by the Planning Team.

B.3 How does the membership of the Team reflect the diversity within the

school’s community of stakeholders? The Middle States recommendations for membership reflecting the broad representation of the

institution’s stakeholder groups were adhered to. Parent volunteers live in both Ross Township

and West View Borough, the two communities that make up our district. Beginning with the

student members recommended by faculty members for their leadership and academic

accomplishments, these young men and women offered a perspective to the rest of the team that

was unique and invaluable in the process. This subgroup consisted of 11th

and 12th

grade students

from both genders. Our community members were all parents of either present or past high

school students. Faculty members volunteered to participate with a request that each curricular

area be represented. It is important to note that the diverse group of faculty members from the

many different curricular areas that are represented on the Planning Team came about upon the

very first request for faculty volunteers.

B.4 How were the members of the Planning Team selected? The planning team was comprised completely of volunteers who wish to contribute to our

school’s dedication to excellence and improvement. All of these stakeholders were notified via

open invitations posted to our district and high school website, via an opening day meeting on

the first day for faculty, via weekly email blast to subscribers, and via personal invitation. An

informational meeting was held on August 27, including a presentation by both Internal

Coordinators describing the Excellence by Design process and the important role the Planning

Committee would have in this undertaking. After all questions were answered to everyone’s

satisfaction, the next meeting date was announced with the understanding that an agenda would



be forwarded before that time. The faculty members indicated their interested by completing a

Google Doc data collection tool (below).

B.5 How does the Planning Team function and make its decisions? The Planning team utilized the guidelines presented by the Excellence by Design, which

encouraged all to not only listen but to contribute ideas in the team meetings. The Planning Team

established “Middle States Mondays” as an informal term referencing that the Team would meet

nearly each Monday of the 2014-15 school year after school. To help facilitate this, the Planning

Team chair published an agenda before each meeting allow members of the committee to think

about the next meeting’s issues beforehand. Dr. David Barkovich coordinated the

communication efforts as part of his duties in his position would include alerting members of

meeting times and forwarding attachments of items that would be discussed in the following

session. In addition, Dr. Barkovich was given the task of guiding the Planning Team

discussions. This was done purposefully as Dr. Barkovich, as a fellow faculty member and

fellow contractual employee, does not supervise any other faculty. Therefore the Planning Team

discussions could be undertaken free from the pressure of any feelings of being evaluated by an

administrator/supervisor.

Members of the team who were not able to attend these presentations were given a

summary of these reports at the next team meeting. The team was also kept current on what was



transpiring at the high school during the entire process either by being invited to various in-

service days or by being debriefed at a Planning Team meeting. For example, one of the most

important decisions the team made was choosing the three objectives, which would be the basis

of our action plan. First, the team was notified of the meetings to make this long term goal when

the process began in August of 2015. Next, the team was kept informed of the background

information to make this decision as member was provided with summary reports from each of

the Standards Groups.

The Planning team discussed the findings of the Standards meetings and surveys and by

linking this to the mission, philosophy, and the student profile they proposed three goals for the

school to strive for. The Internal Coordinators informed the Planning Team to keep in mind that

our objectives were to be measurable and academic so that students would be the beneficiaries of

our effort. The Planning Team quickly concluded that our standards reports were generally

positive and concluded that these twelve standards were being met. After several meetings of

discussion and debate and each member was assigned the “homework” of writing three

objectives based on the findings of these reports. From this brainstorming, combined with

extensive faculty input at during professional development days, it was proposed that three

performance objectives would be established. At the next several meetings these proposed

objectives were openly discussed, agreed upon with consensus from the Planning Team, and it

was decided that other concerns presented by the reports could be combined into these three in

different ways.

The team planned that the proposed list of objectives would be ready to be submitted in

late February of 2015 in the form of the Technical Review. After the objectives were forwarded

to the MSA-CESS on March 11, 2015, the Planning Team received the confirmation that our

technical review had been reviewed on March 17, 2015. The Internal Coordinators discussed

these suggestions with the Planning team at the next “Middle States Monday” and did make the

small required revisions as requested. A second draft of the Technical Review was sent back to

the Accreditation Officer to Middle States on March 23, 2015 and was approved that same day.

This news was joyously received by the Planning Team once word this accomplishment was

distributed. As illustrated by these examples, the Planning team conducted all meetings as open

discussions that led to almost immediately led to a consensus. We had no instances of serious

disagreement. According to the feedback received everyone felt comfortable sharing their

opinions and reaching a consensus.

B.6 How often did the Planning Team meet? (Provide a list of the Team’s meetings

and minutes for the meetings in the Team’s workroom.) Each of the planning team meetings was held in the high school classroom D108. This was

chosen due to the proximity to the front of the school so that stakeholder guests such as parents

and community members could easily attend and find the room. It also contained the LCD

projector, smart board, document projector, and computer that was utilized nearly ever session.

The desks in the classroom very frequently moved to form small groups and to facilitate

discussion. The first “Middle States Monday” was held on September 22, 2014. Other Planning

Team meetings occurred on:

September 9th

and 29th

of 2014

October 6th

, 20th

, and 27th

of 2014



November 4: Morning pre-meeting before a full day (7.5 hours) of an Standard-related

MSA-CESS related full high school faculty professional development day

November 3rd

and 10th

, 17th

of 2014

December 3: Standards-related PD meetings for all 12 standards

December 8th

and 15th

of 2014

January 14th

and 26th

of 2015

February 2nd

, 9th

, 16th

, 23rd

of 2015

March 2nd

of 2015: Final MSA Planning Team meeting

March 9th

: Planning Team transformed into Action Teams

March 16th

, 23rd

, 30th

: Action team Meetings

B.7 What is the Planning Team’s relationship to any other groups in the school, if

any, responsible for planning for growth and improvement in student

performance? The 2014-15 North Hills Middle States “Excellence By Design” Planning Team was an original

gathering of stakeholders. No previous relationship existed or contributed to the formation of this

team. It was comprised entirely of volunteers interested in achieving the highest levels of success

that our school is capable of.

B.8 What is the Planning Team’s plan for rotating membership of the Team and

identifying new members? What is the plan for training and orienting new

members to the work of the Team? All members of the Planning Team are anticipated to remain as part of the North Hills faculty or

community through 2022 with just one exception. One science department faculty member will

be retiring at the midpoint of the next school year, but the presence of two other members of the

science department on the Planning Team indicate that a replacement member will not be

appointed when this occurs. At the opening ceremonies of each school year from 2015 through

2022, the opportunity to become a new member of the MSA-CESS Planning Team will be made

available to the entire faculty, student body, and community via announcements and the internet.

Interested parties will be trained by the internal coordinators on an individual basis and

incorporated into the larger ongoing meetings that will occur through 2022.

B.9 How will the Planning Team function after the visit of the Visiting Team and

during the implementation of the Plan for Growth and Improvement? The Middle States Accreditation Implementation process will serve to drive building-based goals

of North Hills High School over the next six years. North Hills High School’s 2014-15 Planning

Team will create yearly timelines outlining the implementation of three objectives. A sub-

committee of the Planning will be charged with the creation of these timelines based on the three

separate approved performance objectives in the final month of the 2014-15 school year. Each

timeline will detail the activities that are scheduled for completion in that school year (per the

Action Plan timeline), and the persons responsible and resources necessary to complete said

activities. This team will select the individuals responsible for the year’s activities. The

administrative team will oversee periodic progress checks during the implementation process



during each school year. The Planning team will convene in May of each school year to review

progress, to make recommendations, and to ensure revisions to existing implementation plans are

carried through to the next school year.

C. Role of the School’s Leadership and Governance

C.1. What role has the school’s leadership and governance played in the self-study

process and the planning for growth and improvement in student

performance? Due to significant organizational changes during the 2013-14 school year in which our secondary

students and faculty transitioned from a 7-9-Junior High and a 10-12 High school to a 7-8

Middle School and a 9-12 High School, the pursuit of the Middle States re-accreditation was

delayed one year. After the reorganization at the high school had been completed, a directive was

issued which would start the process toward the renewal of accreditation under the direction of

Mr. John Kreider, the principal of North Hills High School. Mr. John Kreider chose the

Excellence by Design as the means for accreditation and it was his responsibility to appoint two

internal coordinators to lead the re-accreditation efforts.

From the central administrative office to the building level principals, generous support

has been given to initiate and propel the MSA-CESS self-study process. Mr. Kreider and the

district level administration were very supportive of the process. He granted the team great

autonomy in the planning and implementation of the EBD process. He provided time for the staff

to discuss our needs and make plans for positive changes. He provided superior leadership

during the process while encouraging self-reflection and positive change.

C.2. How has the leadership provided support for the self-study and accreditation

processes? Such an addition to the professional workload could only be accomplished by providing time

allotted by central and building administration to accomplish all that is required. The

administrative approval of in-service hours, faculty meetings, “Middle States Mondays”, and the

use of the after school professional time were essential for accomplishing this challenge. At

both central and building levels, not only have the challenges been issued to strive for going

from “good to great,” but the support and leadership needed in order to achieve this had been

consistently demonstrated.



C.3. If the school is part of a larger system of schools, what role did the leadership

and governance of the system play in the planning process? What kind of

support did that leadership and governance provide for the school’s planning

efforts? As evidence in the previously quoted email, the North Hills administration provided the school

and team with full cooperation and access to resources. The funding needed to host the visit was

readily provided once a process for documentation was established. Additionally, the

administrators worked with the internal coordinators to provide the time and data needed to

complete the self-assessment.

D. The Plan for Institutionalizing a Planning Ethic When the internal coordinators were approached by the head of the school regarding the

yearlong EBD Self-Study planning process, both short-term and long-term plans were devised.

The Internal Coordinators communicated the start of the process to the staff via regular Friday

EEC (Education Excellence Committee, which was established over a decade ago) meetings,

which is made up of the high school curriculum leaders. These building leaders conveyed the

information back to their departments, but the internal coordinators also were budgeted time

during each month after school faculty meetings (8 in all during school year/EBD process). The

Internal coordinators were aware of the importance of parental, community, and central office

involvement and began soliciting volunteers to be members of the Planning Committee and

Action Teams. Those who volunteered were invited to all Planning Action Team meetings.

Meetings were held nearly every Monday and during professional development days. Parents

were regularly notified of the EBD process and purpose via the district website. The Internal

Coordinators, with the help of the administrative team for the school, divided up the staff into 12

committees and an entire professional development day (November 4, 2014) as well a follow up

Standard meeting (December 3, 2014) was set aside for these teams to meet. Each committee

was given one of the 12 Standards to review and research. Parents, students, and staff were each

surveyed and each committee analyzed and evaluated the results of the survey to gain knowledge

of the school’s place or standing with respect to that standard. These data evaluations occurred at

each weekly “Middle States Monday” meeting and on professional development days.

The next task was to develop objectives. This process began with a survey to the

entire faculty during a faculty meeting to seek ideas and to identify themes based upon the

previously discussed mission/vision/core values and the 12 Standards. Afterwards, the Planning

Team had weekly meetings where the two student performance goals and one organizational

capacity goal were decided upon. Electronic methods of gathering information from school staff

and the community were utilized frequently. Subsequent Planning meetings consisted of open

discussions sessions where staff contributed ideas for each goal. Faculty were invited to come to

“Middle States Mondays” whenever they wished to provide input and if an idea popped into their

head after an update was provided. The objective themes were organized by the Internal

Coordinators and returned to the Planning Team for consensus. Next, the Planning Team

reviewed the 12 Standards one final time for accuracy and to allow for and additional input.

Nearly an entire school years’ worth of plans and meetings culminated in the final document. A

communication plan was put into place to inform and prepare the community, students, and



parents for the visit. Notices were placed in the Elinks (email blasts to subscribers), announced at

board meetings and Open House, publicized on the NH website and on social media. The

Planning Team decided to inform students with in a fun manner using the EBD. A group of

student volunteers from the theater classes created an informative commercial video to prepare

and excite the students in the weeks leading up to the visit.

E. A Plan for Communication and Awareness As previously stated, an open invitation to all stakeholders was advertised via every available

medium in the fall of 2014. Again, the faculty was notified via a MSA-CESS presentation on

opening day of the 2015 school year. Additionally, personal invitations were extended to certain

stakeholders such as students and parents to ensure that we had full participation in this process.

All stakeholders were invited to a welcome meeting on September 9th in which we set the

expectations for the group and designed a schedule. Technology was used to communicate as

much as possible. Meeting notices will be sent via email and Outlook meeting reminders. The

North Hills website was updated with planning process update as well as an open invitation to

parents and community members. Students will be informed of the accreditation process via

student produced informative announcements and videos. These will were shown periodically

throughout the 2014-15 school year. Once the EBD was completed, it was made available to all

stakeholders for review on the district website. Prior to the visit, stakeholders are encouraged to

questions, propose changes, and acknowledge positive actions. Feedback will be collected,

analyzed and, if necessary, implemented by the team.

The Internal Coordinators attempted to utilize technology whenever possible to not only

minimize printing costs, but in order to manage the large amount of data involved with the

process. An example of the Google Form used to collect feedback at the end of the initial MSA

faculty meeting on August 21, 2014 is below:



The Internal Coordinators reviewed the responses in front of the large group and

addressed each concern point by point.

F. A Plan for Periodic Reviews of the Plan for Growth and

Improvement Many aspects of the EDB objectives that were developed during the self-study were already

coming to light separate from the process. Therefore, there are already plans to periodically

review and examine these issues. The Planning team will meet quarterly to evaluate data and

reports from stakeholders regarding progress and implementation of the objectives. For

assessments related to the student performance objectives, assessment data will be studied and

interventions will be implemented as each year’s overall and subgroup test scores are analyzed.

Surveys and informal meetings will also provide data and information on the progress towards

implementation of the established goals.


© 2012, Middle States Commissions on Elementary and Secondary Schools

THE PROFILE OF THE SCHOOL PROFILE OF THE SCHOOL’S COMMUNITY

A.1. Provide a description of the community. Describe its history and major

characteristics, including geographic location and socioeconomic and

demographic makeup. North Hills School District is comprised of West View Borough and Ross Township in

Allegheny County and located in the northern suburbs of metropolitan Pittsburgh, Pennsylvania.

The district was formed as the North Hills School Jointure in 1948, and in 1965, the two districts

merged to form North Hills School District. The district covers a 14.6 square mile area with a

population of nearly 40,000 residents. The two municipalities combine the attractiveness of

suburban living with the easily accessible cultural and educational opportunities that Pittsburgh

has to offer. Ross Township boasts a strong retail corridor on McKnight Road. Shopping malls,

restaurants, specialty shops and other commercial establishments are conveniently located and

serve a large portion of Allegheny County. West View offers a main street area with locally-

owned and supported small businesses. In addition, numerous recreational facilities and parks are

located in and adjacent to the two communities.

Ross Township became a first-class township in 1922 and a police force was added to the

township in 1940. Ross Township’s demographics are reflective of many of suburban Pittsburgh

communities. It is the 36th

most populated municipality in Pennsylvania. According to the U.S.

Census Bureau, Ross Township’s estimated population is 31,132 and remains relatively steady

each year. The community is predominately white with nearly four percent of census respondents

noting another race. The median home value is $149,900, and nearly 75 percent of Ross

Township residents own their homes. Nearly 20 percent of Ross Township residents are under

age 18 and approximately 21 percent are age 65 and older. The median household income in

Ross Township is $55,210. Nearly 90 percent of Ross Township residents are high school

graduates, nearly 33 percent have a bachelor’s degree and 12 percent hold a graduate or

professional degree.

West View was established in 1905. It was home to West View Park, one of Pittsburgh’s

most popular amusement parks from 1906 to 1977. The park’s former location now features a

shopping center with national retailers. According to the U.S. Census Bureau, West View

Borough’s estimated population is 6,759 and is projected to remain at those levels for the

foreseeable future. The community is predominately white with less than four percent of census

respondents noting another race. Nearly 30 percent of West View residents are under age 18 and

nearly 14 percent are over age 65. The median home value is $112,800, and nearly 68 percent of

West View residents own their homes. The median household income in West View is $50,938.

More than 90 percent of West View residents are high school graduates and nearly 30 percent

have a bachelor’s degree or higher.



A.2. Describe any changes in the community occurring over the last five years that

have had an impact on the school. Indicate any changes that are expected to

occur during the next five years.

Last Five Years: Over the last five years, small updates and improvements have been made to Ross Township and

West View Borough. Occupation of storefronts along the McKnight Road corridor, one of the

most viable commercial thoroughfares in suburban Pittsburgh, remained high with most

vacancies being filled in a short timeframe. A countywide reassessment of all properties was

instituted to equalize and fairly levy taxes. Currently, millions of dollars of taxes levied on

properties in North Hills School District are being contested.

Next Five Years: Due to the small geographic area comprising North Hills School District, few new development

opportunities exist due to lack of vacant property. However, three new housing developments are

slated for construction. Dozens of townhomes are under construction, and plans are underway for

a residential development of nearly 300 single-family homes slated to sell for more than

$300,000 each and a smaller development with similar pricing. The larger housing development

will be constructed on the former site of the Highland Country Club and its adjacent golf course.

On the site of the district’s former Northway Elementary School and adjacent shopping center,

developers also plan to revitalize the current, dated and failing shopping center with a mix of

retail, office and restaurant space. An extended legal battle pertaining to a recent countywide

property reassessment will be settled. Since the assessments were meant to equalize taxes and

not simply increase taxes, the district may see a small increase in taxes upon settlement of all

contested assessments.

A.3. Describe the major challenges currently faced by the community—social,

economic, political. As with all communities in the United States, the area is still rebounding from the economic

collapse of recent years. However, housing prices, which remained relatively stable compared to

the nation as a whole, are on the rise, and homes continue to be built and sold in the area.

Commercial development continues to be a steady fixture as well with new businesses occupying

many storefronts alongside veteran retailers. The largest issue facing the district would be a lack

of available open properties as the trend in the area is to development new sites rather than

redeveloping existing ones as the developer plans at the former Northway Elementary School

area noted above.



A.4. List the major educational and cultural programs and facilities in the

community that are available for use by the schools and their students.

Program/Facility

Northland Public Library

Carnegie Museum of Art

Carnegie Museum of Natural History

Carnegie Science Center

Heinz History Center

Phipps Conservatory and Botanical Gardens

The Children’s Museum of Pittsburgh

Carlow University

Carnegie Mellon University

Chatham University

Duquesne University

Point Park University

Robert Morris University

University of Pittsburgh



PROFILE OF THE SCHOOL

B.1. History of the School:

Provide a brief history of the school. Include key milestones and developments in the

life of the school. The district was formed as the North Hills School Jointure in 1948, and in 1965, the two districts

merged to form North Hills School District. Shortly after, new schools were constructed and

other buildings were used for different ages of students to accommodate the new student

population.

Throughout the 1970s and 1980s, North Hills continued to grow and was noted as

AAAA, the sports designation utilized for the largest school districts in Pennsylvania. Academic,

arts and athletic programs were noted as some of the best in the area with graduates gaining

successful careers or admission into prestigious universities upon graduation. North Hills

continued to have a steady student population due to its proximity to the city of Pittsburgh and

the delay in housing and commercial developments further north that would occur more heavily

starting in the 1990s. Today, approximately 90 percent of graduates continue their education

after high school.

In the 1990s, North Hills School District saw some difficult financial times that were

righted by a business director still handling the district’s finances today. As in the decades

previous, North Hills continued to enjoy a steady student population, academic, arts and athletic

success. However, some buildings began to show wear, and the district began initial discussions

about how to handle the issues related to the district’s seven elementary schools. Many of the

buildings existed from the original formation of the district in the ‘50s and ‘60s and exceeded

their useful lives. In addition, the district was in the beginning stages of a districtwide technology

program that continues to present day with a goal of equipping North Hills students with the

latest and best educational technology.

Led by this plan, North Hills also embarked on renovations at its junior high and senior

high buildings that share a hilltop campus. A renovated North Hills Junior High School opened

to the community in 1996 with updated finishes, improved technology and refinished

classrooms. North Hills Senior High School renovations were completed in 2007 and offered

students integrated educational technology, updated finishes, a professional television studio and

a theater-like auditorium for drama and arts performances among many other features.

One of the then-seven elementary schools, West View Elementary received a complete

overhaul that was completed in 2006. The elementary school previously housed junior high and

high school students during the district’s early years. It retained that historical significance, while

also gaining updates to benefit students. In 2006, North Hills instituted an elementary facilities

plan that sought to close three district elementary schools and renovate three remaining buildings

to have four comparable elementary schools with enrollments of 500 to 550 students. The plan

was completed in 2011 with the opening of Ross Elementary School joining the two other

renovated buildings – Highcliff and McIntyre elementary schools. The renovations provided all

elementary students in North Hills with a 21st century learning environment and alleviated long-

standing program and facilities inequities that permeated the district’s elementary schools.



North Hills School District continues to be a nationally recognized public education institution

receiving annual awards from the Carnegie Science Center, the Washington Post and

BlackBoard.

In addition to this information, our school and our students are fortunate to have access to

very extensive historical records regarding the origins of the community. The following

information is utilized in several different curricular areas at the high school: Initially, the

infrastructure of West View and Ross first originated because of their proximity to a road.

Before this road was known as Perrysville Avenue, Perry Highway or Route 19, it was the

Allegheny and Perrysville Plank Roads, the Franklin Road and long before any of those, the

Venango Indian Path, used by Cornplanter Indians. The Indian routes were narrow, 18-inch wide

paths, which followed the course requiring the least exertion for men carrying burdens. The

Venango Path started at Shannopin’s Town (Pittsburgh) and went north through West View to

Perrysville and through the northern communities until it ended at Fort Presque Isle in Erie.

When the route north to the new town of Franklin, at the mouth of the French Creek, became

more important for transporting goods, the Franklin Road was born. It was a wider road that

could accommodate wagons and carts. In 1849, the Perrysville Plank Road was commissioned

and constructed as a one-lane toll road. Wooden planks about 8 inches wide, 3 inches thick, and

of varying lengths were laid horizontally across vertical stringers placed on a reasonably

prepared roadbed. At the start of the 1849, improvements began at the City line near Waldorf

Street, just below today’s Franklin Road (the only remnant of the first Franklin Road) and

Perrysville Avenue. After 1849, Franklin Road would be known as the Perrysville Plank Road.

To pay for the improvements on the Perrysville Plank Road, tolls were collected at four toll gates

established between the City line and Perrysville. The toll keepers lived in tollhouses along the

roads and raised and lowered tollgates, permitting travelers access to various sections of the road.

The wooden planks of the road were not durable and were replaced frequently. Between 1910

and 1911, the Plank Road was paved with bricks from the City line as far north as the

intersection with Three Degree Road. The advent of the automobile made the bumpy bricked

Perryville Plank Road obsolete. Macadam replaced the bricks until the era of concrete paving

arrived. By 1927, the need for a direct paved route from Pittsburgh to Erie was envisioned and

the Pennsylvania Department of Highways awarded a contract for The Perry Highway, named

for Commodore O.H. Perry. On November 23, 1929, the citizens of West View and Ross

celebrated the completion of the highway through the Borough with a ribbon cutting ceremony.

In the l970s, demolition of hundreds of homes and familiar landmarks along Perry Highway

began in preparation for the changes created by the construction of Interstate 279.

Historical records regarding the ownership of the land making up these communities is

also available. As the records indicate, all of the land west of the Allegheny and north of the

Ohio rivers remained "Indian country" until October 1784, when the "Last Purchases" were

made from the Indians at Fort Stanwix (Rome, N.Y), comprising all the land from the Allegheny

to the western boundary of Pennsylvania. During the war of the Revolution, in order to induce

men to stay in the Pennsylvania Line of the Continental Army and to encourage enlistments, the

Assembly, by resolution, promised to donate land to the soldiers. These certificates were to be

taken in payment for land were redeemable in gold or silver. In the latter case, the land was sold

at auction in Philadelphia, for a short period at Lancaster, and the money applied to the

depreciation pay of the soldier. Depreciation tables were set up for calculation the adjusted

amount. The northern part of the Last Purchase lands was divided off to an east-west line a few

miles south of the present New Castle and north of Butler and designated Donation Lands.



Everything south of the line to the rivers was designated the "Depreciation Tract". This

comprised all of Allegheny County north of the rivers, the southern parts of Beaver and Butler,

and western Armstrong Counties. Of course, the area now Ross Township was wholly within the

Depreciation Tract. At first it was part of Pitt Township, Westmoreland County, until the

erection of Allegheny County in 1788. In 1796, the part west of Surveyor Cunningham's district

was partitioned off by the north-south line running nearly through the mouth of Pine Creek and

formed into Pine Township. 1803, Ohio Township was formed by partitioning off that part lying

west of Surveyor Douglas' district, which included all the present western tier of Townships and

boroughs on the Ohio River. This left Pine with a strip of land, comprising the districts of

Douglas and Jones, six miles wide and sixteen long, from the rivers to the Butler County line.

In five years, land in the southern part of Pine Township was being taken up rapidly. On

November 15, 1808, thirty residents of that area petitioned the country courts to divide the

township "by a line from the eight-mile tree of Franklin Road (formerly the Venango Path),

running due east and west". The borough of Allegheny was formed in 1828 and took that part of

Ross Township nearest the Allegheny River. In 1847, the formation of Shaler Township took

away about two miles from the eastern side of Ross; so that from that time the township has

remained as it is today, except for the formation of the West View Borough in 1905. At the turn

of the twentieth century, Pittsburgh was experiencing a period of unprecedented growth. The

Allegheny-Bellevue Land Company, under the leadership of president William V. Callery, had

its agent, The Freehold Real Estate Company, acquire hillside and farmlands that had been part

of the original large tracts of Reel, Hilands-Collins, Scott and Robinson. Total purchase price for

the one square mile borough was $276,500, with the land price being $536 per acre. A total of

640 acres were purchased, and the Land Company recorded six housing plans in the area

between 1903 and 1914. The eastern portion of what would become West View Borough was

developed. The company formed the Allegheny-Bellevue Railways Company, which was

instrumental in extending streetcar service from Pittsburgh to the new developments. The

Allegheny-Bellevue Railways Company was one of the more than 200 companies that were

predecessors of the Pittsburgh Railways Company that served the communities of West View

and Bellevue in later years.

Our students are fortune to be able to access historical records and learn about the

pioneers that played important roles in the early settlement and development of West View and

Ross. Casper Reel came to Allegheny County in 1783 and was the first settler and probably first

to build a cabin in the West View/Ross area. He served under General Washington and was

present at the battle of Brandywine and other engagements. Also he became the first tax

collector north of the Allegheny and Ohio Rivers. Barnabas Hilands was another early settler to

West View who established his farm in 1794. The bulk of the Hiland’s land grants made up the

land which ultimately became the Borough of West View. Peter Ivory, Sr. immigrated to

America in 1817, and in 1819 purchased farmlands in the West View/Ross area. By the end of

1819, he had built the Four Mile House along the Franklin Road, near what would become Ivory

Avenue, named after this illustrious founding family. Fred Schwitter was born in Switzerland

on March 8, 1847, and though a penniless immigrant, he had saved enough money to start the

dairy business that eventually became a model dairy for farms across western Pennsylvania. He

built a large mansion on the Plank Road reminiscent of the house he remembered in Switzerland.

It was located at the current location of the West View Elementary School. Frederick C.

Martsolf was born in Butler, Pennsylvania in 1848. Between 1897 and 1904, he bought and

developed more than 50 properties in McKees Rocks, Stowe, Chartiers, Bellevue, and Ross,



work in frequently with the Allegheny-Bellevue Land Company. He built 50 houses in the West

View area and gathered support from interested locals and the Allegheny-Bellevue Land

Company. Martsolf was elected president of the first seven- member Borough council. As a

tribute to his vision, determination and perseverance, he was named the “Father of West View”

at the 2005 the centennial of the Borough.

The North Hills School District is made up of both Ross Township and the West View

Borough. It is generally conceded that the West View name came from pioneers, traveling north

from the city, who fully appreciated the glorious view to the west as they came down the

Venango Trail. Few people, aside from local historians, realized that the name was used for three

different areas along this trail. The 1876 Atlas of Allegheny County placed West View Post

Office or Village nearly a mile and a half further south than today’s borough line. This village

was located at the Perrysville Plank Road intersection with Ivory Avenue. The little hilltop

community was named because of the magnificent western view of the valley below. About a

mile north of West View Village on the east side of the Perrysville Plank Road near Cemetery

Lane was another little community also referred to by some as West View because of the large,

pretentious West View Hotel, famous for good food and its racetrack. Today, many commuters

going north on Perry Highway at the end of the day still enjoy the panoramic view of the

glorious Sunsets in the western sky beyond 1-279. Ross was named when the court confirmed

the township line in November 1809. It was named Ross in honor of James Ross, the eminent

attorney of Pittsburgh, just then at the height of his career.

A great deal of information is also available regarding the origins of our school district

itself. The first public elementary school in West View Borough was located at 131 Ridgewood

Avenue in a one-room structure that previously had been the office of the Freehold Real Estate

Company. The school was under the supervision of the Ross Township School Board. Teacher

Elizabeth Boal conducted classes for 39 students in the little building from November 1904 to

April 1905. Her $45 monthly salary included janitorial duties such as tending the two Reznor

stoves that heated the school. With the formation of the new Borough and a school board of its

own, a bond issue was floated for $8,500 to build a school. The Freehold Real Estate Company,

agents for the Allegheny-Bellevue Land Company, presented the Borough with several lots on

Oakwood Avenue. The Oakwood School, a four room brick building, was opened on Monday

evening, October 2, 1905. At first only two rooms were occupied by the teachers, Miss.

Elizabeth Boal and Miss Dunn. A third room was opened in 1906 with Mr. C.D. Coffey as

principal and Mrs. Ella Carroll and Miss Elizabeth Boal as assistants. Early in 1907, Principal

Coffey left and was succeeded by Miss Kittie Spence. In 1918 the Ridgewood School building

was added to the Oakwood School. When it was found necessary to open a school on the East

Bellevue side of the Borough, a suitable room was rented there and about 30 pupils received

instruction from Miss Josephine McGaw. A six room school and auditorium were built of yellow

brick at the corner of Highland and Columbia Avenues. The Highland School was dedicated,

Friday, October 8, 1909. Early in 1912 there was a movement to offer piano and vocal lessons,

manual training and home economics in the schools. Such projects were fostered and pushed by

a group of women who formed the sixty-member Highland Mothers’ Club. On October 21, 1913,

the Home and School Association was formed, and working closely with the county schools,

succeeded in bringing many innovations. Through their efforts, the first summer playground

program in the history of West View was opened at the Highland School in July of 1914. Instead

of paying for the addition of a gymnasium at the Highland School by taxation, the Highland



Home and School Association created a special fund and held fundraisers. Through the labor of

the men and women of the Borough, the basement of the school was dug out.

As the Borough grew, the schools became more and more crowded, particularly Highland

School. In March of 1923 the Highland Homes and School Association went on record as

favoring the erection of a junior high school. The students of the Borough were paying tuition to

go to Latimer and Bellevue High schools. This plan came to fruition on April 18, 1925, when

construction began for the new West View Junior High School at the corner of Chalfonte

Avenue and Perry Highway, on the site of the old Donegal Inn. This new junior high school was

one of the first in the country to house grades 7, 8 and 9. After students completed the ninth

grade, the school district paid their tuition to attend high school at Perry, Oliver or Bellevue High

schools. In February 1934, a tenth grade was added and the Junior High then housed grades 7

through 10. On April 1, 1934, a $125,000 bond issue was approved for additions to West View

Junior High School for grades 11 and 12. By August 31, 1937, the addition was completed for

grade 11, and by 1938 classrooms for grade 12 were added. The name of the school was

officially changed to the West View Senior High School in 1938. The first graduating class of

the new West View Senior High School held their graduation exercises for the 120 seniors in

1939. In 1939, plans were drawn up and construction of West View High School Field, off of old

Perry Highway began. The area was leveled for a football field. The Works Progress

Administration started work on the field in 1940, but work was stopped when World War II

began. Construction resumed in 1949. Drawings for the field house were complete and eight

telephone poles were installed for the lights. The field house was completed for the 1950-51

year. The field name was changed from West View High Field to North Hills Field and changed

again in 1968-69 to Martorelli Field for North Hills’ football coach, Mario Martorelli. In 1969,

the district renovated the stadium with new bleachers and an updated track. Fill was added to the

low areas which became the practice and track fields. Significant improvements were made to

the football field again in 2000 through $9.5 million worth of renovations. In 2003, the Field

House was renamed McCurry Field House in honor of football coach and high school principal,

John McCurry.

In 1948, Pennsylvania was moving toward larger, merged school districts. In July, West

View and Ross formed the North Hills School Jointure, with a single system administration and

operation, but two separate school boards. The two school boards meet as an operating board.

Dr. R.S. Rice became Supervising Principal and Mr. Paynter served as assistant. North Hills

Joint Schools was composed of eight elementary schools, the Junior High at Samuel Hamilton

and the West View Senior High. By 1957, enrollment at the senior high had climbed to 917

students, and plans were well under way for the construction of a new high school. A 34-acre

parcel of land known as the Hein Farm became the site for the $2.8 million facility. Shortages in

steel and delays in delivery of construction materials along with labor disputes slowed down

construction. However, by September 8, 1958, the academic sections were completed and

students and staff entered their new building which housed grades 9, 10, 11 and 12. Finishing

touches for the new high school were completed by January 1959, and six days of dedication

activities followed. The new building, sometimes referred to as the Rice building, was dedicated

to Dr. Ralph S. Rice, who had served as supervising principal from 1949-1957. That same year

the high school opened its doors to an Adult Education Program, which attracted 274 participants

who paid a refundable $5 fee for eight-session courses. The most popular classes were sewing

and oil painting. In addition, modern mathematics entered classrooms and even parents were

invited to become schooled in the new math. By 1964, 371 parents throughout the district took



classes in the new math. On July 1, 1965, the North Hills Joint Schools officially ended and was

renamed the North Hills School District and soon thereafter, the need for expansion became

evident. In 1967, ninety-one new professional employees were hired. Enrollment was growing

annually at a rate of 5%, and senior classes were approaching the 900 mark. To accommodate the

enrollment surge, a new North Hills Intermediate High School welcomed 1,600 students in

grades eight and nine from the overcrowded Rice Building in 1972. The Intermediate School was

dedicated to Dr. Victor E. Morrone, Director of Elementary Education and Assistant

Superintendent of Schools.

In 1970, A.W. Beattie Vocational-Technical School on Babcock Boulevard in Ross

Township opened to students in North Hills School District. In 1983, declining enrollment

prompted a consolidation plan. North Hills Intermediate High School was converted into the

North Hills Senior High School, housing grades 10- 12. The old senior high became the junior

high school, housing grades 7-9. Due to declining enrollment, a shift to the establishing a middle

school model in grades 7 and 8 and the availability of space at the high school permitted the

reorganization in 2013 to a 9-12 high school and 7-8 middle school. Both of these buildings are

on the same campus, but separate bussing and classrooms are utilized.

B.2. Description of the School: Official Name of the School North Hills High School

Address of the Main Campus

(street address, city, state, zip

code)

53 Rochester Road

Pittsburgh, PA 15229

Telephone Number of Main

Campus 412-318-1402

Fax Number of Main Campus 412-318-1403

Name and Title of Head of

School John W. Kreider, Principal

E-mail Address of Head of the

School [email protected]

Website Address for the

School www.nhsd.net

Type of Organization X Public

X Not for Profit

X Academic

X Secondary Students

Year School Began Operating 1948

Year of First Graduating Class 1949



State/Agency/Country

Granting License to Operate Pennsylvania Department of Education

Diplomas/Certificates School

is Licensed to Grant

High School Diploma

Calendar Semesters (August-January, January to June)

Currently Accredited by Name of Agency Accredited Until

MSA-CESS Currently seeking

reaccreditation

B.4. SCHOOL INFORMATION: PUBLIC SCHOOLS

Is the school part of a larger school

district, system, or corporation?

Yes No

X

Name of District/System/Corporation: North Hills School District

B.5. SCHOOL INFORMATION: ALL SCHOOLS

B.5.a. Enrollment Trends

FOR THE ACADEMIC YEAR: 2014 - 2015

Grades

Included in

This School

PAST PRESENT PROJECTED

BOYS/GIRLS

Two Years

Ago

BOYS/GIRLS

One Year

Ago

BOYS/GIRLS

This Year

BOYS/GIRLS

Next Year

Grade 9-HS 184 164 200 199 177 177 160 156

Grade 10-HS 195 169 181 166 197 195 177 177

Grade 11-HS 176 145 182 167 182 164 197 195

Grade 12-HS 188 161 190 149 188 164 182 164

TOTALS 743 639 753 681 744 700 716 692

B.5.a.1. Explain any significant or unusual enrollment trends for this school. This data represents a steady decrease in school age children within the district. Student

enrollment data from the 2004-2005 school year shows that 4783 students were enrolled across

grades k-12. This significant drop can be attributed to a large number of “baby boomer” area

residents continuing to reside in their homes but now without children in the district.



Another significant trend that the school is experiencing is the transferring of students to charter

and cyber schools. When a student transfers to a charter or cyber-school, the funding received by

the district for the student travels with the student. This leads to a significant amount of money

leaving the district without the district having ability to decrease offerings to students because

the changes in enrollment are not centralized in one specific area of the district. Therefore, the

district will still have expenditures for those offerings with less revenue. This has the possibility

of creating potential financial shortfalls.

B.5.b. Student Demographic Trends:


Student Characteristic:

Percent of Student Body

Now


Two Years Ago

African-American 4% 4% Asian 2% 2% Caucasian/White 92% 93% Hispanic 2% 1% Native American Indian 0% 0% TOTAL 100% 100%

Student Characteristic:


Now


Two Years Ago

Economically Disadvantaged 32% 28%

B.5.b.1. Explain any significant or unusual demographic trends for this school. It is important to note that our school district has faced a steady increase in the number of

economically disadvantaged students. During the 2008-2009 school year, 847 students received

free and reduced lunches. Over the past six school years, that number has steadily increased to

1,122 students this year receiving free and reduced lunches. This is an increase in the student

population to 32% who come from an economically disadvantaged household.



B.5.c. Size of the Professional and Support Staffs:


Full-Time Part-time Total Full-Time

Equivalent

ADMINISTRATIVE

STAFF:

Administrators 24 0 24

INSTRUCTIONAL

STAFF:

Classroom teachers-

elementary/lower

school

131 0 131

Classroom teachers-

middle school 43 0 43

Classroom teachers-

high school/upper

school

95 0 95

Special needs

teachers 28 0 28

STUDENT

SERVICES STAFF:

Guidance/college/

career counselors 14 0 14

Specialists and

consultants 21 1 22

Technology services

personnel 0 0 0

Information

resources/ library

personnel

6 0 6

Health services

personnel 4 0 4

SUPPORT STAFF:

Paraprofessionals

and aides 100.0 0.5 100.5

Secretaries and

clerks 32.0 0 32.0



Full-Time Part-time Total Full-Time

Equivalent

Custodial personnel 44.0 1.7 45.7

Maintenance

personnel 12.0 0 12.0

Food services

personnel 0.0 40.0 40.0

Security personnel 3.0 0 3.0

Other: Non-Union 2.0 0 2.0

B.5.c.1. Describe significant trends in size of the staff that have had or may have an

impact on the education program, provision of student services, personnel,

facilities or finances. Declining enrollment and adjustment of educational program offerings based upon effectiveness

and participation have allowed the District to reduce the number of positions in all categories;

various retirement incentives offered over the past few years have allowed the District to reduce

through attrition without furloughing employees.

B.5.d. Experience of the Staff:

FOR THE ACADEMIC YEAR: 2014 – 2015

Years 0-1 2-5 6-10 11-20 over 20

Administrative

Staff

Women 0 1 2 4 5

Men 1 1 2 5 3

Instructional Staff

Women 22 27 38 63 57

Men 0 6 18 62 14

Student Services

Staff

Women 2 5 2 8 10

Men 0 0 1 4 4

Support Staff

Women 41 38 44 44 14

Men 11 14 11 18 12



B.5.d.1. Describe significant trends in experience of the staff that have had or may

have an impact on the education program, provision of student services,

personnel, facilities or finances. The District offered retirement incentives to employee groups which resulted in the retirement of

the most experienced staff; not all vacant positions were filled, and where replacements were

hired, the years of experience of the new hire(s) is significantly less than the years of experience

of the retiree. We expect this trend to continue since 25% of the professional staff currently have

over 20 years of experience and 40% of the professional staff have between 11-20 years of

experience. The support staff demographics reflect that the majority of more experienced

support staff employees have been retiring and it is expected that in the future, the highest

percentage of support staff will have less than 20 years of experience.

B.5.e. Academic Preparation of the Professional Staff:


Associate’s

or No

Degree

Bachelor’s

Degree

Bachelor’s

Degree

plus

hours

Master’s

Degree

Master’s

Degree

plus

hours

Doctorate

Administrative

Staff

Women 1 2 0 4 1 2

Men 1 1 0 6 1 2

Instructional

Staff

Women 0 10 68 85 53 0

Men 0 1 51 28 11 1

Student

Services Staff

Women 0 0 5 15 6 1

Men 0 0 0 5 3 1



B.5.e.1. Describe significant trends in the academic preparation of the staff that have

had or may have an impact on the education program, provision of student

services, personnel, facilities or finances. All professional staff are required to possess a minimum of Bachelor’s Degree in order to receive

PA certification; the Level II certification requirements require a certificated individual to

receive 24 credits beyond their Bachelor’s Degree within six years of service time. In addition,

all student services staff are hired with possession of a Master’s Degree at the time of hire.

These requirements will result in the majority of staff possessing a minimum of Bachelor’s + 24

over time.

B.5.f. Professional Certifications of the Professional Staff:


No

Certificate

Emergency

Certificate

Elementary

Level

Certificate

Middle

Level

Certificate

Secondary

Level

Certificate

Administrative

Certificate

Administrative

Staff

Women 5 0 1 0 2 6

Men 2 0 0 0 2 10

Instructional

Staff

Women 0 0 123 36 58 0

Men 0 0 29 14 47 1

Student

Services Staff

Women 0 0 16 4 8 0

Men 0 0 3 2 3 0

B.5.f.1. Describe significant trends in the professional certification of the staff that

have had or may have an impact on the education program, provision of

student services, personnel, facilities or finances.

All professional staff are properly certificated in their current teaching assignment. Of

note are newly created Math and Literacy Coach positions at the elementary level

which require elementary teaching certification but the role of the Coach is to work with

all elementary teachers regarding math and literacy instruction.



B.5.g. Staff Demographic Trends:


Race/Ethnicity Percent of Staff in

Current Year

Percent of Staff Two

Years Ago

African-American .009% .009%

Asian --- ---

Caucasian/White 99% 99%

Hispanic --- ---

Native American Indian .001% .001%

TOTAL 100% 100%

B.5.g.1. Describe significant trends in the demographics of the staff that have had or

may have an impact on the education program, provision of student services,

personnel, facilities or finances. The District continues to actively recruit minority candidates for professional and other

positions; however, the job market in Western Pennsylvania currently has a low supply of

certificated minority applicants.

B.5.h. Staff Turnover:

B.5.a. Indicate the percentage of each category below that were new hires (or

assumed a new position within the school) in the year indicated.


Percent New Hires

Three Years Ago

Percent New Hires

Two Years Ago

Percent New Hires

One Year Ago

Administrative

Staff 5% 12.5% 5%

Instructional Staff 3% 1.5% 4%

Student Services

Staff --- --- 6%

Support Staff 1% 2% 3%

TOTAL 100% 100% 100%



B.5.h.2 Indicate the percentage of each category below that left the staff or moved

to a new position) in the year indicated.

Percent

Changeover Three

Years Ago

Percent

Changeover Two

Years Ago

Percent

Changeover One

Year Ago

Administrative

Staff 29% 42% 4%

Instructional Staff 3% 3% 4%

Student Services

Staff --- 6% ---

Support Staff 5% 5% 3%

TOTAL 100% 100 100%

B.5.h.3. Describe significant trends in staff turnover that have had or may have an

impact on the education program, provision of student services, personnel,

facilities or finances. Purposeful retirement incentives and other resignations resulted in a higher turnover rate in the

past few years. The District does not intend to offer retirement incentives in the near future, so it

is anticipated that the turnover rate will decrease other than normal retirement age vacancies.

B.5.i. Participation In and Support for the School:

Parents:

X

Exceeds Expectations

X Satisfactory

Needs Improvement

Unsatisfactory While parent involvement is generally strong, the perception among stakeholders is that parent

involvement from lower-income households, which is an increasing number in our district, does

not seem to be as high as from families who are not financial struggling.

Community members and organizations

X

X Exceeds Expectations

Satisfactory

Needs Improvement



Unsatisfactory Our school has very strong partnerships with the local community organizations such as post-

secondary institutions, rotary clubs, VFWs, charities and volunteer organizations, and

governmental agencies. An advisory group for the six different Academies includes

representatives from the regional economic, educational and government community. These

stakeholders may give advice on curriculum, appear as guest speakers in classes, supervise

shadowing and apprenticeship opportunities and serve as mentors for individual students. In

addition, all academies will be articulated to a post-secondary program at a community college,

university, or technical school.

The business community

X


Satisfactory

Needs Improvement

Unsatisfactory Our school has very strong partnerships with the local business community especially via our

Academy programs (http://www.nhsd.net/TheAcademiesatNorthHills.aspx). An advisory group

for the six different Academies includes representatives from the regional economic, educational

and government community. These stakeholders give advice on curriculum, appear as guest

speakers in classes, supervise shadowing and apprenticeship opportunities and serve as mentors

for individual students. In addition, all academies will be articulated to a post-secondary program

at a community college, university, or technical school.

B.5.j. Relationships with Authorities and Agencies:

Evaluate the quality of the school’s relationships with local authorities and government agencies.

X


Satisfactory

Needs Improvement

Unsatisfactory

Our school has very strong partnerships with the local authorities, especially via our Academy

programs (http://www.nhsd.net/TheAcademiesatNorthHills.aspx). The Advisory Board for the

Academy for Government and Law contains both police chiefs and the local district magistrate.

These stakeholders give advice on curriculum, appear as guest speakers in classes, supervise

shadowing and apprenticeship opportunities and serve as mentors for individual students.

http://www.nhsd.net/TheAcademiesatNorthHills.aspx

http://www.nhsd.net/TheAcademiesatNorthHills.aspx



PROFILE OF STUDENT PERFORMANCE

he Profile of Student Performance includes the following information and data

that describe the levels of student performance on assessments that are most

respected by the members of the school’s community of stakeholders, valued by

the school’s professional staff, and/or required by the state or federal governments. The

Profile includes:

Data for standardized academic assessments.

Data for school-based academic assessments.

Data for achievement indicators such as graduation rate, college rigorous

courses, college acceptance, etc.

Data for citizenship measures such as attendance, promptness, discipline, etc.

Data for state academic assessments, if applicable.

Collecting and tracking data that describe how well the school’s students are

performing in the areas that are normally used by the school’s community of

stakeholders to determine if the school is accomplishing its mission is important for the

following reasons:

The school needs these data to determine if it is making progress toward

achieving its mission;

The school needs these data to determine if its graduates are meeting the

expectations expressed in the school’s Profile of Graduates;

The school needs these data to help it determine in which areas of student

performance there are the largest gaps between what is expected and how

student are performing and, therefore, what the focus of the school’s Plan for

Growth and Improvement should be.

T



A. ACADEMIC PERFORMANCE DATA—PUBLIC

SCHOOLS

We are not subject to the provisions of the No child Left Behind Act.

A.1. Results of State Academic Assessments:

FOR THE ACADEMIC YEAR: 2013 -- 2014

Name of Assessment Sub-Group of

Students

Grade

Level(s)

Percentage of Student

Performance1

Keystone Exam – Algebra I

All 9-11

17.1 Advanced

26.8 Proficient

43.1 Basic

13.0 Below Basic

Caucasian

9-11 18 Advanced

26.9 Proficient

43.3 Basic

11.8 Below Basic

African-

American

9-11 0 Advanced

19.0 Proficient

57.1 Basic

23.8 Below Basic

Hispanic

9-11 22.2 Advanced

44.4 Proficient

11.1 Basic

22.2 Below Basic

Male

9-11 14.3 Advanced

24.0 Proficient

45.0 Basic

16.7 Below Basic

Female

9-11 20.3 Advanced

30.0 Proficient

41.0 Basic

8.8 Below Basic

1 Insert the names of the appropriate terms used to designate levels of performance on this assessment.




Students

Grade

Level(s)


Performance1

IEP

9-11 17.1 Advanced

4.8 Proficient

57.1 Basic

36.2 Below Basic

English

Language

Learners

9-11 11.1 Advanced

0.0 Proficient

22.2 Basic

66.7 Below Basic

Socially-

Economically

Deprived

9-11 10.3 Advanced

19.0 Proficient

52.9 Basic

17.8 Below Basic

School’s Performance on This Assessment:

X

X Made AYP

Did not make AYP


Students

Grade

Level(s)


Performance2

Keystone Exam – Biology

All

9-11 12.3 Advanced

20.1 Proficient

45.0 Basic

22.6 Below Basic

Caucasian

9-11 12.2 Advanced

19.7 Proficient

46.8 Basic

21.2 Below Basic

African-

American

9-11 4.2 Advanced

33.3 Proficient

16.7 Basic

45.8 Below Basic





Students

Grade

Level(s)


Performance2

Hispanic

9-11 28.6 Advanced

14.3 Proficient

14.3 Basic

42.9 Below Basic

Male

9-11 11.2 Advanced

15.4 Proficient

47.4 Basic

26.0 Below Basic

Female

9-11 13.6 Advanced

25.6 Proficient

42.1 Basic

18.6 Below Basic

IEP

9-11 2.8 Advanced

3.8 Proficient

36.8 Basic

56.6 Below Basic

English

Language

Learners

9-11 12.5 Advanced

0.0 Proficient

12.5 Basic

75.0 Below Basic

Socially-

Economically

Deprived

9-11 6.9 Advanced

20.7 Proficient

41.4 Basic

31.0 Below Basic


X

X Made AYP

Did not make AYP




Students

Grade

Level(s)


Performance3

Keystone Exam –

Literature

All

9-11 4.0 Advanced

48.3 Proficient

37.1 Basic

10.6 Below Basic

Caucasian

9-11 4.5 Advanced

49.7 Proficient

35.7 Basic

10.2 Below Basic

African-

American

9-11 0.0 Advanced

33.3 Proficient

55.6 Basic

11.1 Below Basic

Hispanic

9-11 0.0 Advanced

40.0 Proficient

40.0 Basic

20.0 Below Basic

Male

9-11 2.5 Advanced

43.2 Proficient

38.7 Basic

15.6 Below Basic

Female

9-11 6.0 Advanced

55.0 Proficient

34.9 Basic

4.0 Below Basic

IEP

9-11 0.0 Advanced

15.2 Proficient

48.5 Basic

36.4 Below Basic

English

Language

Learners

9-11 0.0 Advanced

0.0 Proficient

25.0 Basic

75.0 Below Basic

Socially- 9-11 2.7 Advanced





Students

Grade

Level(s)


Performance3

Economically

Disadvantaged

31.9 Proficient

49.6 Basic

15.9 Below Basic


X

X Made AYP

Did not make AYP

A.2. STATUS OF SCHOOL RE: MEETING NCLB REQUIREMENTS


Made AYP X

Making Progress

Warning

School Improvement I

School Improvement II

Corrective Action I

Corrective Action II

Other (Specify):

A.2.a. If the school did not make AYP, provide a description of the actions the school

is required to take in response to its status. N/A

A.2.b. Describe the next action that will be taken if the school does not meet AYP in

the next academic year.

N/A



B. ACADEMIC PERFORMANCE DATA—ALL SCHOOLS

B.1. Results of Standardized Academic Assessments:

Our school utilizes the Commonwealth of Pennsylvania’s Keystone Exams (above) as the

standardized assessment for our students.

B.2. Retention in Grade: *


Grade Level Sub-Group of Students Percentage Retained in

Grade

9

All 0%

Caucasian 0%

African-American 0%

Hispanic 0%

Male 0%

Female 0%



Grade

10

All 0%

Caucasian 0%

African-American 0%

Hispanic 0%

Male 0%

Female 0%





Grade

11

All 0%

Caucasian 0%

African-American 0%

Hispanic 0%

Male 0%

Female 0%



Grade

12

All 1%

Caucasian 1%

African-American 0%

Hispanic 0%

Male 1%

Female 0%

*The Commonwealth of Pennsylvania Department of Education has established a cohort system

for each graduating class. Students are automatically promoted now despite credit indicators

being the measurement of progress towards graduation and grade promotion. Therefore, students

are not retained until they reach 12th

grade.

B.3. Honor Roll:


Grade Level Sub-Group of Students % Honor Roll

9

All 59%

Caucasian 50%

African-American 20%

Hispanic 33%

Male 33%

Female 36%




10

All 48%

Caucasian 51%


Hispanic 40%

Male 37%

Female 33%


11

All 50%

Caucasian 47%


Hispanic 40%

Male 37%

Female 25%


12

All 59%

Caucasian 50%


Hispanic N/A

Male 33%

Female 39%



B.4. GRADE POINT AVERAGE:


Grade Level Sub-Group of Students Average GPA

9

All 3.24

Caucasian 3.31

African-American 2.80

Hispanic N/A

Male 3.36

Female 3.12


10

All 3.31

Caucasian 3.35


Hispanic 3.25

Male 3.35

Female 3.27


11

All 3.39

Caucasian 3.43


Hispanic 3.50

Male 3.37

Female 3.41




12

All 3.24

Caucasian 3.31


Hispanic N/A

Male 3.36

Female 3.12

C. ACADEMIC PERFORMANCE DATA: FOR ALL

DIPLOMA GRANTING HIGH SCHOOLS

C.1. Honors Course Enrollment and Performance:


Grade Level Sub-Group of Students Percentage Enrolled in

Honors Course

9

All 48%

Caucasian 53%


Hispanic 25%

Male 45%

Female 54%


Honors Course

10

All 55%

Caucasian 57%


Hispanic 25%

Male 53%

Female 57%




Honors Course

11

All 52%

Caucasian 54%


Hispanic 25%

Male 46%

Female 51%


Honors Course

12

All 53%

Caucasian 57%


Hispanic N/A

Male 53%

Female 57%

C.2. Advanced Placement® Course Enrollment:

Our school does not participate in the Advanced Placement® Program.


All students enrolled in an AP exam at North Hills High School must take the AP exam in order

to participate in the course. Our high school covers all test costs and fees. Please see the reports

below for the number of participants in each course.



C.3. Advanced Placement® Examination Performance:

Our school does not participate in the Advanced Placement® Program.




1



C.4. International Baccalaureate Program Participation: X Our school does not participate in the International Baccalaureate Program.

C.5. International Baccalaureate Program Performance: X Our school does not participate in the International Baccalaureate Program.



C.6. Graduation Rate:

FOR CLASS OF: 2014

Sub-Group of Students Percentage Graduating

Within Four Years*

All 92%

Caucasian 94%


Hispanic 75%

Male 90%

Female 94% *Please note that in the Commonwealth of Pennsylvania, any student not graduating in four

years with their cohort is counted as a “dropout.” This is not only misleading but a disservice to

students who by law need to be provided with services until they are 21 years old. This includes

students with cognitive difficulties that require additional education until they are 21 and

students who may need additional vocational education per their IEP team.

C.7. Graduate Intentions:

FOR THE CLASS OF: 2014

Intentions Percent of Total

Senior Class

Attend 4 year college or university 64%

Attend junior or community college 24%

Attend another post-secondary,

technical school or business college 3%

Enter military service 1%

Undecided 1%

TOTAL 100%

C.7.a. List the colleges, universities, and/or post-secondary schools where graduates

of the last two graduating classes were accepted for matriculation most frequently.

Community College of Allegheny County 79

Penn State, branch campus 18

Penn State, University Park 18

Slippery Rock University 15

University of Pittsburgh, Oakland campus 14



Robert Morris University 13

Duquesne University 12

University of Pittsburgh, branch campus 8

California University of PA 7

LaRoche College 7

Edinboro University of PA 4

Indiana University of PA 4

Waynesburg University 4

Clarion U of PA 3

Kent State University 3

West Virginia University 3

Carlow University 2

Carnegie-Mellon University 2

John Carroll University 2

Mercyhurst University 2

Ohio State University 2

Ohio University 2

Point Park University 2

St. Vincent College 2

Syracuse University 2

Thiel College 2

Westminster College 2

Youngstown State University 2

Kaplan School 1

Minneapolis Community Technical

College 1

Pittsburgh Technical Institute 1

Steamfitters Union 1

Vet Tech Institute 1

Allegheny College 1

Chatham University 1

Embry Riddle 1

Franciscan University of Steubenville 1

Geneva College 1

Grove City College 1

Juniata College 1

Laboratory Institute of

Merchandising(LIM) 1

Lackawanna College 1

Liberty University 1



Lock Haven 1

Messiah College 1

Michigan State University 1

Muskingum University 1

North Carolina State University 1

Northeastern University 1

Northwestern University 1

Pacific Northwest Ballet Company 1

Purdue University 1

Southern Adventist University 1

St. Francis University 1

Truman State University 1

University of Akron 1

University of Arizona 1

University of Findlay 1

Washington & Jefferson College 1

Bradford School

D. CITIZENSHIP PERFORMANCE DATA—ALL SCHOOLS

D.1. Attendance:


Grade Level Sub-Group of Students Percentage UNEXCUSED

Absent 10 or More Days4

9

All 10%

Caucasian 11%

African-American 8%

Hispanic 10%

Male 12%

Female 8%

4 The school may change this standard to meet the generally accepted standard for the school.





10

All 8%

Caucasian 9%

African-American 5%

Hispanic 5%

Male 9%

Female 7%



11

All 10%

Caucasian 11%

African-American 8%

Hispanic N/A

Male 12%

Female 8%



12

All 9%

Caucasian 10%

African-American 8%

Hispanic 5%

Male 7%

Female 8%






91% 91%

9% 9%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 Baseline

Per

cen

t

Year

Absences

Students with >= 10Unexcused Absences

Students with <10Unexcused Absences

D.2. Tardiness:


Grade Level Sub-Group of Students

Percentage Late to School

10 or More Days

9

All 10%

Caucasian 11%

African-American 8%

Hispanic 10%

Male 12%

Female 8%



10 or More Days

10

All 8%

Caucasian 9%

African-American 5%

Hispanic 5%

Male 9%

Female 7%





10 or More Days

11

All 10%

Caucasian 11%

African-American 8%

Hispanic N/A

Male 12%

Female 8%



10 or More Days

12

All 9%

Caucasian 10%

African-American 8%

Hispanic 5%

Male 7%

Female 8%

D.3. Suspensions from School:


Grade Level Sub-Group of Students Percentage Suspended

One or More Times

9

All 2.79 %

Caucasian 2.554 %

African-American .254 %

Hispanic 0 %

Male 2.290 %

Female .508 %




One or More Times

10

All 4.829 %

Caucasian 4.829 %

African-American 0 %

Hispanic 0 %

Male 3.409 %

Female 1.420 %


One or More Times

11

All 3.409 %

Caucasian 3.125 %


Hispanic 0 %

Male 2.556 %

Female .8522 %


One or More Times

12

All 2.719 %

Caucasian 2.114 %


Hispanic 0 %

Male 2.114 %

Female .604 %



D.4. Expulsions:

No students were expelled from the North Hills High School last year.


Grade Level Sub-Group of Students Percentage Expelled

Grades 9-12

All 0%

Caucasian 0%

African-American 0%

Hispanic 0%

Male 0%

Female 0%



THE SCHOOL’S MISSION,

BELIEFS, AND PROFILE OF GRADUATES

A. MISSION

What is the school’s Mission? The mission of the North Hills School District is to excel at educating and preparing each student

to become a responsible, contributing member of society by providing a caring and academically

challenging environment.

The mission, vision, and beliefs are formally published on our district website under the “About”

tab at www.nhsd.net. It is also published in nearly every important district and high school

publication.

Who among the school's community of stakeholders was involved in the

development/revision/reaffirmation of the school's Mission? Summer, 2005 – North Hills School District’s current philosophy, mission, and core values were

created by district administration and approved by the North Hills Board of Directors.

Provide a brief description of process used to develop/revise/reaffirm the school's

Mission. August, 2013 – The North Hills faculty begins to meet regarding the MSA “Excellence By

Design” process. This begins with an examination of the current philosophy, mission, and core

values.

August and September, 2014 – As part of the MSA “Excellence By Design” self-study, the

North Hills MSA stakeholders (faculty, students, and community) were surveyed via Google

Doc. The overwhelming consensus was that the North Hills School District’s current philosophy,

mission, and core values remain relevant and appropriate for continued use through the year

2022. The Google Doc used to collect this information is part of this document (see below).

Stakeholders Number of Mission/Vision/Profile survey responses

Parents 52

Faculty 109

Students 68

http://www.nhsd.net/



B. BELIEFS What are the school’s Beliefs? North Hills Nine Core Values

1. Demonstrate genuine care, concern, and fondness for students.

2. Adopt a client-centered focus - students come first, followed closely by the needs of their

parents.

3. Develop and nurture healthy, productive and cooperative relationships with colleagues.

4. Communicate regularly and clearly with clients, their families and the community.

5. Demand quality - high expectations will yield high achievement.

6. Create and cultivate a districtwide Learning Community.

7. Benchmark programs, services, and students' results against the best.

8. Encourage innovation and risk-taking.

9. Establish community and regional partnerships.

The mission, vision, and beliefs are formally published on our district website under the “About”

tab at www.nhsd.net. It is also published in nearly every important district and high school

publication.


development/revision/reaffirmation of the school's Beliefs? Summer, 2005 – North Hills School District’s current philosophy, mission, and core values were

created by district administration and approved by the North Hills Board of Directors.


Beliefs. August, 2013 – The North Hills faculty begins to meet regarding the MSA “Excellence By

Design” process. This begins with an examination of the current philosophy, mission, and core

values.

August and September, 2014 – As part of the MSA “Excellence By Design” self-study, the




2022. The Google Doc used to collect this information is part of this document (see below). The

survey was completed by:

Stakeholders Number of Mission/Vision/Profile survey responses

Parents 52

Faculty 109

Students 68




C. PROFILE OF GRADUATES

What is the school’s Profile of Graduates? North Hills High School graduates are the product of a dynamic learning community that is

devoted to the attainment of knowledge, skills, and understanding. North Hills’ graduates are

notable for:

thinking critically

communicating effectively

employing problem-solving processes

exhibiting tolerance, empathy, and respect

seeking self-improvement

embracing their role in a changing world

appreciating learning as a lifetime endeavor.


development/revision/reaffirmation of the school's Profile of Graduates? August and September, 2014 – As part of the MSA “Excellence By Design” self-study, the




2022. At this time, the Planning Team was formed. One of their first goals was to review and

discuss the results of the discussions on Google Form comments that had been collected. It was

determined that our Profile of Graduates should contain elements of the “hidden curriculum” of

skills and qualities that our graduates also acquire over the course of their time as our students.

Next, the Planning Team narrowed down these skills and qualities to develop the aforementioned

Profile of Graduates.


Profile of Graduates. These skills and qualities were discussed frankly and openly within the Planning Committee in

respect to our mission, vision, and core values. Each of the comments that were submitted by the

stakeholders were considered and debated. Each stakeholder on the Planning Team contributed

to the discussion related to this Phase of the EBD process (which lasted several months and

many meetings during August-October, 2015) in some way and the decision was made via

consensus that our Profile of Graduates was indeed an affirmation of the experiences that each

graduate of North Hills High School undergoes during their enrollment in our school.



THE PROFILE OF ORGANIZATIONAL CAPACITY

he Profile of Organizational Capacity provides information and data that portray

the school’s capacity to produce the levels of student performance the school and

its community of stakeholders desire and expect. The Profile consists of the

results of a self-assessment of the school’s adherence to the Middle States Standards for

Accreditation.

The twelve Standards for Accreditation reflect research-based best practices for quality

in schools. The Standards also represent the organizational “building blocks” that need

to be in place to produce high levels of student performance. The self-assessment leads

to identifying the school’s strengths and areas in need of improvement.

The Profile also provides those responsible for developing the school’s Plan for Growth

and Improvement with a good understanding of the current status of the school.

Standards for Accreditation for Schools: Elementary, Middle, High, and

PreK-12 Institutions

Foundational Standards: Standards addressing best practices in the components of a

school that provide the foundations for quality in the education program, services,

and results in terms of student learning.

Standard 1: Philosophy/Mission

Standard 2: Governance and Leadership

Standard 3: School Improvement Planning

Standard 4: Finances

Standard 5: Facilities

Standard 6: School Climate and Organization

Operational Standards: Standards addressing best practices in delivering the

education program, services, and activities to the students.

Standard 7: Health and Safety

Standard 8: Educational Program

Standard 9: Assessment and Evidence of Student Learning

Standard 10: Student Services

Standard 11: Student Life and Student Activities

Standard 12: Information Resources and Technology

T



Method(s) Used to Conduct the Self-Assessment of Adherence to the

Standards for Accreditation Electronic methods of gathering data on the 12 Standards were developed for ease of data

analysis and in order to gather survey data from as many different stakeholders as possible. Not

every stakeholder who had expressed interest in being a member of Standard Committee was

able to attend the schedule meetings, but the Google Doc electronic survey form allowed these

parents, students, and community members to contribute their thoughts and experiences to the

discussion for that Standard. Anyone who submitted a response in this electronic format was

invited to attend the live Standard discussions as well.

The gather of data regarding these standards occurred during October and November of 2014.

Surveys were first emailed to all North Hills Students with a link to the Google Doc survey. This

email to students included a notice that students who complete this survey would be entered into

a drawing for prizes (namely, parking in Mr. McGahee’s parking spot for a whole week!). The

morning announcements at our school also promoted this process during this time period. The

North Hills website and weekly e-link email blasts also included this link so that parents and

community members also had the opportunity to provide responses over a 6 week period.

All stakeholders were invited to an entire day of meeting regarding the 12 Standards on

November 4, 2014. At this event, the North Hills High School faculty members asked to choose

one of the twelve standards committees and an entire professional development day was

dedicated to examining the survey submissions and discussing how we might be meeting that

particular Standard. Standard meeting chairs were selected by a request for volunteers with

respect given to stakeholders with specific knowledge or responsibility for an area related to a

standard. Survey results and comments were collected using a Google Doc Form that allowed

for specific comments.

Surveys were distributed via email and the internet, collected, and then evaluated by the Internal

Coordinators and the Planning Team. The results were distributed back to Standards Committee

Chairs, including any comments were submitted. All stakeholders were invited to an entire day

of meetings regarding the 12 Standards on November 4, 2014. A second in-person gathering of

the Standards Review Teams was held on December 3, 2014.

Standard Chair(s) of the Self-Assessment Group

#1 Ryan Yates and Alice Kilroy

#2 Johannah Vanatta and Amy Patsilevas

#3 Jennifer DiPasquale

#4 David Hall and Chris Cummings

#5 Kevin Swindell and Mike Scarpaci

#6 John Kreider

#7 Tim McDowell and Joan Kinder

#8 Jaime Deweese

#9 Bill McGahee

#10 Nicole Bezlia and Deborah Davis



#11 Sue Batson

#12 David Charles and Sandy Miller

Standards Review Process

Standard chairs were selected by a request for volunteers with respect given to stakeholders with

specific knowledge or responsibility for an area related to a standard. Their responsibility was to

tally the survey results that had been electronically submitted to date, read and identify key

comments from these completed surveys, and compile them for review at a Standard meeting.

They also took the lead with the in-person group discussions on occurred on November 4, 2014,

an entire day that was devoted to reviewing the Standards in context of the previously discussed

Mission, Beliefs, and Profile of the School.

All stakeholders were invited to an entire day of meetings regarding the 12 Standards on

November 4, 2014. Each was provided with the previously discussed Mission, Beliefs, and

Profile of the School. All faculty members were asked to choose one of the twelve standards

committees. After breaking into small group in classrooms to discuss the 12 standards, each

group was asked to consider recommendations for possible student performance objectives based

on this data. These suggestions were projected via a PowerPoint presentation during the

professional development day on November 4 to all of the present stakeholders. The rest of the

faculty, both building and central administration members, and members of the Planning Team

were in attendance. The presentations given that day were conducted by the Internal

Coordinators.

The survey results received were from a variety of stakeholder groups. All faculty

members were responsible for taking at least one twelve standards survey, as well as the building

principals and associated central administrators. The results were tabulated by the Internal

Coordinators. Written comments were included as well. The relationship of the MSA Standards

to the high school mission and beliefs, the strategic plan, the EBD objectives and action plans are

described below.

A second in-person gathering of the Standards Review Teams was held on December 3,

2014. This meeting was held after school in order to involve a variety of stakeholders. At this

meeting, the Standards Review Teams reviewed the prepared Standards reports and reached a

consensus of agreement with its contents.

The relationship of the MSA Standards to the high school mission, beliefs, and Profile of

Graduates, and the EBD self-study are described below the survey data information.

A. By Standards Surveys

X YES X NO The self-assessment was conducted using the surveys

provided by the Middle States Association.

The MSA Standards survey was used during all committee meetings and as the means to create

the Standards report. However, an additional alternate survey was used to collect data from

stakeholders who may not be as familiar with the process. This data was used both during and

after the several Standards committee meetings. Feedback is indicated under each individual

Standard report. The survey is below:



B. By a Committee

X YES NO The self-assessment was conducted by a committee

for all the Standards.

Committee Member’s Name Role in the School’s Community (e.g. teacher, parent,

student, etc.)

Please see each of the

standards sections below for

the committee member.

Please see the standards sections below for the

committee member’s roles.

**NOTE: Committee size and composition may vary depending upon the school’s size, the

topic to be addressed, etc. If needed, add lines to the above chart.



PHILOSOPHY/MISSION STANDARD FOR

ACCREDITATION

A. Issues Related To This Standard

The following requirements ask the school to provide a self-assessment of expectations

for quality included in this Standard for Accreditation. The information and data

requested in this section are not for evaluation purposes. Instead, the information and

data assist the school in making the determination whether it meets the Standard and

its Indicators of Quality.

A.1. List the people who participated in the most recent development/review of the

philosophy/mission and the stakeholder group each participant represents.

Name Stakeholder Group 2014-15 NH Faculty via Google Survey Faculty

2014-15 NH Student Body via Google Survey Students

2014-15 NH Community via Google Survey Parents and Community

Jason Hillegas, faculty member Standard Review Team Member on 11/4+12/3

Ryan Yates, administrator Standard Review Team Member on 11/4+12/3

Alice Kilroy, community member Standard Review Team Member on 11/4+12/3

Mark Timko, faculty member Standard Review Team Member on 11/4+12/3

A.2. List the date(s) of the most recent revision/adoption of the school's

philosophy/mission.

Summer, 2005 – North Hills School District’s current philosophy, mission, and core

values were created by district administration and approved by the Board of Directors.

August, 2013 – The North Hills faculty begins to meet regarding the MSA “Excellence

By Design” process. This begins with an examination of the current philosophy, mission,

and core values.

August and September, 2014 – As part of the MSA “Excellence By Design” self-study,

the North Hills MSA stakeholders (faculty, students, and community) were surveyed via

Google Doc. The overwhelming consensus was that the North Hills School District’s

current philosophy, mission, and core values remain relevant and appropriate for

continued use through the year 2022.



A.3. By what body was the most recent revision/adoption of the school's

philosophy/mission approved>

Summer, 2005 – North Hills School District’s current philosophy, mission, and core

values were created by district administration and approved by the Board of Directors.

August, 2013 – The North Hills faculty begins to meet regarding the MSA “Excellence

By Design” process. This begins with an examination of the current philosophy, mission,

and core values.

August and September, 2014 – As part of the MSA “Excellence By Design” self-study,

the North Hills MSA stakeholders (faculty, students, and community) were surveyed via

Google Doc. The overwhelming consensus was that the North Hills School District’s

current philosophy, mission, and core values remain relevant and appropriate for

continued use through the year 2022.

A.4. Indicate where the philosophy/mission is formally published. The mission and vision statements are formally published on our district website under the

“About” tab at www.nhsd.net. It is also published in nearly every important district and high

school publication.

B. Self-Assessment of Adherence to the Indicators of Quality

The school must meet this Standard for Accreditation to be granted “Accreditation” by

the Middle States Association. The Indicators of Quality for the Standard identify the

types of evidence that, when taken together, indicate whether the school meets the

Standard. The school may indicate other types of evidence particular to the school in the

“Other” section provided below. Rate the degree to which the school meets each

Indicator by using the following scale:

Rating of Adherence to the Indicator

1. Does Not Meet The evidence indicates the school does not meet the

expectations of this Indicator

2. Partially Meets/In

Need of Improvement

The evidence indicates that the school partially meets the

expectations of this Indicator and is in need of

improvement

3. Meets The evidence indicates the school meets the expectations

of this Indicator

4. Exceeds The evidence indicates the school exceeds the expectations

of this Indicator




Middle States Association Accreditation Standard 1:

Philosophy/Mission

The Standard: The school has a clearly written and actively implemented statement

of philosophy/mission that conveys the general and specific purposes of its educational

program, expresses expectations for quality, and serves as the basis for daily

operational and instructional decision making as well as long-range planning.

Stakeholders give input into the development of the school’s philosophy/mission and

understand and accept it. This document is aligned with the community served and is

reviewed periodically by stakeholder representatives.

1.1. – 1.5: Indicators for all schools

MSA Indicator of Quality Rating

1 2 3 4

1.1 The school takes steps to ensure that students and

their families understand and support the school’s

philosophy/mission.

X

1.2 The philosophy/mission is free of contradiction,

ambiguity, and excessive abstraction. X

1.3 The philosophy/mission is consistent with ethical

norms and demonstrates respect for persons of all

races, creeds, and cultures.

X

1.4 The school implements a system to assess its

effectiveness in fulfilling its philosophy/mission. X

1.5 The school’s philosophy/mission is clearly

communicated in its brochures, promotional

materials, policy and procedural handbooks, web

site, and similar resources.

X

B.1. Stakeholders’ comments to support the ratings:

Unified with entire district; clear; near unanimous agreement from faculty

Technology allows access for community members for just about every activity or

upcoming event, academics,

High school principals are on the same page with parents/community involvement and do

a nice job notifying families

Our strength is in the use of these for the students.

Communications are used to convey this objective.

All stakeholders were involved in the process of creating these.

The information is readily accessible for all.



I haven’t seen the mission statement and philosophy for a few years.

The school states a zero tolerance policy on bullying but my daughter was bullied.

The mission statement is well-written and available.

C. Root Cause Analysis

X Our self-assessment is that our school MEETS this Standard for Accreditation

Our self-assessment is that our school DOES NOT MEET this Standard for

Accreditation for the following reason(s):

D. Root Cause Analysis N/A. Indicators show that this standard is being met or exceeded.

Foundational Issue: Philosophy/Mission

Are there philosophy/mission

standard indicators not met or in

need of improvement that inhibit

the attainment of the

organizational capacity objective?

YES

X NO

Data to support your conclusion:

N/A

Hypothesis derived from your

conclusion

N/A

E. Implications for Planning

E.1. List the school’s significant strengths in meeting the Philosophy/Mission

Standard. The School Board of Directors, Central Administration, faculty, students, and community

understand that these serve as the foundation of all of our district’s initiatives and

programs.

The philosophy, mission and core values address the needs of all parties to whom it

pertains.

The philosophy, mission and core values detail specific expectations and outcomes for

students, teachers, and administration.



The philosophy, mission and core values describe expectations for the aforementioned

parties whilst and after enrollment in the district.

The school has a defined Philosophy/ Mission statement that is formally published in

nearly every major publication.

The results indicate found there in strength is in the ethical aspects of the mission, vision,

and core values as well as respect for all student groups.

E.2. List the school’s significant areas in need of improvement in meeting the

Philosophy/Mission Standard.

Student and parental awareness of the mission, vision, and core values was found to be

somewhat lower than hoped for. The committee believes that this can be attributed to

hectic nature of parenting and teenage life. Considering the “why” that make up the

larger principles of a high school are not as much as a priority as the “what” needs to be

done on an everyday basis such as getting to class on time, driving to activities, and

completing homework.

More outside input was hoped for by invited stakeholders.

The philosophy, mission and core values lack routine review and revision.

E.3. Based on the strengths and areas for improvement identified, list any

important next steps or strategic priorities related to Philosophy/Mission that

should be included in the action plan in the Plan for Growth and

Improvement. Plans are underway to better display these in the school building. Suggestions include

giving teachers laminated copies of the mission to display in their classrooms, displaying

the mission first during the morning announcements, and having teachers are devising a

way to incorporate the mission, vision, and core values into a lessons on principles,

ethics, and standards. While actionable, may not rise to the level of being part of the

action plan.

F. Evidence to Support the Assessment of This Standard

Evidence School

The school’s philosophy/mission X

Samples of publications that communicate the mission/philosophy to the

school’s community of stakeholders X

Marketing, recruitment, and admissions materials X

Address of the school’s website X

Policies related to the philosophy/mission X



GOVERNANCE AND LEADERSHIP STANDARD FOR

ACCREDITATION



for quality included in this Standard for Accreditation.

TO BE COMPLETED BY INDEPENDENT, RELIGIOUS, AND

PROPRIETARY SCHOOLS

1. Is the school incorporated? N/A Yes

No

If yes, Name of Corporation: N/A

2. Is the school licensed to operate as an

educational school?

N/A Yes

N/A No

If yes,

In what state(s) is the school licensed to

operate?

N/A

In what country(ies) is the school

licensed to operate?

N/A

If no, explain the school’s authority to

operate:

N/A

3. Is the school licensed to grant

diplomas or certificates?

N/A Yes

N/A No

If yes,

In what state(s) is the school licensed to

grant diplomas or certificates?

N/A

Type(s) of diplomas or certificates

offered

N/A

If no, explain the school’s authority to

grant diplomas or certificates:

N/A



For religious schools:

Religious Affiliation: N/A

TO BE COMPLETED BY PUBLIC SCHOOLS

1. Is the school part of a larger school

system or corporation?

X Yes

No

If yes, Name of System/Corporation: North Hills School District









1. Does Not Meet The evidence indicates the school does not meet the



Need of Improvement

The evidence indicates that the school partially meets the

expectations of this Indicator and is in need of

improvement

3. Meets The evidence indicates the school meets the expectations

of this Indicator

4. Exceeds The evidence indicates the school exceeds the expectations

of this Indicator




Governance and Leadership

The Standard: The school is chartered, licensed, or authorized by a state, nation, or

authority that operates in the public interest. The governance and leadership ensure the

integrity, effectiveness, and reputation of the school through the establishment of

policy, provision of resources, and assurance of a quality educational program. The

governance and leadership act ethically and consistently to assure an atmosphere of

mutual respect and purposeful effort on behalf of students and their learning. School

leaders foster a productive environment for teaching and learning, timely and open

communication with stakeholders, and the vision necessary for day-to-day operations

and long-term planning.




Johannah Vanatta, administrator Standard Review Team Member on 11/4+12/3

Jenna Kunselman, faculty Standard Review Team Member on 11/4+12/3

Erin Traynor, community member and faculty Standard Review Team Member on 11/4+12/3

Peggy Byrnes, parent and faculty Standard Review Team Member on 11/4+12/3

Amy Patsilevas, parent and faculty Standard Review Team Member on 11/4+12/3

Carmen Washington, faculty Standard Review Team Member on 11/4+12/3

John Curran, faculty Standard Review Team Member on 11/4+12/3

Fred Ebert, faculty Standard Review Team Member on 11/4+12/3

Sue Biskup, faculty Standard Review Team Member on 11/4+12/3

Jennifer Sturges, faculty Standard Review Team Member on 11/4+12/3

2.1 – 2.17: Indicators for schools that are not part of a public school

district, archdiocesan/diocesan system, corporation, or other

school organization with a central office staff

X These Indicators are not applicable to our school.

2.18 – 2.38: Indicators for schools that are part of a public school district,

archdiocesan/diocesan system, corporation, or other school

organization with a central office staff




Governance


1 2 3 4

2.18 The school is in compliance with all applicable

statutes, ordinances, and regulations of all civil

authorities of the jurisdiction in which the school

is located.

X

2.19 No legal or proprietary ambiguities in ownership,

control, or responsibility exist. Partnerships and

any corporate linkages in ownership/governance

are expressed as enforceable agreements.

X

2.20 The governance works cooperatively to establish

and maintain clearly formulated written policies

and procedures that are consistent with the

school’s philosophy/mission. The policies and

procedures are implemented and reviewed

regularly.

X

2.21 The governance provides appropriate

opportunities for education of the trustees/board,

including orientation and training sessions so that

all members understand their responsibilities and

roles.

X

2.22 The governance appropriately recognizes the

accomplishments of the staff and students. X

2.23 The governance provides the school with effective

leadership, support, and continuity, including

succession planning to ensure stability of the

school leadership.

X

2.24 The governance thinks and acts strategically,

reflecting on its decisions and the consequences of

its actions.

X

2.25 The governance implements a system for

evaluating its own effectiveness in performing its

duties.

X

2.26 The governance focuses its activities on selecting,

evaluating, and supporting the head of the school

system, policy development, planning, assessing

X




1 2 3 4

the organization’s performance, and ensuring

adequate resources to accomplish the

organization’s philosophy/mission.

2.27 Governance refrains from undermining the

authority of the leadership to conduct the daily

operation of the school system.

X

2.28 The governance utilizes a clearly defined

performance appraisal system for the head of the

school system. The appraisal is conducted with

the knowledge and participation of the head of

the organization.

X

Central Office Leadership


1 2 3 4

2.29 The head of the school system is accountable to

the governance and is responsible for ensuring

expected levels of student performance.

X

2.30 The central office leadership ensures that all

school system programs and activities are

adequately and appropriately planned,

supervised, resourced, and staffed with qualified

personnel.

X

2.31 The central office leadership stays well informed

of educational developments. X

2.32 The central office leadership adheres to

appropriate guidelines concerning confidentiality

in communications.

X

School Leadership


1 2 3 4

2.33 The school leadership maintains appropriate and

constructive relations with families, students,

staff, the community, and with each other in the

interest of serving the needs of the students.

X




1 2 3 4

2.34 The school leadership undertakes operational,

long range, and strategic planning aimed at

accomplishing the school’s mission and goals.

X

2.35 The head of the school is accountable to the

governance and is responsible for ensuring

expected levels of student performance.

X

2.36 The school leadership ensures that all school

programs and activities are adequately and

appropriately planned, supervised, resourced,

and staffed with qualified personnel.

X

2.37 The school leadership ensures that members of the

professional and support staffs stay well informed

of educational developments.

X

2.38 The school leadership adheres to appropriate

guidelines concerning confidentiality in

communications.

X

2.39: Indicator for schools that provide distance education.

This Indicator is not applicable to our school.


1 2 3 4

2.39 The school’s leadership includes personnel with

expertise in distance education methodologies. X

2.40– 2.47: Indicators for faith-based schools8


8 The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based

schools is voluntary and not required, unless their use is directed by the head of a parent school system

such as a Diocesan/Archdiocesan or a similar system of schools. The Faith-Based Indicators allow faith-

based schools, if they desire, to include in their self-study and accreditation process Indicators of Quality

that address unique characteristics of and expectations for schools whose mission and educational

program are defined wholly or in part by their particular faith.




Building leaders verbalize appreciation for teachers and staff

Monthly faculty meetings are a positive

Periodic building staff appreciation events are appreciated.

Central and building administrators have high visibility and approachability

The school is too involved with a student’s personal issues.

Some inconsistent treatment of students observed at the Central Admin level

Communication is good-especially via the web-page

Central and building administration has the knowledge and ambition to lead our district

to the next level

Sometimes board members and central administrators have their own agendas

Strong secondary principal leadership

As a teacher in another district, I see the administration more than my own family.

Administration have been accessible and helpful

B.2. Evidence: Results indicate that the school exceeds the minimum rating.

C. Self-Assessment of Adherence to the Standard for Accreditation





Foundational Issue: Governance and Leadership

Are there governance and

leadership standard indicators not

met or in need of improvement that

inhibit the attainment of the


YES

X NO

Data to support your conclusion: N/A


conclusion

N/A




E.1. List the school’s significant strengths in meeting the Governance and

Leadership Standard. It appears that the High School is fortunate enough to have strong secondary leadership

and an administration that is highly visible.

Because the school has increased its use of technology, it is able to better maintain an

open communication with the stakeholders.

Central administration and building principals remain current on educational issues.

Central administration and building principals keep open communication with the

building principals.

Central administration and building principals uses strategic planning to reach long term

goals


Governance and Leadership Standard. Inconsistency with policy enforcement is sometimes reported between building and

central administration when dealing with parents, students, and the community.


important next steps or strategic priorities related to Governance and

Leadership that should be included in the action plan in the Plan for Growth

and Improvement. Consistency and clarity of enforcement of school policies could empower parents,

faculty, and administrators with the knowledge regarding the likely reactions to

violations. This could contribute to higher attendance and graduation rates as the

expectations are clearly set. While notable, this may not rise to the level of being part of

the action plan.


Evidence School

Job descriptions for the head of the institution and other key administrative

personnel X

Appraisal tool and/or description of the process used to appraise the

performance of the head of the institution X

Chart of lines of authority/responsibilities X

Policies related to governance and leadership X



SCHOOL IMPROVEMENT PLANNING STANDARD FOR

ACCREDITATION







A.1. SCHOOL PLANS

Type of Plan Yes/No

Year Last

Reviewed/

Updated

Quality/Effectiveness

of Plan

Strategic Plan/Long-Range

Plan

X 2014

X Satisfactory

Needs Improvement

Unsatisfactory

Financial Plan X 2014

Satisfactory

Needs Improvement

Unsatisfactory

Facilities Plan X 2014

Satisfactory

Needs Improvement

Unsatisfactory

Technology Plan X 2014

Satisfactory

Needs Improvement

Unsatisfactory

Professional Development

Plan X 2014

Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan

X 2014

Satisfactory

Needs Improvement

Unsatisfactory

Institutional Advancement

and Development Plan X 2014

Satisfactory

Needs Improvement



Type of Plan Yes/No

Year Last

Reviewed/

Updated

Quality/Effectiveness

of Plan

Unsatisfactory

Curriculum

Review/Revision Plan X 2014

X Satisfactory

Needs Improvement

Unsatisfactory

Staffing Plan X 2014

X Satisfactory

Needs Improvement

Unsatisfactory

Student Enrollment Plan X 2014

X Satisfactory

Needs Improvement

Unsatisfactory









1. Does Not Meet The evidence indicates the school system does not meet

the expectations of this Indicator


Need of Improvement

The evidence indicates that the school system partially

meets the expectations of this Indicator and is in need of

improvement

3. Meets The evidence indicates the school system meets the


4. Exceeds The evidence indicates the school system exceeds the





School Improvement Planning

The Standard: The school uses a collaborative process to develop and implement a

written strategic or long-range plan to improve its educational program and services.

Plans are aligned with the school’s philosophy/mission and its operational plans, and

are focused on continuous improvement of student performance, staff professional and

organizational growth.




Jennifer Dipasquale, faculty Standard Review Team Member on 11/4+12/3

Danielle Galbraith, student Standard Review Team Member on 11/4+12/3

Amy Kane, faculty Standard Review Team Member on 11/4+12/3

Rachel Owens, faculty Standard Review Team Member on 11/4+12/3

Ryan Graziani, faculty Standard Review Team Member on 11/4+12/3

Mark Franks, faculty Standard Review Team Member on 11/4+12/3

Patrick Clark, faculty Standard Review Team Member on 11/4+12/3

Kim Wroblewski, faculty Standard Review Team Member on 11/4+12/3

Jen Staudt, faculty Standard Review Team Member on 11/4+12/3

Debra Everhart Standard Review Team Member on 11/4+12/3

3.1– 3.8: Indicators for all schools


1 2 3 4

3.1 The school’s improvement plans are developed

with broad-based school community participation

and input.

X

3.2 Information about the school’s planning

processes, its improvement plans and goals, and

the results of implementing the improvement

plans are communicated to stakeholders and the

public.

X

3.3 Improvement plans are supported by the school

community and approved by the governance

where appropriate.

X




1 2 3 4

3.4 Periodic external reviews validate the school’s

processes for strategic or long-range planning and

school improvement.

X

3.5 The school can document its long-range planning

for finances, facilities, and technology

enhancement.

X

3.6 Improvement plans are based on an analysis of

historical data, baseline performance information,

trend data, and projections.

X

3.7 The school’s improvement plans are reviewed

periodically to determine the extent to which

outcomes meet expectations so that corrective

actions can be taken as needed.

X

3.8 Planners consider the capacities of its facilities,

equipment, and staff before adopting new

programs.

X

3.9: Indicator for faith-based schools9 X This Indicator is not applicable to our school.


School has good communication methods (Twitter, text, etc.).

Consensus that our school is moving in a positive direction.

Not having homeroom has caused more problems than solved.

Moving the ninth grade into the high school seems to be a positive change.

Changed the bell schedule seems to have maximize instructional time.

Change to paper pencil test on the Keystone Exams.

Provide transportation after school hours for students wanting to stay for after school

tutoring or activities, could be a few days a month.









B.2. Evidence: N/A. Evidence indicates that this Standard is meeting or exceeding expectations.






Foundational Issue: School Improvement and Planning

Are there school improvement and

planning standard indicators not




YES

X NO



conclusion

N/A


E.1. List the school’s significant strengths in meeting the School Improvement

Planning Standard. The Strategic Plan appears to be a well-crafted document with appropriate goals for the

district.

There is good communication via electronic methods such as the website, social media,

and email.

Moving the ninth grade into the high school seems to be a positive change.

Changed the bell schedule seems to have maximize instructional time.




School Improvement Planning Standard. The high school building does a good job of implementing state and district initiatives but

feel that new programs are brought forth by central administration rather quickly.


important next steps or strategic priorities related to School Improvement

Planning that should be included in the action plan in the Plan for Growth

and Improvement. More parent and community involvement could be sought out in 2017 when next

strategic plan is created. While notable, this does not seem to be an extremely significant

issue and may not rise to the level of being part of the action plan.


Evidence School

Strategic and/or long-range plan X

Development/institutional advancement plan X



FINANCES STANDARD FOR ACCREDITATION

A. Issues Related to this Standard

A.1. For Publicly-Funded Schools

This section is not applicable to our school.

A.1.a. FINANCIAL RESOURCES:

Assessed valuation of the school district/school $2,785,000,000

Tax rate per thousand dollars of assessed valuation $17.26

Total budget for the school $72,267,980

A.1.b. ANNUAL PER PUPIL COSTS:

PER PUPIL

COSTS

Current

Academic

Year

Last

Academic

Year

Early Age

School/Center $N/A $N/A

Secondary/

Upper School $16,948 $16,357

Middle School $16,948 $16,357

Elementary

School/Lower

School

$19,948 $16,357

A.1.c. INSURANCE FOR THE SCHOOL:

Adequacy of Coverage

TYPE OF INSURANCE Satisfactory Needs Improvement Unsatisfactory

Property liability x

Employee liability x

Administration liability x

Governing body liability x

Theft, fraud, deceit x

Tuition increase N/A



Adequacy of Coverage

TYPE OF INSURANCE Satisfactory Needs Improvement Unsatisfactory

Travel and field trips x

Institution-owned vehicles x

Other (describe): x

A.2. For Non-Public, Independent And Proprietary Schools

X This section is not applicable to our school.












Need of Improvement



improvement








Finances

The Standard: Financial resources are sufficient to provide the educational

opportunities defined in the school’s philosophy/mission. The business practices of the

school are ethical. These practices promote confidence in the school’s ability to manage

fiscal and material resources in a responsible manner and follow prescribed budgeting

and accounting principles. The majority of resources raised for school purposes is

dedicated to the school’s operations.




Chris Cummings, faculty member Standard Review Team Member on 11/4+12/3

David Hall, director of finances and operations Standard Review Team Member on 11/4+12/3

Kathy Pozar, community member Standard Review Team Member on 11/4+12/3

Bonni Rossi, faculty Standard Review Team Member on 11/4+12/3

Angela Costanzo, faculty Standard Review Team Member on 11/4+12/3

Kathy Aluise, paraprofessional Standard Review Team Member on 11/4+12/3

Jessica Hoffman, faculty Standard Review Team Member on 11/4+12/3

Michael Ribar, faculty Standard Review Team Member on 11/4+12/3

Rick Dervanik, faculty Standard Review Team Member on 11/4+12/3

Nick Hand, faculty Standard Review Team Member on 11/4+12/3

Maggie Baker, faculty Standard Review Team Member on 11/4+12/3

4.1 – 4.12: Indicators for all schools


1 2 3 4

4.1 The school implements written financial policies

and procedures that are in accordance with

accepted business practices.

X

4.2 The governance and leadership exercise prudent

control over all financial operations. X

4.3 Levels of income and expenditures are in

appropriate balance. Current assets are sufficient

to meet current liabilities.

X

4.4 Finances are currently stable and projections X




1 2 3 4

indicate continuing stability.

4.5 The school develops short- and long-range

financial plans to ensure resources are available to

deliver its educational program and services.

X

4.6 Stakeholders have opportunities to provide input

into financial plans. The staff is involved in

determining priorities for curriculum and

instructional needs.

X

4.7 Families enrolling students in the school are

informed in advance of all financial obligations for

attending the school.

X

4.8 Those entrusted with overseeing and conducting

the financial and business operations of the school

possess appropriate qualifications.

X

4.9 Periodic audits or financial reviews are conducted

by qualified external agencies and the school

responds appropriately.

X

4.10 The school has written, reasonable, and equitable

tuition, collection, and refund policies. N/A N/A N/A N/A

4.11 The school carries adequate insurance coverage

including business interruption, casualty,

property, and liability insurance for employees

and the governance/owner, as appropriate.

X

4.12 The school makes prudent use of resources

available through development activities, grants,

foundations, and other partnerships.

X



4.13 – 4.15: Indicators for faith-based schools10 X These Indicators are not applicable to our school.


Minimal updates needed

Seem to be efficiently using resources

Stakeholders have input into budgeting,

Site-based budgeting seems to work

Haven't made course cuts to make budget

B.2. Evidence: N/A. The indicators show that the school is meeting or exceeding these standards.

C. Self-Assessment of Adherence to the Standard for Accreditation X Our self-assessment is that our school MEETS this Standard for Accreditation




Foundational Issue: Finances

Are there finances standard

indicators not met or in need of

improvement that inhibit the

attainment of the organizational

capacity objective?

YES

X NO

Data to support your conclusion N/A


conclusion

N.A










E.1. List the school’s significant strengths in meeting the Finances Standard. The district has a medium to high and stable real estate value per student.

The district has a medium to high personal income level per student.

The district has had a significant positive fund balance continually for the last 20 years.

The district has a well-educated and credentialed staff in the business office, including

the Director (CPA), Accounting Manager (CPA), and clerical staff (4 of 6 with bachelor

degrees).


Finances Standard. A significant trend that the school is experiencing is the transferring of students to charter

and cyber schools. When a student transfers to a charter or cyber-school, the funding

received by the district for the student travels with the student. This leads to a significant

amount of money leaving the district without the district having ability to decrease

offerings to students because the changes in enrollment are not centralized in one specific

area of the district. Therefore, the district will still have expenditures for those offerings

with less revenue. This has the possibility of creating potential financial shortfalls.


important next steps or strategic priorities related to Finances that should be

included in the action plan in the Plan for Growth and Improvement. Cooperation with governmental officials to address inherent unfairness in the cyber-

charter funding system. While notable, this does not seem to be an extremely significant

issue and may not rise to the level of being part of the action plan as it is a district and

statewide issue rather than a building issue.

F. Evidence to Support the Assessment of This Standard Evidence School

Current operating budget (for main campus and each branch campus) X

Schedule of student tuition and fees (for non-public and proprietary

institutions) X

Evidence that the institution has no contingent liabilities or on-going

litigations that potentially could affect the institution’s ability to continue

operation

X

Summary of the institution’s insurance coverage (for main campus and

each branch) X

Policies related to finances, financial aid, and refunds X



FACILITIES STANDARD FOR ACCREDITATION







A.1. PHYSICAL FACILITIES.

Facility Location Year

Constructed

Most Recent

Renovation Ownership

NHSD Senior

High School

53 Rochester Rd.

Pittsburgh, PA.

15229

1972 2007 Architectural

and MEP

X Owned

Leased

NHSD Middle

School

55 Rochester Rd.

Pittsburgh, PA.

15229 1958

1999 Architectural and MEP

Improvements

2014 HVAC & Technology

Improvements

X Owned

Leased

NHSD West View

Elementary

School

47 Chalfont St.

Pittsburgh, PA.

15229

1927

1998 Architectural and MEP

Improvements

2012 HVAC and Technology

Improvements

X Owned

Leased

NHSD Ross

Elementary

School

90 Houston Rd.

Pittsburgh, PA.

15237


and MEP

X Owned

Leased

NHSD Highcliff

Elementary

School

156 Peony Ave.

Pittsburgh, PA.

15229


and MEP

X Owned

Leased

NHSD McIntyre

Elementary

School

200 McIntyre Rd.

Pittsburgh, PA.

15237


and MEP

X Owned

Leased



A.2. ADEQUACY OF FACILITIES.

BUILDINGS

Satisfactory Needs

Improvement Unsatisfactory

Not

Applicable

Elementary X

Middle X

High X

RESIDENTIAL

FACILITIES Satisfactory

Needs


Not

Applicable

Dormitories X

Sleeping rooms X

Common areas X

Dining areas X

Bathrooms X

Recreational areas X

Heating X

Lighting X

Ventilation X

Provisions for the

disabled (ADA) X

Cleanliness X

A.2.a.. Provide a description of proposed improvements and/or corrective actions that

need to be taken if a rating of “Needs Improvement” or “Unsatisfactory” is

assigned. Include a description of actions that have been initiated or are

formally planned.

N/A. All facilities are currently “Satisfactory.”



A.3. MAINTENANCE AND CLEANING STAFF:

Type of Facilities Personnel Number Adequacy of Type and Number

Maintenance 11.5

X Satisfactory

Needs Improvement

Unsatisfactory

Cleaning 40.5

X Satisfactory

Needs Improvement

Unsatisfactory

Grounds 1.5

X Satisfactory

Needs Improvement

Unsatisfactory

Other: Delivery Drive 1

X Satisfactory

Needs Improvement

Unsatisfactory

Other: Summer Student

Workers Cleaning 5

X Satisfactory

Needs Improvement

Unsatisfactory

Other: Summer Student

Workers Grounds 4

X Satisfactory

Needs Improvement

Unsatisfactory

A.3.a. Provide a description of proposed improvements and/or corrective actions that



formally planned.

N/A. All facilities staff needs are currently “Satisfactory.”



A.4. CONDITION OF FACILITIES.




formally planned.

Facility Satisfactory Needs


Not

Applicable

School Building(s) X

Furnishings X

Provisions for the

Disabled X

Variety of

Instructional Spaces X

Laboratories X

Counseling/Guidance

Space(s) X

Health Services

Space(s) X

Library/Learning

Media Center X

Administrative and

Support Spaces X

Offices and Planning

Spaces for the Faculty X

Heating, Ventilation,

Air Conditioning X

Electrical, Water, and

Sanitation Systems X

Energy Conservation

System X

Security System X

Storage Spaces X

Parking Spaces X

Athletic Fields X

Indoor Athletic

Space(s) X





Not

Applicable

Cafeteria/Dining

Space(s) X

Auditorium/Theater X

Dormitories X

Chapel X

A.5. ADEQUACY AND QUALITY OF MAINTENANCE/CLEANING.




formally planned.



Not

Applicable

School Building(s) X

Furnishings X

Provisions for the

Disabled X

Instructional Spaces X

Laboratories X

Counseling/Guidance

Space(s) X

Health Services Space(s) X

Library/Learning Media

Center X

Administrative and

Support Spaces X

Offices and Planning

Spaces for the Faculty X

Heating, Ventilation, Air

Conditioning X

Electrical, Water, and

Sanitation Systems X

Energy Conservation

System X





Not

Applicable

Security System X

Storage Spaces X

Parking Spaces X

Athletic Fields X

Indoor Athletic Space(s) X

Cafeteria/Dining Space(s) X

Auditorium/Theater X

Dormitories X

Chapel X












Need of Improvement



improvement








Facilities

The Standard: School facilities are safe, clean, and well maintained. The physical

environment supports delivery of the educational program/services as well as optimal

student development and achievement. Facilities are appropriate and adequate to

implement the philosophy/mission of the school. They are regularly inspected for

effective operation and meet all applicable laws including health and safety code

requirements.

Name Stakeholder Group

2014-15 NH Faculty via Google Survey Faculty



Kevin Swindell, administrator Standard Review Team Member on 11/4+12/3

Mike Scarpaci, faculty Standard Review Team Member on 11/4+12/3

Steve Long, faculty Standard Review Team Member on 11/4+12/3

Regina Moorby, faculty Standard Review Team Member on 11/4+12/3

Matt Demharter, faculty Standard Review Team Member on 11/4+12/3

Jeff Boulos, faculty Standard Review Team Member on 11/4+12/3



1 2 3 4

5.1 The school’s facilities and equipment are

appropriate for achieving its philosophy/mission

and are healthy, safe, and well maintained.

X

5.2 The school plans for, funds, and schedules regular

preventative measures, repairs, and maintenance

of its facilities and equipment.

X

5.3.a The facilities offer a variety of spaces for

providing quality programs and services for all

segments of the school’s population and include

appropriate accommodation for instruction;

X

5.3.b The facilities offer a variety of spaces for



X




1 2 3 4

appropriate accommodation for instruction;

5.3.c The facilities offer a variety of spaces for



appropriate accommodation for administration;

X

5.3.d The facilities offer a variety of spaces for



appropriate accommodation for: conferences;

X

5.3.e The facilities offer a variety of spaces for



appropriate accommodation for student activities;

X

5.3.f The facilities offer a variety of spaces for



appropriate accommodation for storage of school

property; and

X

5.3.g The facilities offer a variety of spaces for



appropriate accommodation for storage for

student belongings.

X

5.4 Sufficient systems are in place to monitor and

adjust air quality to appropriate levels. X

5.5 Lighting is adequate and appropriate in student

and staff areas. X

5.6 Sufficient space is available for ingress, egress,

and traffic flow within the facilities. X


Sharing of classrooms indicates that there is not appropriate space for all.

Conference areas and large group areas are too small.

HVAC not consistent throughout building.

Temperature controls are inconsistent

Exterior lighting needs improvement.

Campus is open in early morning and street crossing can be dangerous.



B.2. Evidence: N/A. The indicators show that the standard is being met or exceeded.






Foundational Issue: Facilities

Are there facilities standard




capacity objective?

YES

X NO

Data to support your conclusion:

N/A


conclusion

N/A


E.1. List the school’s significant strengths in meeting the Facilities Standard. North Hills School District has undertaken a vigorous modernization and renovation

program since 2007. The dates of each renovation are listed in section A.1 of this

document.

Replacement and upgrades to building envelope components such as doors, windows,

roofs and improved insulation have been included in the scope of work.



An integral part of the scope incorporated air conditioning all building. The final air

conditioning system is scheduled to come on line at the middle school during August of

2015.

All mechanical, electric and plumbing (MEP) infrastructures have been replaced as listed

in section A.1. At NHSD Middle School and West View Elementary electrical and

plumbing systems were updated to support the installation of air conditioning.

All classrooms have upgraded technology including interactive boards, overhead

projectors, document cameras and voice enhancement as needed.

Indoor air quality is achieved by insuring outdoor air is introduced into every HVAC

system. Inspection of air filters and terminal equipment is conducted on a regular

schedule.

Facility cleaning is modeled after standards set forth by APPA (Association of Physical

Plant Administrators). Quality control is achieved through daily inspections that are

digitally recorded and used to enhance the performance of each custodian.


Facilities Standard. As the budget allows, we need to keep up foundational maintenance to prevent untimely

breakage of resources.


important next steps or strategic priorities related to Facilities that should be

included in the action plan in the Plan for Growth and Improvement. Currently all NHSD facilities provide modern accommodations from both technology and

an architectural frame of reference. These improvements provide an environment where

the teaching staff and students can interact in a comfortable modern setting. Analyzing

and prioritizing future technology and facility enhancements has been recognized by the

school board and senior administrators. The Director of Finance and Operations and the

Director of Facility services are developing the process where future enhancements be

realized. While notable, this may not rise to the level of being part of the action plan as it

is a district situation rather than a building issue.


Floor plan of facilities X

Long-range facilities plan X

Maintenance/repair schedules X

Plans for any facilities improvements X

Policies related to facilities X



SCHOOL CLIMATE AND ORGANIZATION STANDARD

FOR ACCREDITATION

A. Self-Assessment of Adherence to the Indicators of Quality











Need of Improvement



improvement








School Climate and Organization

The Standard: The school’s organizational structure and climate facilitate

achievement of its core values as expressed in the philosophy/mission. The school

culture supports successful implementation of age- and developmentally appropriate

educational programs and services. Roles, responsibilities, expectations, and reporting

relationships are clearly defined. Administrative, instructional, and support staff are

qualified, competent, and sufficient in number to effectively provide quality

educational experiences. The school regularly conducts staff performance appraisals

and offers professional development opportunities informed by its philosophy/mission.

Relationships among the staff and leadership are collegial and collaborative.




John Kreider, administrator and parent Standard Review Team Member on 11/4+12/3

John California, faculty and parent Standard Review Team Member on 11/4+12/3

Rose Ann Ault, community member Standard Review Team Member on 11/4+12/3

Lauren Vales, faculty and parent Standard Review Team Member on 11/4+12/3

Peter Torres, faculty Standard Review Team Member on 11/4+12/3

David Sentner, faculty Standard Review Team Member on 11/4+12/3

Michelle Medic, faculty Standard Review Team Member on 11/4+12/3

Katie Baumgartel, faculty Standard Review Team Member on 11/4+12/3

Kellee Kanith, faculty Standard Review Team Member on 11/4+12/3

Brandon Pfab, faculty Standard Review Team Member on 11/4+12/3

Jeff Keenan, faculty Standard Review Team Member on 11/4+12/3



1 2 3 4

6.1 The school’s design, organization, climate, and

leadership support attainment of the school’s

philosophy/mission.

X

6.2 Designated, qualified leadership provides

coordination, supervision, and direction for the

educational program, student services, and

X




1 2 3 4

student activities.

6.3 A logical and clear table of organization for the

school includes written job descriptions that

specify levels of responsibility and reporting

relationships.

X

6.4 Administrative, instructional, and support staffs

are qualified, competent, and sufficient in number

to meet the needs of the total educational

program, student services, and student activities.

X

6.5 Staff members, including administrators, are

assigned to work based on their education,

preparation, experience, expertise, and

commitment to the school’s success.

X

6.6 The school implements written personnel policies

and procedures for the operation of the school and

makes them available to all employees.

X

6.7 The school implements written policies and

procedures for determining adequate

compensation, arriving at reasonable workloads

and acceptable working conditions, and defining

just and fair treatment for all staff.

X


procedures for evaluating staff performance.

Performance appraisals are conducted with the

knowledge of the staff member and reported in

writing as well as verbally. Results are used to

make professional development

recommendations. Staff members have an

opportunity to discuss and appeal their

appraisals.

X

6.9 Staff members are provided opportunities to offer

input into the content of their professional

development programs.

X


procedures for handling complaints/grievances by

members of the staff.

X




1 2 3 4


procedures for orienting and mentoring new staff

members.

X


procedures to ensure that service providers not

employed by the school are appropriately

oriented, supervised, and supported.

X

6.13 The working environment for the staff promotes

collegiality, high expectations, trust, support, and

recognition for accomplishments and

contributions.

X

6.14 Professional satisfaction and good general morale

characterize the school’s staff. X

6.15 Staff members are committed to the school,

dedicated to their work, and take pride in the

outcome of their efforts.

X

6.16 The leadership encourages staff members’

affiliation with professional organizations. X

6.17 The school’s families and community demonstrate

commitment to, pride in, and support for the

school through participation, promotion of its

mission, and financial support.

X

6.18 Members of the staff, students, and their families

feel safe in the school. X

6.19 A clearly defined, written code of student conduct

supports an environment that is conducive to

learning and is understood by students, staff, and

families. The code is enforced fairly and

uniformly.

X

6.20 - 6.28: Indicators for schools that are part of a public school district,

archdiocesan/diocesan system, corporation, or other school

organization with a central office staff X These Indicators are not applicable to our school.



6.29 – 6.31: Indicators for schools with early age programs X These Indicators are not applicable to our school.

6.32: Indicator for schools that provide distance education This Indicator is not applicable to our school.


1 2 3 4

6.32 Appropriately qualified faculty members

participate in distance-learning tasks including

grading student work, telephone consultation

with students, academic counseling, course

revision, and development of study guides.

X

6.33 – 6.43: Indicators faith-based schools11 X These Indicators are not applicable to our school.

6.44 – 6.46: Indicators for all Pennsylvania public, independent, and faith-

based schools These Indicators are not applicable to our school.


1 2 3 4

6.44 The school has and implements a written policy

that requires all applicants for employment with

the school, including employees of independent

contractors but excluding employees who do not

have direct contact with students, to undergo the

following background checks prior to being hired

or contracted:

X










1 2 3 4

a. Pennsylvania State Police Request for Criminal

Records Check;

b. PA Department of Public Welfare Child Abuse

History Clearance; and

c. Federal Criminal History Record Information

(CHRI) from a FBI fingerprint-based background

check.12

6.45 The school has and implements a written policy

that requires the school to review applicants’

required background check reports prior to their

being hired or contracted to determine the fitness

of the individual to work in a position in which

s/he will have contact with children.

X

6.46 The school has and implements a policy that

requires the school to keep on file copies of the

required background check reports for all staff

hired or contracted on or after April 1, 2007.13

X

A.1. Stakeholders’ comments to support the ratings:

Faculty and students are willing to get involved, a sense of togetherness, school spirit

Division of guidance counselors, principals according to grade-level seems to work.

Including ninth grade in high school worked

Students athletes miss less class time due to new school hours

Too many students are unexcused absent.

Challenges from Yik-Yak, proper behavior on social media make having a 100% positive

culture difficulty.

Announcements need to be available in ALL rooms (currently not available in cafeteria,

spotty at the middle school)

Testing demands impact school day

12 Act 114 of 2006 (state law) specifies that all applicants for employment with public and private schools

including employees of independent contractors, but excluding employees who do not have direct

contact with students undergo background checks noted in Indicator 6.11. In addition, Act 114 extended

the background check requirements to include student teacher candidates prior to their field experience.

Student teacher background check reports are to be submitted to their higher education administrator.

13 Act 114 of 2006 and the PA Public School Code, Section 1-111 requires public and private schools to

keep a copy of each background check report for each staff person hired on or after April 1, 2007 for the

duration of time the individual is employed by that school. This also applies to school contractors.



We need a walkway that connects the buildings create a Freshman orientation class

(address study skills, social skills, social media, etc.)

Too many students have to see the principals.

A.2. Evidence: N/A. Indicators show that this standard is being met or exceeded.

B. Self-Assessment of Adherence to the Standard for Accreditation




C. Root Cause Analysis N/A. Indicators show that this standard is being met or exceeded.

Foundational Issue: School Climate and Organization

Are there school climate and

organization standard indicators

not met or in need of improvement

that inhibit the attainment of the


YES

X NO



conclusion

N/A



D. Implications for Planning

D.1. List the school’s significant strengths in meeting the School Climate and

Organization Standard.

The North Hills High School culture and organizational structure of the high school

provides the vehicle for carrying out the established philosophy, mission, beliefs, and/or

objectives of the educational program and support services.

A clearly defined set of reporting relationships exists, and administrative, instructional,

and support staff are qualified, competent and sufficient in number to allow the effective

delivery of quality education to students.

Staff assessment procedures are in place, are clear to all involved, and are collaborative.

On-going professional development, clearly defined roles and responsibilities, and

collegial relationships among staff and administration are evident and conducive to

cooperative action.

Staff members possess the qualifications of education, preparation, experience, and

commitment that contribute to effective learning. Staff members are assigned to work by

reason of their training and/or expertise.

School leadership supports a comprehensive program of professional development for all

staff that addresses school-wide learning expectations and specific student needs by

allocating appropriate time and resources.

The school staff and administration is organized and efficient.

The school day runs smoothly without any major design or organizational problems.

Qualified and competent professional staff respects one another.

Staff members are highly qualified, experienced, and committed to effective learning.

Scheduling options for students are varied and allow students to explore their interests.

Classroom supports for special education students are effective.

Principal leadership is strong and stable.

A well-defined reporting structure is in place.

D.2. List the school’s significant areas in need of improvement in meeting the

School Climate and Organization Standard.

The recently changes to the school schedule has produced little tangible positive results

for the high school. There is significant faculty desire to return to having a formal

homeroom period at the beginning of the day that would be divided by grade level.

Personnel policies and regulations are no longer printed and are only available to

employees online.

A high number of students seem to have policy violations.

A high number of students have unexcused absences.

Staff development programs could be more tailored to the needs of school personnel

according to their input and evaluation.



D.3. Based on the strengths and areas for improvement identified, list any

important next steps or strategic priorities related to School Climate and

Organization that should be included in the action plan in the Plan for Growth

and Improvement.

Re-institution of homeroom period from 7:20-7:34 each day.

An examination into the higher rate of unexcused absences and policy violations.

Input should be solicited regarding staff development programs in order to tailor them

more to the needs of school personnel.

Written copies of the personnel policies and regulations can be made available at key

spots in the school such as the faculty lounge and offices. While notable, this may not rise

to the level of being part of the action plan.

E. Evidence to Support the Assessment of This Standard

Evidence School

Organizational chart for the school and school system X

Floor plan of facilities X

Salary schedules and descriptions of benefits packages for teachers,

specialists, and support staff X

Contracts (e.g. union, collective bargaining agreements) X

Instruments used for evaluating the performance of the staff X

Professional development plan X

Policies related to school climate and organization X



HEALTH AND SAFETY STANDARD FOR ACCREDITATION







A.1. EMERGENCY AND CRISIS PLANS:

Type of Emergency/Crisis Plan Effectiveness of

Plans

S NI U

Building Evacuation X

Building/Grounds Search X

Lockdown X

Shelter In Place X

Severe Weather Plan X

Student or Staff Death X

Bomb Threat X

Other: Missing Student/Power Failure X




formally planned.

N/A



A.2. EMERGENCY DRILLS:

Type of Emergency Drill Frequency of

Drills Quality of Drills

S NI U

Fire

Semi-Monthly

X Monthly X

Annually

Natural Disaster (Severe Weather,

Flooding, etc.)

Semi-Monthly

Monthly

X Annually X

Bomb Threat

Semi-Monthly

Monthly

X Annually X

External Threat

Semi-Monthly

Monthly

X Annually X

Internal Threat

Semi-Monthly

Monthly

X Annually X

Bus Evacuation (Twice a Year)

Semi-Monthly

Monthly

X Annually X

Other: Severe Weather Drill

Semi-Monthly

Monthly

X Annually X




formally planned.

N/A



A.3. HEALTH AND SAFETY INSPECTION SCHEDULE:

Type of Inspection Frequency

Results of

Inspections

S NI U

Fire Alarm System Pull Station, Horns, Strobes tested Monthly

Smoke Detectors, pull stations, sprinkler

pump, sprinkler system (checked/cleaned

annually)

Semi-Monthly

X Monthly X

X Annually X

Food Services (Refrigeration, Freezer,

Oven and Food Temps checked daily and log

kept. Food Temps checked each lunch)

Alleg Cty Health Dept Inspections 2 x year

X Daily X

Monthly

X Annually X

Elevator(s) (Certified Elevator mechanic

checks monthly. Bi Annual Certified

Inspection. Every Three Years the hydraulic

system checked for leaks & can withstand

rated weight)

Semi-Monthly

X Monthly X

Annually

Internal Communications System (Announcements made weekly – any

difficulties reported)

X Semi-Monthly X

Monthly

Annually

Technology Arts/Industrial Arts

Equipment

Semi-Monthly

Monthly

X Annually X

Athletic Equipment (After each season, equipment & uniforms

tested and replaced if needed)

(Bleachers & gym equip inspected yearly)

Semi-Monthly

Monthly

X Annually X

Playground Equipment (Daily by

building custodian, monthly report by

custodian. Quarterly inspection by

maintenance mechanic)

X

Daily

X

X Monthly X

X Quarterly X

Water Supply (Township Water Authority

sends water quality report yearly)

Semi-Monthly

Monthly

X Annually X

Swimming Pool Water - Twice Daily on X Daily X



Type of Inspection Frequency

Results of

Inspections

S NI U School Days, (1x by Cert Pool Mgr), Weekly by

certified laboratory, County Health Dept

surprise inspections 2 x yr.

X Weekly X

X Semi-

Annually X

Other: Door Locking Systems (Daily by custodian, monthly by building

custodian, Semi-annually by maintenance

mechanic, quarterly maintenance mechanic

checks alarms are signaling monitoring

company)

X Daily X

X Monthly X

X Quarterly X




formally planned.

N/A

A.4. SUMMARY OF HEALTH SCREENINGS:

Screening For Conducted By

Frequency

Vision 9-12 grades all

students Certified School Nurse

Semi-

Monthly

Monthly

X Annually

Hearing all 11th graders

and Special Ed students Certified School Nurse

Semi-

Monthly

Monthly

X Annually

Dental- Not long mandated N/A

Semi-

Monthly

N/A Monthly

N/A Annually

Physical- all 11th graders Student’s private doctor or Semi-

Monthly



Screening For Conducted By

Frequency

School Physician Monthly

X Annually

Tuberculosis No longer mandated

N/A Semi-

Monthly

N/A Monthly

N/A Annually

Other: Height/ Weight

9-12 all students Certifies School Nurse or LPN

Semi-

Monthly

Monthly

X Annually

A.5. SUMMARY OF INNOCULATIONS:

Inoculation For In Grade Level

4 doses Diphtheria, Tetanus K-12

3 doses Polio K-12

2 doses Measles, Mumps Rubella K-12

3 doses Hepatitis B K-12

2 doses Varicella (chickenpox) or history of disease K-12

1 dose tetanus, diphtheria, acellular pertussis (Tdap) after age 11 K-12

A.6. PROVISIONS FOR HEALTH AND SAFETY:

Health and Safety Issue Quality and Adequacy

S NI U

Adequate health care services at all times. X

Health care at school functions that take place away

from the school’s premises. X

Means to communicate internally in event of power

failure of evacuation of building. X



Health and Safety Issue Quality and Adequacy

S NI U

Means to communicate externally in event of power

failure of evacuation of building. X

Place(s) to assemble during an evacuation X

Proper and safe storage of dangerous substances. X

Fire blankets and/or eye wash stations in required areas. X

Automatic external defibrillators available and staff

personnel trained to use them. X

Panic buttons for dangerous equipment. X

Provisions for preventing the spread of infectious

substances and diseases. X

Safety lines in required areas. X

Students and the staff wearing eye and ear protection in

dangerous areas. X

Fire extinguishers available in all areas. X See

A.6.a

Fire alarm pull stations in all areas. X

Evacuation notice and directions posted in all rooms

and spaces. X




formally planned. The Safety Team has noticed that a fire extinguisher is not available in the B hallway of the first

floor. This has been ordered and should arrive soon. While notable, this is an individual

situation.

A.7. HEALTH AND SAFETY STAFF:

Type of Health and Safety Personnel Number Quality and Adequacy

S NI U

Certified Nurse 1 X

Nurse’s Assistant LPN 1 X

School Security Officer 1 X



Type of Health and Safety Personnel Number Quality and Adequacy

Local Police Security Officer 0 NA NA NA

Athletic Trainer 2 X












Need of Improvement



improvement








Health and Safety

The Standard: A safe, orderly, and healthy environment for teaching and learning is

provided. The school adheres to local, state, and federal government health and safety

requirements. Health, safety, preventive/emergency procedures, and crisis management

policies are clearly written, well documented, implemented, and updated regularly.




Tim McDowell, social worker and safety team

leader

Standard Review Team Member on 11/4+12/3

Joan Kinder, school nurse Standard Review Team Member on 11/4+12/3

Cindy Benoit, school LPN Standard Review Team Member on 11/4+12/3

Kim Zwicker, faculty Standard Review Team Member on 11/4+12/3

Linda Geiger, paraprofessional Standard Review Team Member on 11/4+12/3

John Kremmel, paraprofessional Standard Review Team Member on 11/4+12/3

Barb Foster, faculty Standard Review Team Member on 11/4+12/3

Dan Derby, faculty Standard Review Team Member on 11/4+12/3

John Loeser, faculty Standard Review Team Member on 11/4+12/3

Bonnie Ziff, faculty Standard Review Team Member on 11/4+12/3



1 2 3 4

7.1 The school has satisfactory written procedures and

functional equipment with which to communicate

during fire and other emergencies, to summon

assistance, and to evacuate the school’s facilities.

X

7.2 The school provides adequate health care at

school functions that take place away from the

school’s premises.

X

7.3 Appropriate training is provided for all staff

members on how to implement emergency and

crisis plans, handle accidents and illnesses, and

prevent the spread of infectious diseases.

X




1 2 3 4

7.4 The school appropriately manages the storage and

administration of student medications. X

7.5 The school safely stores equipment and supplies. X

7.6 A system exists to account for the whereabouts of

students at all times. X

7.7 The school maintains comprehensive, current

health records for all students and staff. X

7.8 The school conducts and maintains written

records of regular emergency drills. X

7.9 Designated members of the staff inform faculty

and families (as appropriate to maintain

confidentiality) about students’ health or physical

needs.

X

7.10 The school ensures that the staff is kept up–to-

date on relevant health, wellness, and safety

information and practices, including procedures

to deal with individual student needs.

X

7.11 Working relationships with local authorities and

health service providers are positive and ongoing. X

7.12 The educational program includes opportunities

for students to develop knowledge, attitudes, and

practices necessary for personal wellness and a

healthy lifestyle.

X

7.13 The school has an effective system to control access

to the school by visitors and other non-school

personnel.

X

7.14 Staff members model positive health and safety

practices. X

7.15 Safe drinking water is available throughout the

day for the staff and students. X

7.16: Indicator for schools with early age programs X These Indicators are not applicable to our school.




Great professional development is offered in areas in CPR, 1st aid, abuse, drugs and

safety.

School safety plan is practiced often

Health and Family and Consumer Sciences classes promote healthy lifestyles

Full calorie pop is gone/cookies are smaller/French fries are ala carte

Full-time nurse and LPN do a fantastic job, but are overworked.

Physical Education should be required for all students for all grades (including a

swim unit)

Campus security staff do an excellent job. (numerous concerns about the safety of the

hilltop and open campus)

Turning safety team concerns into actions is a concerns

Staff members knowledge and certifications could be used to professionally develop

entire staff

B.2. Evidence:

N/A. Evidence is that this standard is being met or exceeded.






Foundational Issue: Health and Safety

Are there health and safety





YES

X NO



conclusion

N/A




E.1. List the school’s significant strengths in meeting the Health and Safety

Standard. High school has positive relationships with local law enforcement and with local EMS.

They regularly contribute not only during emergencies but also with class presentations

to students and staff/student professional development and training.

School safety officer has extensive law enforcement experience and positive relationship

with local police forces. He creates positive relationships with students.

School nursing staff promotes wellness via weekly emails and articles.

School provides free flu shots to school staff.

High school safety team is comprised of a group of administrators and faculty volunteers

dedicated to safety.


Health and Safety Standard. The ratio of nursing staff to students is reaching maximum level as required by the state.

Offsite events and field trips may not always have health staffs present due to

availability.

Students that arrive to the building on school district transportation are not supervised

prior to 7:05am.


important next steps or strategic priorities related to Health and Safety that


Improvement.

Student bus and arrival schedule should be examined to determine if it can be adjusted to

create safer environment in the morning. While notable, this may not rise to the level of

being part of the action plan.

Enrollment should be monitored to ensure that school is adhering to state policies for

nursing staff to student ratios. While notable, this may not rise to the level of being part

of the action plan.


Emergency and crisis plans X

Records of most recent health and safety inspections X

Record of emergency drills X

Emergency Procedures section of Faculty Handbook X



EDUCATIONAL PROGRAM STANDARD FOR

ACCREDITATION







A.1. SUMMARY OF THE EDUCATIONAL PROGRAM:

X The instructional hours are reported for one academic year

The instructional hours are reported for one academic semester

Grade

Level

English/

Language

Arts

REQUIRED

Math

Science

Social

Studies

The Arts

Other

Languages

Health/

P.E.

Technology

9 122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

Varies, not

required

for

graduation

Varies, not

required

for

graduation

61 hours

(40 min x

92 days)

Varies, not

required for

graduation

10 122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

Varies, not

required

for

graduation

Varies, not

required

for

graduation

61 hours

(40 min x

92 days)

Varies, not

required for

graduation

11 122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

Varies, not

required

for

graduation

Varies, not

required

for

graduation

61 hours

(40 min x

92 days)

Varies, not

required for

graduation

12 122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

122 hours

(40 min x

184 days)

Varies, not

required

for

graduation

Varies, not

required

for

graduation

61 hours

(40 min x

92 days)

Varies, not

required for

graduation














Need of Improvement



improvement







Middle States Association Accreditation Standard:

Educational Program

The Standard: An effective educational program for a school consists of both

carefully planned and well executed curriculum programs and solid instructional

pedagogy. Also fundamental to a successful educational program are the means to

assess student performance and growth as well as programmatic evaluation. Thus,

curriculum, instruction, and assessment are often considered to be the “heart” of any

school since these three components have such an impact on the total school experience

of students. The curriculum outlines what students should know and be able to do.

Instruction identifies effective ways for teachers to ensure student learning takes place.

Assessment indicates at what level students are able to demonstrate knowledge, skills,

and attitudes.




Jaime DeWeese, faculty Standard Review Team Member on 11/4+12/3

Olga Smyers, parent community member Standard Review Team Member on 11/4+12/3

Barb Burnett, parent and community member Standard Review Team Member on 11/4+12/3

Barb Foster, faculty Standard Review Team Member on 11/4+12/3

Jessica Linden, faculty Standard Review Team Member on 11/4+12/3

Lisa Palmieri, faculty Standard Review Team Member on 11/4+12/3

Peter Heil, faculty Standard Review Team Member on 11/4+12/3



1 2 3 4

8.1 Written curriculum guides identify program

objectives and define the scope and sequence of

the educational program. The guides are

functional.

X

8.2 The educational program provides instruction in

the basic subject areas of language arts and

literature (including early language development

and literacy skills, speaking, writing, and listening

X




1 2 3 4

communication skills), mathematics, the sciences,

and social sciences.

8.3 The educational program includes experiences in

visual and performing arts, health, world

languages, and physical education.

X

8.4 The educational program provides experiences

that promote students’ critical thinking,

reasoning, problem-solving skills, and study

skills.

X

8.5 The educational program includes instruction in

effective uses of information technology and

provides opportunities for application.

X

8.6 A variety of group learning settings (e.g.,

individual, small group, large group) is provided

for students daily.

X

8.7 The educational program offers opportunities for

development of social skills—such as increasing

self-control and a sense of individual and group

responsibility—in interaction with adults and

peers.

X

8.8 Written curriculum and instruction policies and

procedures provide direction to the staff,

leadership, and other stakeholders in the

development, implementation, and improvement

of the educational program.

X

8.9 Provision is made for both horizontal and vertical

articulation and coordination of the educational

program among all levels of the school.

X

8.10 An overview of the educational program, school

policies and procedures, and other pertinent

information is available in written form to

students and their parents.

X

8.11 The educational program defines desired student

outcomes as expressed in terms of student

understanding, knowledge, attitudes, skills, and

habits.

X




1 2 3 4

8.12 Course or program objectives are simply stated

and understandable to students. X

8.13 The educational program considers the ages,

cultures, and varying levels of ability of students. X

8.14 The instructional program is designed to meet

students’ needs in accordance with the school’s

philosophy/mission.

X

8.15 The educational program and its expectations for

learning are understood and supported by the

school’s stakeholders.

X

8.16 Curriculum development is a dynamic, emergent

process influenced by the attributes and interests

of the children, their families, and teachers.

X


8.24 – 8.25: Indicators for schools with elementary school programs X These Indicators are not applicable to our school.

8.26 – 8.27: Indicators for schools with middle school programs X These Indicators are not applicable to our school.

8.28 – 8.31: Indicators for schools with secondary school programs These Indicators are not applicable to our school.


1 2 3 4

8.28 The educational program facilitates a smooth

transition from elementary or middle school to

secondary school.

X

8.30 The educational program provides appropriate

educational programs for students who are

concluding formal study as well as those planning

X




1 2 3 4

further education.

8.31 The educational program develops habits of the

mind and attitudes required for success in further

education and in the workplace.

X

8.32 – 8.36: Indicators for schools that provide distance education.

These Indicators are not applicable to our school.


1 2 3 4

8.32 Student interaction (synchronous and

asynchronous) with faculty and other students is

facilitated through a variety of means as an

essential characteristic of the educational

program.

X

8.33 Students and their families (if appropriate) are

informed about any aspects of the educational

program that are created or delivered by an

organization other than the school.

X

8.34 Stated student performance outcomes for

programs delivered through distance education

are achievable through that methodology.

X

8.35 Instructional materials are developed by authors

qualified in distance education techniques.

Textbooks and other instructional materials are

suitable for distance learning.

X

8.36 Appropriate study skills necessary for students to

utilize a distance education model effectively and

efficiently are included as part of the educational

program and instructional process.

X




B.1. Stakeholders’ comments to support the ratings

Offer rigorous AP, CHS, and Honors courses

The variety of course offerings, levels within course offerings is excellent

Each department offers courses allowing students to challenge themselves

Online academy which allows students to branch out into other areas of interest via

online learning,

Remediation courses for keystones seem to be helping.

Scheduling conflicts can limit students from being able to take advantage of all of the

courses that we have to offer

Lack of academic help for students (i.e. homeroom tutoring)-look at ways to incorporate

academic tutoring (i.e. as a duty) since it is no longer available during homeroom and not

assuming that students will be able to stay after school;

Smaller study halls in classrooms so that students are able to focus on academics and get

help if necessary; more staffing to be able to strengthen educational programs that we

have in place;

Allow TAs to be assigned to the same subject matter year after year to provide

consistency for students and staff

B.2. Evidence:






14

The use of the Faith-Based Indicators for this and the other Standards for Accreditation by faith-based









Foundational Issue: Educational Programs

Are there educational program





YES

X NO



conclusion

N/A


E.1. List the school’s significant strengths in meeting the Educational Program

Standard.

The educational programs consist of both carefully planned and well executed curriculum

programs that include appropriate standards, solid instructional pedagogy, and

appropriate assessment based on research and best practices.

The educational programs are sufficiently financed, periodically reviewed, and mission-

appropriate. They are developed to meet and address the needs of students and are

designed to produce student learning at all levels.

Effective policies and practices are in place, along with instructional materials,

technology, and equipment that are appropriate, functional, and well-maintained.

The secondary school educational program provides instruction in the basic subject areas

of language arts and literature (including speaking, writing, and listening skills),

mathematics, the sciences and social sciences.

The secondary school educational program provides experiences in the arts, health, world

languages, and physical education.

Staff members possess the qualifications of education, preparation, experience, and

commitment that contribute to effective learning. Staff members are assigned to work by

reason of their training and/or expertise.

School leadership supports a comprehensive program of professional development for all

staff that addresses school-wide learning expectations and specific student needs by

allocating appropriate time and resources.



Staff members are highly qualified, experienced, and committed to effective learning.


Educational Program Standard. Curriculum writing does not currently include student or parent input.

The recently changes to the school schedule has produced little tangible positive results

for the high school. There is significant faculty desire to return to having a formal

homeroom period at the beginning of the day that would be divided by grade level.

Staff development programs relating to curriculum could be more tailored to the needs of

different school personnel.


important next steps or strategic priorities related to Educational Program that


Improvement. Re-institution of homeroom period divided by grade level from 7:20am to 7:34am.

Professional development opportunities could be offered regarding specific curricular

(IE: physical education, music, school counseling, etc.) and how to deal with district

issues (increased poverty).

Methods of increasing parent and student input in curriculum development will be

developed. While notable, may not rise to the level of being part of the action plan.

F. Evidence to Support the Assessment of this Standard

Evidence School

Program of studies X

Scope and sequence charts X

Written curriculum guides for each component of the educational program X

Master schedule X

Policies related to educational program X



ASSESSMENT AND EVIDENCE OF STUDENT LEARNING

STANDARD FOR ACCREDITATION







A.1. EVIDENCE OF STUDENT LEARNING:

Please see previously provided data on student Keystone scores, GPA, student post-secondary

matriculation, and Advanced Placement data located in the Profile of Student Performance

section. Additional data regarding student learning includes:

Name of Assessment Grade Level(s)

Administered

Curricular

Area(s)

Assessed

Evaluation of Most

Recent Results

S NI U

PSAT - Critical Reading

section 9 - 11

ELA X

PSAT – Math section Math X

PSAT – Written section ELA X

Name of Assessment Grade Level(s)

Administered

Curricular

Area(s)

Assessed

Evaluation of Most

Recent Results

S NI U

SAT - Critical Reading

section 11 - 12

ELA X

SAT – Math section Math X

SAT – Written section ELA X



94% 93% 92.1%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011-2012 2012-2013 2013-2014 Baseline

Per

cen

t o

f S

enio

r C

oh

ort

Year

Graduation Rate with Cohort

90% 90%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 Baseline

Per

cen

t of

Sen

ior

Coh

ort

Year

Post-Secondary Education Upon Graduation



1538

1541

1538

1536.5

1537

1537.5

1538

1538.5

1539

1539.5

1540

1540.5

1541

1541.5

2011-2012 2012-2013 2013-2014 Baseline

Sco

re (

3 a

reas)

Year

Average SAT Scores

8.7%

9.2%

9.4%

8.20%

8.40%

8.60%

8.80%

9.00%

9.20%

9.40%

9.60%

2011-2012 2012-2013 2013-2014

Baseline

Per

cen

tag

e o

f S

eno

r C

oh

ort

Year

Repetition of Graduation Course



B. Self-Assessment to Adherence to the Indicators Of Quality











Need of Improvement



improvement








Assessment and Evidence of Student Learning

The Standard: The school systematically collects and rigorously analyzes

quantifiable and observable evidence of individual learning and growth from multiple

valid and reliable sources. Evidence of student learning is used to evaluate and improve

curriculum effectiveness, instructional practices, professional development, and

support services. Progress in student learning and performance is expected and is

accurately, clearly, and systematically reported to the school community.




Bill McGahee, administrator Standard Review Team Member on 11/4+12/3

Diane Flynn, faculty and community member Standard Review Team Member on 11/4+12/3

Kurt Zebley, faculty and parent Standard Review Team Member on 11/4+12/3

Karen Grumski, faculty Standard Review Team Member on 11/4+12/3

Tom Lisak, faculty Standard Review Team Member on 11/4+12/3

Angela Sefscik, faculty Standard Review Team Member on 11/4+12/3

Mandi Downey, faculty Standard Review Team Member on 11/4+12/3

Megan Buller, faculty Standard Review Team Member on 11/4+12/3

Tom Lisak, faculty Standard Review Team Member on 11/4+12/3



1 2 3 4

9.1 The leadership and staff commit to, participate in,

and share in accountability for student learning. X

9.2 Assessment of student learning and performance

is aligned with curriculum and instruction in a

coherent system consistent with the school’s

philosophy/mission.

X

9.3.a Assessment results are analyzed with appropriate

frequency and rigor for individual students as

they move through the school

X

9.3.b Assessment results are analyzed with appropriate

frequency and rigor for cohorts of students as they X




1 2 3 4

move through the school

9.3.c Assessment results are analyzed with appropriate

frequency and rigor for comparable (local, state,

and national) groups outside of the school

X

9.4 Assessment results are used to make decisions

regarding allocation of resources. X

9.5 The assessment of student learning and

performance enables students to monitor their

own learning progress and teachers to adapt their

instruction to students’ specific learning needs.

X

9.6 Assessment methods and content address suitable

social, emotional, physical, and

cognitive/language goals for students.

X

9.7 Assessments take into account recent, reliable

research findings on child development and

growth.

X

9.8 Assessments reflect understanding of the unique

needs and backgrounds of each student. X

9.9 Records of students’ learning and performance are

maintained. General standards for transcript

control and use, including those related to

confidentiality, are known and observed.

X

9.10 Assessment results are the basis for making

recommendations to families whose children may

benefit from further evaluation. Referrals to

specialists are made for early identification of

possible disabilities and/or health conditions.

X

9.11 Members of the staff work collaboratively with

colleagues and families to review data about

learners’ progress and to develop appropriate

strategies for continued progress.

X

9.12 Families are viewed as an important source of

information and insights about students. X

9.13 The school communicates its assessment policies

and practices to the total school community (e.g.,

via parent handbooks, web sites, teacher

X




1 2 3 4

handbooks, policy manuals).

9.14 Communication with families regarding students’

progress in learning and performance is regular,

productive, and meaningful.

X

9.15 Students learn and perform at levels expected, or

progress is being made to raise results

accordingly.

X

9.16: Indicator for schools with early age programs


9.17 - 9.20: Indicators for schools that provide distance education These Indicators are not applicable to our school.


1 2 3 4


procedures to ensure that students fulfill program

requirements personally and without

inappropriate assistance.

X


procedures to ensure the identity of the students

when assessment of learning is conducted

electronically or by means other than in a location

in which the student is in the presence and under

the direct supervision of a staff member.

X

9.19 Members of the staff who evaluate student

assignments are qualified in the fields they are

evaluating.

X

9.20 Data on lesson and course completion rates are

used to evaluate and revise, as needed,

instructional and educational services.

X



9.21: Indicator for faith-based schools15



Given our make-up, our students perform really well.

Graduation rate seems low.

Too many students fail graduation courses.

Variety of assessments to address cognitive learning styles within assessments

Too much standardized testing (over testing the students)

Return to testing days?

Use motivational videos to enhance importance of high stake tests and to raise morale of

entire building environment

Common planning time with teachers of same content/grade level

B.2. Evidence:

N/A. The evaluation and evidence indicates that this standard is being met or exceeded.





15










Foundational Issue: Assessment and Evidence of Student Learning

Are there assessment and evidence

of student learning standard




capacity objective?

YES

X NO



conclusion

N/A


E.1. List the school’s significant strengths in meeting the Assessment and Evidence

of Student Learning Standard.

The assessments given to North Hills High School students are used both nationally and

statewide to measure student success.

Administration of these assessments is both carefully planned based upon appropriate

standards, solid instructional pedagogy, and appropriate assessment based on research

and best practices.

Curricular adjustments are regularly made based upon assessment results in order to meet

and address the needs of students and are designed to produce positive results to student

learning at all levels.




Assessment and Evidence of Student Learning Standard.

Revisions to the PSAT and SAT will require curricular updates in order to prepare

students for this new version of these assessments.

Graduation rate of 92.1% should be addressed.

The number of students who do not pass a course required for graduation should be

addressed.




important next steps or strategic priorities related to Assessment and Evidence

of Student Learning that should be included in the action plan in the Plan for

Growth and Improvement. Revisions to the PSAT and SAT will require curricular updates in order to prepare

students for this new version of these assessments. Graduation rate of 92.1% should be addresses.

The number of students who do not pass a course required for graduation should be

addressed.


Evidence School

Example of student transcript X

Example student report card X

Reports of the results of assessments administered to students X

Policies related to assessment of student learning X

Keystone testing schedule X

AP Testing packet X

PSAT Testing prep materials X



STUDENT SERVICES STANDARD FOR ACCREDITATION







A.1. STUDENT SERVICES STAFF:

Type of Student

Services Personnel Number Source

Adequacy of

Type and Number

S NI U

Guidance Counselor 4 4 Staff X

0 Outsourced

Psychologist 2 2 Staff X

0 Outsourced

Psychiatrist 0 Staff N/A

Outsourced

Substance Abuse

Counselor 1

1 Staff X

0 Outsourced

Certified Special

Education Teacher 10

10 Staff X

0 Outsourced

Special Education

Paraprofessional 14

14 Staff X

0 Outsourced

Food Services 16 16 Staff X

0 Outsourced

Transportation 23 0 Staff X



Type of Student

Services Personnel Number Source

Adequacy of

Type and Number

S NI U

Services 23 Outsourced

Admissions

Counselor 1

1 Staff X

0 Outsourced

Other: Social Worker 1

1 Staff

X 0 Outsourced

Outsourced

B. Self-Assessment of Adherence to the Indicators Of Quality











Need of Improvement



improvement







Middle States Association Accreditation Standard:

Student Services

The Standard: The school implements written policies and procedures, in

partnership with families and the community, that provide all students with, or refer

them to, services that are age- and developmentally appropriate to optimize

opportunities for life-long success. Student services are systematic and integral to the

educational program. They are provided by qualified personnel, sufficiently financed,

periodically evaluated, and philosophy/mission appropriate.




Nicole Bezila, administrator Standard Review Team Member on 11/4+12/3

Daria White, parent Standard Review Team Member on 11/4+12/3

David Barkovich, community member Standard Review Team Member on 11/4+12/3

Holly Michael, faculty Standard Review Team Member on 11/4+12/3

Maryssa Hestin, faculty Standard Review Team Member on 11/4+12/3

Deb Davis, faculty Standard Review Team Member on 11/4+12/3

Nicole Weber, faculty Standard Review Team Member on 11/4+12/3

Jason Greathouse, faculty Standard Review Team Member on 11/4+12/3

Kathy Helfrich, faculty Standard Review Team Member on 11/4+12/3

Jen Ortiz, faculty Standard Review Team Member on 11/4+12/3

Barb Drennen, faculty Standard Review Team Member on 11/4+12/3


Student Support Services


1 2 3 4

10.1 Student support services address academic skills

development, social skills development, personal

growth, and career planning.

X

10.2 Counselors, administrators, teachers, and/or other

staff members share responsibility for providing

guidance and support to students.

X

10.3 The school is sensitive to the critical importance of X




1 2 3 4

non-academic needs of students. A process is in

place to address students’ emotional and social

needs.

10.4 Assessment data are used to adapt curriculum

and teaching methods, provide personalized

counseling, and identify appropriate program

placement for students.

X

10.5 Career awareness activities are provided as

appropriate. X

10.6 Student support services extend into and

incorporate community services as needed. X

10.7 Student data are current, comprehensive, and

readily available for the staff’s use. X

10.8 Follow-up studies of graduates and other former

students are carried out and data are shared with

staff to help determine the effectiveness of the

school’s educational program and services.

X

10.9 The school offers an orientation program for new

students and their families to share the school’s

philosophy/mission, policies, procedures, and

expectations.

X

10.10 Families are provided with information about

child development, education, and related topics

through personal communications, pamphlets,

meetings, and referrals to web sites and other

resources.

X

Transportation Services


1 2 3 4

10.11 Written policies and procedures are implemented

to ensure the safety of students when being

picked up, transported, and dropped off by

transportation provided by the school.

X




1 2 3 4

10.12 Appropriate training is provided to transportation

providers. X

10.13 Transportation services provided or contracted by

the school meet the safety requirements of all

appropriate legal authorities.

X

Food Services


1 2 3 4

10.14 Student dining areas are functional and hygienic. X

10.15 Meals provided by the school meet generally

accepted nutritional standards. Information about

nutritional values of the foods is available.

X

10.16 Appropriate training is provided to food services

providers. X

10.17 Food services personnel meet the health

requirements of all appropriate authorities. X

10.18 Food service facilities are inspected regularly and

meet the health and safety requirements of all

appropriate authorities.

X

Services for Student with Special Needs


1 2 3 4


procedures to identify and address the needs of

students with special needs.

X

10.20 The school provides or refers families to

appropriate related services and/or

accommodations to meet student needs.

X

10.21 As applicable, the school is in compliance with all

local, state, and federal requirements related to

students with special needs.

X

Admissions and Placement




1 2 3 4

10.22 The school implements written admissions policies

and procedures. X


procedures for placement of students in

appropriate programs and levels.

X

10.24 Applicants for enrollment and their families are

clearly informed of the philosophy/mission of the

school, the nature and extent of the educational

program and services available, tuition and fees (if

applicable), school policies, and expectations for

satisfactory student performance.

X

10.25 The school accepts students for whom there is a

reasonable expectation of success in the

educational program as appropriate and

interpreted by law.

X

10.26 All statements and representations relating to the

school’s educational programs, services, and

resources are clear, accurate, and current.

X

10.27 – 10.31: Indicators for schools that provide distance education

These Indicators are not applicable to our school.


1 2 3 4

10.27 Prior to admission, prospective students and their

parents/guardians are advised about the self-

motivation and commitment needed for

successful distance learning and the technical

competence required to participate and learn in

the educational program.

X

10.28 Admissions inquiries are handled in a prompt and

thorough manner. X

10.29 Adequate advisory services are available for

students who are having difficulty with their

studies as well as for those who are rapid learners.

X




1 2 3 4

10.30 Students are actively encouraged to start,

continue, and finish the program in which they

have enrolled.

X

10.31 The institution implements written policies and

procedures to evaluate students’ previous

academic work and to provide fair and consistent

credit for their previous studies or work

experience.

X



Very dedicated and educated staff

After school activities bus would help to get kids involved.

Hire for full time transition coordinator with co-op certification.

Online school counseling classes are awesome.

No school counseling department head even though other smaller departments have them.

B.2. Evidence:

N/A. The evaluation and evidence indicates that this standard is being met or exceeded.

A. Self-Assessment of Adherence to the Standard for Accreditation




16









B. Root Cause Analysis N/A. Indicators show that this standard is being met or exceeded.

Foundational Issue: Assessment and Evidence of Student Learning


of Student Services standard




capacity objective?

YES

X NO



conclusion

N/A

C. Implications for Planning

E.1. List the school’s significant strengths in meeting the Student Services

Standard. North Hills High School provides services to students that removed barriers to learning.

The school counseling services are based upon the American School Counseling

Association model. The school counseling staff provide proactive, reactive, and crisis assistance to students

with academic, personal/emotional and career/college counseling. Other quality services including transportation, food service, services for special needs

students, and enrollment. These areas provide students with a positive, healthy, safe and

efficient experience during their school day. A well designed school counseling curriculum exists to address a variety of student

needs.

The division of caseload assignments permits focused developmentally appropriate

counseling.

Central and building administration/counselor relationship is very positive.

Administration provides excellent assistant to school counseling programming.

The district/school provides a full time student assistance coordinator, as well as school

based mental health counseling services through Mercy Behavioral services.




Student Services Standard. The limited budget for summer hours for school counselors effects scheduling and

counseling services that could accomplished prior to the opening of school.

All students might not understand the role of the school counselor.

Counselor caseloads create challenges to meeting with each student.


important next steps or strategic priorities related to Student Services that


Improvement. Examination of budget increases to summer school counseling hours allocations. Barring

this, devising a schedule in which counselor summer days are spread out among the

summer months. While notable, may not rise to the level of being part of the action plan.

D. Evidence to Support the Assessment of This Standard

Evidence School

Description of guidance and counseling services available X

Guidance curriculum guide X

Policies related to student services X



STUDENT LIFE AND STUDENT ACTIVITIES STANDARD

FOR ACCREDITATION







A.1. SUMMARY OF NON-ATHLETIC STUDENT ACTIVITIES.

Type of Student Activity

Number of

Students

Participating

Adequacy and

Quality of the

Activity

A.F.S. (American Field Service) 60 S

American Sign Language Club 40 S

Astronomy Club 30 S

Band 450 S

Marching 450 S

Bowling 10 S

C.A.D.D. Club 45 S

Cheerleading (JV & Varsity) 34 S

Choirs 140 S

Hilltop Heroes (Comic book club) 30 S

Diversity Council 30 S

Drama/Play/Musical 50/60/100 S

Environmental Club 30 S

French Club 50 S

FBLA (Future Business Leaders of America) 56 S

FTA (Future Teachers of America) 20 S

Graphics Club 34 S

German Club 128 S

Ham Radio 15 S

Japanese Club 20 S

Hands for Service (community service club) 222 S



Type of Student Activity

Number of

Students

Participating

Adequacy and

Quality of the

Activity

Latin Club 60 S

Literary Leaves (literacy magazine) 10 S

NHTV (Multi-Media Club) 17 S

National Honor Society 100 S

Norhian (yearbook) 50 S

Orchestra 450 S

Photo Club 50 S

Pottery Club 48 S

SADD (Students Against Destructive Decisions) 192 S

Science Club 20 S

Spanish Club 99 S

Student Council 40 S

Senior High class officers 30 S

A.2. SUMMARY OF ATHLETIC STUDENT ACTIVITIES.

Type of Student

Activity Available for

Number of

Students

Participating

Adequacy and Quality

of the Activity

Males Females S NI U

Varsity Cross

Country X X 27 X

Varsity Tennis X X 39 X

Varsity/JV Football X 60 X

Varsity/JV Golf X X 16 X

Varsity/JV Soccer X X 65 X

Varsity Volleyball X X 45 X

Varsity Basketball X X 41 X

Varsity Swimming

and Diving X X 37 X

Varsity Wrestling X 20 X

Ice Hockey X 48 X

Bowling X X 8/2 X

Varsity Lacrosse X X 67 X

Varsity Baseball X 37 X

Varsity Softball X 18 X



Type of Student

Activity Available for

Number of

Students

Participating

Adequacy and Quality

of the Activity

Males Females S NI U

Varsity Track X X 116 X

For Schools with Residential Programs

A.3. DAY/BOARDINIG STUDENTS.

Type of Student Percentage of Student Population

Boarding N/A

Day N/A

20%

11%

24%

45%

Student Participation in Sport and Activities: Baseline 2013-14

No Participation

Sports Only

Sports and Activities

Activities Only














Need of Improvement



improvement








Student Life and Student Activities

The Standard: A healthy atmosphere exists for all students. At all levels, non-

discriminatory, appropriate student activities that supplement classroom experiences or

community life are provided. An appropriate student activities program fosters a

positive intellectual, cultural, and social climate, promotes growth in student leadership

and social interaction skills, and encourages students’ special interests.




Kevin Deitrick, administrator Standard Review Team Member on 11/4+12/3

Chelle Zimmerman, administrator and parent Standard Review Team Member on 11/4+12/3

Donna Perry, community member Standard Review Team Member on 11/4+12/3

Laura Otte, faculty Standard Review Team Member on 11/4+12/3

Dave Schoppe, faculty Standard Review Team Member on 11/4+12/3

Sue Batson, faculty Standard Review Team Member on 11/4+12/3

Ali Rittle, faculty and community member Standard Review Team Member on 11/4+12/3

Erin Sutch, faculty Standard Review Team Member on 11/4+12/3

Robin Stein, faculty and community member Standard Review Team Member on 11/4+12/3

11.1. – 11.6: Indicators for all schools


1 2 3 4

11.1 Students are offered opportunities to build their

skills in handling responsibility, taking initiative,

leadership competencies, cooperation, and self-

direction.

X

11.2 Students, staff, families, and the community are

encouraged to offer input about and participate in

student activities.

X

11.3 Staff members, parents, and other volunteers who

lead or participate in student activities are

approved by the school’s leadership, suitably

qualified, and provide appropriate supervision to

students.

X




1 2 3 4

11.4 The school recognizes student accomplishments,

contributions, and responsibilities in meaningful

ways.

X

11.5 Relationships among staff, volunteers, and

students demonstrate respect, fairness, and

understanding.

X

11.6 The school holds events that include staff,

families, and children. X

11.7 – 11.9: Indicators for boarding schools X These Indicators are not applicable to our school.

11.10: Indicator for faith-based schools17 X These Indicators are not applicable to our school.


Students have the opportunity to participate in a variety of extra-curricular activities before

school, in school, and after school. Most all activities encourage students to develop lifelong

interests.

All students are encouraged to participate in co-curricular activities. Activities are of two

main types- each as important as the other. There are service organizations and special

interest clubs.

All activities and sports interact with each other for the betterment of the North Hills

community.

Values of joining a club are: service to community and to satisfy one’s self esteem,

cooperation and working with other’s for a common goal, creating new interests and friends,

resume builder.

Activities are numerous and take in a wide scope of interest at North Hills. The numbers

indicate that a vast majority of students at North Hills participate in at least one athletic group

and or activity.

17









B.2. Evidence: N/A. The evaluation and evidence indicates that this standard is being met or exceeded.






Foundational Issue: Student Life and Student Activities


of Student Services standard




capacity objective?

YES

X NO



conclusion

N/A


E.1. List the school’s significant strengths in meeting the Student Life and Student

Activities Standard. A healthy atmosphere exists for all students.

Athletics and activities office is staffed by highly qualified and dedicated individuals.

At all levels, non-discriminatory, appropriate student sports and activities that supplement

classroom experiences or community life are provided.

An appropriate student activities program fosters a positive intellectual, cultural, and

social climate, promotes growth in student leadership and social interaction skills, and

encourages students’ special interests.



All students are encouraged to participate in co-curricular activities. Activities are of two

main types- each as important as the other. There are service organizations and special

interest clubs.

Values of joining a club are: service to community and to satisfy one’s self esteem,

cooperation and working with other’s for a common goal, creating new interests and

friends, resume builder.

Teachers are helpful and are willing to provide additional instruction.


Student Life and Student Activities Standard. Continuing to come up with new activities to meet the needs and interests of the students

in a constantly changing and global world.

The school district instituted a moratorium on staff compensation for new activities.

Therefore, many newer and highly attended activities are done with volunteer sponsors

and some previously established activities with lower participation are run by paid

sponsors.

Approximately 80% of the student body participates in a school activity. Therefore 20%

do not.

There is not currently a method of tracking which students participate in which activities

on a larger scale.


important next steps or strategic priorities related to Student Life and Student

Activities that should be included in the action plan in the Plan for Growth

and Improvement. Developing a survey of students to determine if a significant number of students are not

involved in any sports, clubs or activities. Students could complete the survey in

homeroom and a team of parents and teachers and administrators could analyze the

results to find ways to involve more students.

Investigate activity bus or activity schedule for student convenience.

An investigation into how to get more students involved in activities could prove

beneficial to making at-risk students more connected to the school.

More equitable funding for activity sponsors could be investigated.




Samples of student publications—e.g., yearbook, student newspaper,

literary magazine X

Budget for all athletic activities X

Budget for all non-athletic activities X

Policies on academic eligibility X

Policies related to student life and student activities X



INFORMATION RESOURCES AND TECHNOLOGY

STANDARD FOR ACCREDITATION







A.1. INFORMATION RESOURCES AND TECHNOLOGY:

Type of Information/Technology Resource Quantity of

Resource

Quality and Adequacy

of Resource

S NI U

Curriculum Focused Printed Books 6637 X

Reference Printed Books 1416 X

Leisure Reading Printed Books 4778 X

Magazine/Journal Subscriptions 39 X

Online Subscriptions 33 X

Curriculum Specific Application Software

Programs 11 X

Administrative Application Software

Programs 12 X

Application Software Programs Available on

School Network 12 X

Networked Desktop Computers for Students 950 X

Networked Laptop Computers for Students 1500 X

Stand Alone Desktop Computers for

Students 2 X

Stand Alone Laptop Computers for Students 0 X

Stand Alone Computers for Students in

Information Resources Center 0 X

Stand Alone Laptop Computers for Students

in Information Resources Center 0 X

Networked Computers for Students in 30 X



Type of Information/Technology Resource Quantity of

Resource

Quality and Adequacy

of Resource

S NI U

Information Resources Center

Networked Laptop Computers for Students

in Information Resources Center 50 X

Networked Desktop and/or Laptop

Computers for the Staff 200 X

Stand Alone Desktop and/or Laptop

Computers for the Staff in Classrooms/

Offices

0 X

Networked Desktop and/or Laptop

Computers for the Staff in Classrooms/

Offices

400 X

Classrooms with Hard-Wired Internet Access 400 X

Classrooms with Wireless Internet Access All X

LCD Projectors 10 X

Overhead Projectors 400 X

Classrooms with TV Monitor 120 X

Classrooms with Monitor Connected to

Computer 0 X

PDAs for Staff 120 X

PDAs for Students 0 X

Video Cameras 10 X

Video Recorders 3 X

Classrooms with Smart Board 275 X

A.2. FACILTIES FOR INFORMATION RESOURCES AND TECHNOLOGY:

Type of Information/Technology Facility Quality and

Adequacy of Facility

S NI I

Information Resources Center (library, media center) X

Technology Resource Center X

Storage for Information Resources X

Storage for Technology X

Facility for Electronic Production X

Office for Information Resources Staff X



Type of Information/Technology Facility Quality and

Adequacy of Facility

S NI I

Office for Technology Staff X

A.3. INFORMATION RESOURCES AND TECHNOLOGY STAFF:

Type of Information Resources and

Technology Personnel Number

Adequacy of Type and

Number

S NI U

Credentialed Information Resources Center

(library, media center) personnel 1 X

Information Resources Center (library,

media center) support personnel 1 X

Technology Support 1 X

B. Self-Assessment of Adherence to the Indicators Of Quality











Need of Improvement



improvement







Middle States Association Accreditation Standard

Information Resources and Technology

The Standard: Information resources, materials, and technology are accessible and of

adequate scope, quantity, and quality to facilitate the school’s pursuit of its total

educational program. These resources encourage all students and staff to broaden and

extend their knowledge and skills. Access to appropriate information resources and

technology is provided for students and staff. Appropriate instruction is offered to

develop student and staff inquiry, research, and information literacy skills. Information

technology equipment is functional and well maintained.




Dave Charles, administrator Standard Review Team Member on 11/4+12/3

Sandy Miller, faculty and parent Standard Review Team Member on 11/4+12/3

Matt Simon, faculty and parent Standard Review Team Member on 11/4+12/3

Pat Carey, faculty and parent Standard Review Team Member on 11/4+12/3

Joe Bosely, faculty Standard Review Team Member on 11/4+12/3

Jim Cassandro, faculty + community member Standard Review Team Member on 11/4+12/3

John, Kane, faculty Standard Review Team Member on 11/4+12/3

Reuben Clark, faculty


Information Resources


1 2 3 4

12.1 Information resources are properly catalogued, housed,

and periodically reviewed for relevancy and currency. X

12.2 Media center staff is sufficient and appropriately

qualified to provide effective services to students and

staff.

X

12.3 Adequate orientation about the use of media services,

learning resources, and equipment is provided to the

staff and students.

X

12.4 Information resources are appropriately supported

annually with funding from the school’s budget. X




1 2 3 4

12.5 Information resources are age- and developmentally

appropriate, current, and reflect social and cultural

diversity.

X

12.6 Staff and students are provided opportunities to offer

input into the types, quality, and format of the

information resources provided.

X

Technology


1 2 3 4

12.7 The technology resources staff is sufficient and

appropriately qualified to provide effective

service to students and staff.

X

12.8 Technology resources are appropriately

maintained and supported annually with funding

from the school’s budget.

X

12.9 Adequate skills training on the use of technology

resources and equipment is provided to the staff

and students.

X


procedures for acceptable use of technology. X

12.11 Long-range planning activities are in place to

ensure that the school keeps pace with

technological changes.

X


12.14 – 12.15: Indicators for schools that provide distance education These Indicators are not applicable to our school.


1 2 3 4

12.14 The technology system is adequate to deliver the

educational program X

12.15 The school provides students with reasonable X




1 2 3 4

technical support for the educational technology

hardware, software, and delivery system required

to implement the educational program.


Qualified faculty and instructors.

Technology is valued throughout our district.

Administration and teachers embrace new technology and students are exposed to more

than most comparable districts.

Our teachers have more technology resources than ever before and training is periodically

provided to staff.

Library promotes 21st century literacy skills.

Technology staff changes at the building level every year. Continuity is not valued and

computer tech staff is not invested in to promote continuity.

1 to 1 technology is a great initiative but at what cost to our current technological needs.

Invest in more computer techs and the proper infrastructure to allow a 1 to 1 initiative to

be executed effectively. Expand upon staff training on new devices.

B.2. Evidence: N/A. The evaluation and evidence indicates that this standard is being met or exceeded.






Foundational Issue: Information Resource and Technology

Are there information resource and

technology standard indicators not YES






X NO



conclusion

N/A


E.1. List the school’s significant strengths in meeting the Information Resources

and Technology Standard. Approximately $70,000 will be dedicated to refurbishing the library into an information

science hub for students, including an additional classroom with updated technology.

Learning media services and technology function as important tools to enhance

classroom instruction and other school activities as grade level appropriate.

Well-organized information resources reinforce knowledge, skills, and attitudes learned

in other program areas and broaden minds by providing opportunities to conduct research

and interact with information.

Excellent customer support, for staff and students

All teachers have tools and devices necessary to create/manage curriculum.

Students, administration, and faculty felt that the curriculum provided information

literacy skills.

Adequate wireless technologies

Large volume of carts, PC’s, iPads, and laptops

Adequate network bandwidth

Student access to accounts and storage

Continual revision and refinement of tools and devices


Information Resources and Technology Standard. Currently library staff includes 1 certified librarian per 1400 students with 1 full time

teaching assistant. Until 2006, library staffing included 2 full time certified librarians and

.5 secretary.

Projectors are in need of refreshing (failing, non-managed)


important next steps or strategic priorities related to Information Resources

and Technology that should be included in the action plan in the Plan for

Growth and Improvement.



Wireless network needs refreshed and increased capacity. While notable, this may not

rise to the level of being part of the action plan.

New PCs for areas that can justify upgrade from XP. While notable, this may not rise to

the level of being part of the action plan.


Evidence School

The information resources and technology plan(s) X

Budget for information resources and technology X

Information skills curriculum X

Policies related to information resources and technology X



SELF-ASSESSMENT OF THE

INDICATORS OF QUALITY FOR

CURRICULUM, INSTRUCTION, AND ASSESSMENT

s an educational institution, a school needs to give considerable attention to the

quality and comprehensiveness of its curriculum as well as the effectiveness of

the instructional pedagogy and assessment practices used to ensure student

success.

As part of its planning for growth and improvement, the school conducted an in-depth

self-examination of the curriculum, instructional program, and assessment practices for

those components of its educational program that are deemed essential to the areas of

student performance that have been identified as the priorities for growth and

improvement. Using the Middle States Indicators of Quality for Curriculum,

Instruction, and Assessment, this self-assessment required the school to look carefully

at its written curriculum, how the curriculum is delivered to the students, and the

practices used to assess the degree to which the students are achieving the learning

goals of the curriculum.

The overall purpose of this self-assessment is to identify any aspects of the school’s

curriculum, instructional pedagogy, and assessment practices that need to be developed

or improved to increase the likelihood that he school will be able to achieve the goals it

set for growing and improving student performance. Areas identified for development

and/or improvement should be included in the action plans for the measurable student

performance and organizational capacity goals that are the heart of the Plan for Growth

and Improvement.

While the Visiting Team does not evaluate the quality of the curricular components

selected for self-assessment, the Team will note those areas the school identified for

development and/or improvement and expects to see those areas addressed in the

action plans.

A



SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY FOR CURRICULUM, INSTRUCTION, AND

ASSESSMENT IN THE

Keystone Courses Curriculum

COMPONENT OF THE EDUCATION PROGRAM

The self-assessment of the degree to which this component of the school's education

program meets the Indicators of Quality for Curriculum, Instruction, and Assessment

was conducted by the following process:

X Planning Team Review prior to subcommittee

Name Role in the Institution

Andrew Cook Student, grade 11

Danielle Galbraith Student, grade 11

Maria Melchiorre Student, grade 12

Brett Sopher Student, grade 12

Lauren Tucci Student, grade 11

Kelly Reith Parent

Kathleen Sopher Parent

Kathleen Tucci Parent

Jennifer Swab Parent

Alice Kilroy Parent

Crystal Barr Community Member

Daria White Community Member

Chris Cummings NH Faculty (Math)

Jennifer DiPasquale NH Faculty (Science: biology)

Regina Moorby NH Faculty (GATE and art)

Joseph Warnock NH Faculty (Math)

Missi Marangoni NH faculty (World language: French)

Laura Clark NH faculty (Science)

Sue Batson NH faculty (Science Curriculum Leader)

Jaime DeWeese NH faculty (Social Studies)

Kim Zwicker NH faculty (Special Education)



Michael Scarpaci NH faculty (Technology education)

Sandra Miller NH faculty (Library sciences)

Amy Patsilevas NH faculty (Family/Consumer Science)

X Subcommittee comprised of the following individuals:

Committee Member’s Name Role in the School’s Community (e.g. teacher,

parent, student, etc.)

John Kreider Administrator

Bill McGahee Administrator

Ryan Yates Administrator

David Barkovich Dean of Students

Deb Davis School Counselor

Regina Moorby Art Department Curriculum Leader

Leonard Lavelle Music Department Curriculum Leader

Kim Wroblewski Math Department Curriculum Leader

Sue Batson Science Department Curriculum Leader

Peggy Byrnes English Department Curriculum Leader

Jim Cassandro Technology Education Curriculum Leader

Joe Deible World Language Curriculum Leader

Steve Hoza Social Studies Department Curriculum Leader

Matt Demharter Faculty and Bargaining Unit Building Rep.

If the school used a committee to conduct the self-assessment, explain how all of the

school’s community of stakeholders was given opportunities to provide input into

the self-assessment. The first self-assessment of the indicators of quality was conducted by The Planning Team. The

Team was extremely eager to review the 12 Standard reports and quickly concluded that they

were generally positive. The indications are that these twelve standards were being met, but there

is room for growth. A great deal of brainstorming and discussion resulted in a Quality for

Curriculum, Instruction, and Assessment review that was conducted regarding the Keystone data.

At the next several Planning Team meetings the each of the survey results were openly

discussed, each rating was agreed upon with consensus from the entire Planning Team, and it

began to appear that a student performance objective was developing. The Planning team

conducted all meetings as open discussions that led to almost immediately led to a consensus.

There were no instances of serious disagreement. All indications were that everyone felt

comfortable sharing their opinions and reaching a consensus.

A second committee also met to review the Keystone data self-assessment. This

subcommittee was comprised of building administrators and teacher leaders from each

department and was formed based upon a previously established committee known as “EEC”

(Education Excellence Committee). This standing committee meets each Friday of the school



year and is made up of the high school curriculum leaders and building principals. These

building leaders conveyed the information back to their departments. This subcommittee agreed

with the recommendations of the Planning Team and there were no instances of serious

disagreement. All indications were that everyone felt comfortable sharing their opinions and

reaching a consensus. As this review was geared towards teaching staff, it was not sent to

students, parents or community.

Survey of the school’s stakeholders using the Middle States Survey:

A. ISSUES RELATED TO THE INDICATORS OF QUALITY

The following requirements ask the school system to provide a self-assessment of

expectations for quality for curriculum, instruction, and assessment in this component

of the school's educational program. The information and data requested in this section

are not for evaluation purposes. Instead, the information and data will assist the system

in making the determination whether it meets the Standard and its Indicators of

Quality.

1. CURRICULAR COMPONENT SUMMARY: On the chart below, summarize the

course/program offerings for this component of the education program by completing each column as

described.

Grade Level: Enter the grade level(s) at which each course/program in this curricular

component is taught.

Course Title: List the course/program titles or topics taught (e.g. Language Arts,

English IV, writing, journalism).

Hours per Semester/Year: Indicate the number of hours of instructional time devoted to each

program/ course per semester/year

Grade Level(s)

Course Title

Hours per

Semester/Year

9 Pre-Algebra 120 (Full year)

9 Algebra 1 120 (Full year)

10-12 Keystone Math (remediation) 60 (Semester)

9 Biology 120 (Full year)

9 English 9 120 (Full year)

9 Pre-AP English 9 120 (Full year)

10 Pre-AP English 10 120 (Full year)

10 English 10 120 (Full year)

10-12 Keystone Literature (remediation) 60 (Semester)



X The instructional hours are reported for one academic year

The instructional hours are reported for one academic semester

2. Describe any gaps or omissions in the sequences of courses taught in this

component of the educational program. Provide a description of proposed

improvements and/or corrective actions that need to be taken. Include a description

of actions that have been initiated or are formally planned. These courses were specifically designed based upon PA Standards, approved by our school’s

Curriculum Council and administration, and have been administered at our school in preparation for the

Keystone Exams since 2013. Because our courses and curriculum have been aligned with state

standards, there are currently are no gaps or omissions in the sequence of courses taught in the high

school. There may be gaps present from elementary to middle school or middle school to high school.

3. Describe any unnecessary repetitions in the sequences of courses taught in this

component of the educational program. Provide a description of proposed

improvements and/or corrective actions that need to be taken. Include a description

of actions that have been initiated or are formally planned. N/A. There is no unnecessary repetition. Any repetition of curriculum is done purposefully in the

Keystone remediation courses in order to reinforce subject matter in order to improve student

performance on the next occasion of Keystone testing in that subject area.

4. ASSESSMENT RESULTS:

Name of Assessment/

Test Area(s) Assessed

Level of Student

Performance

S NI U

Keystone Biology Biology X

Keystone Algebra 1 Algebra 1 X

Keystone Literature Language arts and

literature X



83%79%

50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Literature Algebra 1 Biology

Perc

enta

ge R

each

ing P

rofi

cien

cy

Keystone Assessments in 2013-14

Student Assessment Data

Keystone Data FOR THE ACADEMIC YEAR: 2013 -- 2014


Students

Grade

Level(s)


Performance

Keystone Exam – Algebra I

All 9-11

17.1 Advanced

26.8 Proficient

43.1 Basic

13.0 Below Basic

Caucasian

9-11 18 Advanced

26.9 Proficient

43.3 Basic

11.8 Below Basic

African-

American

9-11 0 Advanced

19.0 Proficient

57.1 Basic

23.8 Below Basic

Hispanic

9-11 22.2 Advanced

44.4 Proficient

11.1 Basic

22.2 Below Basic

Male 9-11 14.3 Advanced




Students

Grade

Level(s)


Performance

24.0 Proficient

45.0 Basic

16.7 Below Basic

Female

9-11 20.3 Advanced

30.0 Proficient

41.0 Basic

8.8 Below Basic

IEP

9-11 17.1 Advanced

4.8 Proficient

57.1 Basic

36.2 Below Basic

English

Language

Learners

9-11 11.1 Advanced

0.0 Proficient

22.2 Basic

66.7 Below Basic

Socially-

Economically

Deprived

9-11 10.3 Advanced

19.0 Proficient

52.9 Basic

17.8 Below Basic


Students

Grade

Level(s)


Performance18

Keystone Exam – Biology

All

9-11 12.3 Advanced

20.1 Proficient

45.0 Basic

22.6 Below Basic

Caucasian

9-11 12.2 Advanced

19.7 Proficient

46.8 Basic

21.2 Below Basic

African-

American

9-11 4.2 Advanced

33.3 Proficient





Students

Grade

Level(s)


Performance18

16.7 Basic

45.8 Below Basic

Hispanic

9-11 28.6 Advanced

14.3 Proficient

14.3 Basic

42.9 Below Basic

Male

9-11 11.2 Advanced

15.4 Proficient

47.4 Basic

26.0 Below Basic

Female

9-11 13.6 Advanced

25.6 Proficient

42.1 Basic

18.6 Below Basic

IEP

9-11 2.8 Advanced

3.8 Proficient

36.8 Basic

56.6 Below Basic

English

Language

Learners

9-11 12.5 Advanced

0.0 Proficient

12.5 Basic

75.0 Below Basic

Socially-

Economically

Deprived

9-11 6.9 Advanced

20.7 Proficient

41.4 Basic

31.0 Below Basic


Students

Grade

Level(s)


Performance19

Keystone Exam –

Literature All

9-11 4.0 Advanced

48.3 Proficient

37.1 Basic





Students

Grade

Level(s)


Performance19

10.6 Below Basic

Caucasian

9-11 4.5 Advanced

49.7 Proficient

35.7 Basic

10.2 Below Basic

African-

American

9-11 0.0 Advanced

33.3 Proficient

55.6 Basic

11.1 Below Basic

Hispanic

9-11 0.0 Advanced

40.0 Proficient

40.0 Basic

20.0 Below Basic

Male

9-11 2.5 Advanced

43.2 Proficient

38.7 Basic

15.6 Below Basic

Female

9-11 6.0 Advanced

55.0 Proficient

34.9 Basic

4.0 Below Basic

IEP

9-11 0.0 Advanced

15.2 Proficient

48.5 Basic

36.4 Below Basic

English

Language

Learners

9-11 0.0 Advanced

0.0 Proficient

25.0 Basic

75.0 Below Basic

Socially-

Economically

Disadvantaged

9-11 2.7 Advanced

31.9 Proficient

49.6 Basic

15.9 Below Basic



4.a. Provide a description of proposed improvements and/or corrective actions that need

to be taken if a rating of “Needs Improvement” or “Unsatisfactory” is assigned.

Include a description of actions that have been initiated or are formally planned.

Investigate having all teachers (all subjects) incorporate “Keystone style” multiple choice and

constructed-response questions.

Investigate having all teachers incorporate tier one or tier two vocabulary into lesson design

Investigate smaller class size

Investigate creating Keystone Camp (remedial after-school sessions for identified students.

Continue to offer remediation courses

B. SELF-ASSESSMENT OF THE INDICATORS OF

QUALITY

The Indicators of Quality for Curriculum, Instruction and Assessment identify the


expectations for quality in its educational program.





Need of Improvement



improvement







INDICATORS OF QUALITY FOR CURRICULUM

Indicators for All Schools


1 2 3 4

CI.1. The development of the curriculum is based on a

thorough assessment of the basic concepts, skills,

and knowledge required of all students to fulfill the

stated goals of the program.

X

CI.2.The curriculum has established priorities, objectives,

and goals for all courses and units within the

program that are based on clearly defined

expectations for all students.

X

CI.3. The curriculum is designed to ensure the alignment

of teaching strategies, learning activities,

instructional support, instructional resources, and

assessment.

X

CI.4. The curriculum defines desired student outcomes

as expressed in terms of student understanding,

knowledge, attitudes, skills, and habits.

X

CI.5. The curriculum provides experiences that promote

students’ critical thinking, reasoning, problem-

solving skills, and study skills.

X

CI.6. The learning expectations of the curriculum address

the diverse learning needs of the students without

compromising the essential knowledge and skills

students are expected to learn.

X

CI.7. Course objectives in the curriculum are simply

stated and understandable to students. X

CI.8. The skills and knowledge of the curriculum are

well-articulated and coordinated between all

teachers at each grade level and by teachers across

grade levels.

X

CI.9. Elementary, middle level, and secondary level staff

members work cooperatively to provide a

meaningful, and logical progression of learning

activities in the curriculum.

X




1 2 3 4

CI.10. The curriculum is designed to foster active

involvement of students in the learning process. X

CI.11. Instructional activities in the curriculum provide

opportunities for both exploration and

specialization in the content.

X

CI.12. The curriculum’s objectives and expectations for

learning are understood and supported by the

school community’s stakeholders.

X

CI.13. Parents and students are provided appropriate

opportunities to provide input into the

development of curriculum.

X

CI.14. Written curriculum guides identify objectives and

define the scope and sequence of the curriculum.

The guides are functional and in use.

X

CI.15. Learning materials used in the curriculum are

current and are selected to fulfill the goals and

objectives of the curriculum.

X

CI.16. Current best practices in, including the use of

technology and other media, are considered in the

selection of learning materials and media.

X

CI.17. Decisions made regarding the curriculum are

based on data about student performance,

knowledge about organizational development, and

research about best practices in curriculum,

instruction, and assessment.

X

CI.18. The content and instructional activities in the

curriculum are consistent with the school’s

philosophy/mission.

X

CI.19. Administrative leadership and support are

provided in the coordination and articulation of the

curriculum.

X

CI.20. The curriculum is reviewed and evaluated

regularly and systematically. The curriculum

review/evaluation process includes safeguards to

ensure that the written curriculum is actually

taught. The review process focuses on what is to be

X




1 2 3 4

deleted from the curriculum.

Indicators for Schools That Provide Distance Education


1 2 3 4

CI.21. Students and their families (if appropriate) are

informed about any aspects of the curriculum that

are created or delivered by an organization other

than the school.

N/A N/A N/A N/A

CI.22. Stated student performance outcomes for any part

of the curriculum delivered through distance

education are achievable through that

methodology.

X

CI.23. Appropriate study skills necessary for students to

utilize a distance education model effectively and

efficiently are included as part of the curriculum

and instructional process.

X

Stakeholders’ comments to support the ratings:

The assessments given to North Hills High School students are used both nationally and

statewide to measure student success.

Administration of these assessments is both carefully planned based upon appropriate

standards, solid instructional pedagogy, and appropriate assessment based on research

and best practices.

Curricular adjustments are regularly made based upon assessment results in order to meet

and address the needs of students and are designed to produce positive results to student

learning at all levels.



Evidence:




INDICATORS OF QUALITY FOR INSTRUCTION



1 2 3 4

II.1. A variety of teaching strategies and techniques is

used to meet the needs of individual students in the

curriculum.

X

II.2. The scope and pacing of lessons in the curriculum

are appropriate for the students. X

II.3. Provision is made for appropriate amounts of

learning time for all aspects of the curriculum. X

II.4. Students are provided with additional assistance to

address specific learning challenges in the

curriculum when needed.

X

II.5. Students and teachers demonstrate mutual respect

toward each other in classes. X

II.6. Students demonstrate an understanding of cultural

differences by maintaining respect for each other in

classes.

X

II.7. Class sizes in promote and allow for varied

instructional strategies to be used. X

II.8. Meaningful and frequent communications with

parents are used to promote student learning in the

curriculum.

X

II.9. Members of the faculty are qualified, competent, and

dedicated to the objectives of the curriculum. X

II.10. Members of the faculty maintain safe, positive, and

supportive classroom environments. X

II.11.The faculty is provided with continuing

professional growth activities that support the

effective fulfillment of curriculum objectives.

Support for effective use of research-based

instructional practices is provided to teachers.

X

Indicators for Schools That Provide Distance Education MSA Indicator of Quality Rating



1 2 3 4

II.12. Student interaction (synchronous and

asynchronous) with the faculty and other students

is facilitated through a variety of means as an

essential characteristic of the curriculum.

X

II.13. Instructional materials in the curriculum are

developed by authors qualified in distance

education techniques. Textbooks and other

instructional materials are suitable for distance

learning.

X


There is a rush to deliver the large amount of Keystone curriculum, especially in biology.

Time constraints based on this sometimes interfere with the ability to adequately meet the

diverse needs of all students.

We have an outstanding faculty at North Hills, who are very supportive of each other. A factor that presents a challenge is class size. In addition, there is a HUGE need for further

articulation and cooperation between high school and middle school teachers. Not every faculty member in each subject area is aware of how they might contribute to

higher student performance in these areas.

Evidence:

N/A. Evidence is that this standard is being met or exceeded

INDICATORS OF QUALITY FOR ASSESSMENT



1 2 3 4

AI.1. Assessment of student learning and performance is

aligned with curriculum and instruction in the

curriculum

X

AI.2. A variety of methods for assessing student learning

is used in the curriculum. X

AI.3. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for X




1 2 3 4

individual students as they move through courses

in the curriculum.

a. Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for cohorts

of students as they move through courses in the

curriculum.

X

b Assessment results in the curriculum are analyzed

with appropriate frequency and rigor for

comparable (local, state, and national) groups

outside of the school.

X

AI.4. The assessment of student learning and

performance in the curriculum enables students to

monitor their own learning progress and teachers

to adapt their instruction to students’ specific

learning needs.

X

AI.5. Records of students’ learning and performance are

maintained in the curriculum. X

AI.6. Timely and useful evaluative information and

feedback regarding learning in the curriculum is

provided to students and parents (as appropriate).

X

AI.7. Assessment data on student learning are used to

measure the presence or absence of achievement in

the curriculum.

X

AI.8. Assessment data on student learning are used to

identify students needing additional support in the

curriculum.

X

AI.9. Placement/enrolment in courses in the curriculum

is based on a thorough analysis of students’

interests and potential as well as on students' past

performance.

X

AI.10. Students in the curriculum are learning and

performing at levels expected, or progress is being

made to raise results accordingly.

X




Given our make-up, our students perform really well.

Variety of assessments to address cognitive learning styles within assessments

Too much standardized testing (over testing the students)

Return to testing days?

Use motivational videos to enhance importance of high stake tests and to raise morale of

entire building environment

Common planning time with teachers of same content/grade level

Evidence:

N/A. Evidence is that this Indicator of Quality is being met or exceeded

C. ROOT CAUSE ANALYSIS N/A. Evidence is that this standard is being met or exceeded

C.1 Describe any improvements related to this component of the educational program

made within the past five years.

Adjustments in the course selection process to involve teacher recommendations of courses

based on the students’ current and past performance. The creation of our school’s own online Keystone remediation coursework based on the current

curriculum. This was done to create greater access to remediation during the summer and to

allow students attending our career and technical center to remain in their program while still

receiving remediation.

C.2 List the significant strengths of the school in this component of the educational

program.

The curriculum and assessments provided to North Hills High School students are

based on sound practice and are used to provide a high quality instruction.

Administration of this curriculum and these assessments is both carefully planned

based upon appropriate standards, solid instructional pedagogy, and appropriate

assessment based on research and best practices.

Curricular adjustments are regularly made based upon assessment results in order to

meet and address the needs of students and are designed to produce positive results

to student learning at all levels.





C.3 List the significant areas for improvement of the school in this component of the

educational program.

Students are assessed using a wide variety of methods across their k-12 education and across

different subject matters. This creates challenges at each level as students must adjust to

new instructional techniques based upon new Our high school has an increasing population of economically disadvantaged students, who

traditionally do not perform as well on standardized tests. Steps should be made to address

the needs of these learners.

C.4 Based on the strengths and areas for improvement identified, list any important next

steps or strategic priorities related to this component of the educational program that

should be included in the action plans in the Plan for Growth and Improvement.

An examination of how each curricular area can assist with preparing students in these

Keystone areas should be undertaken.

An examination of ways in which to address higher class size in these Keystone areas

should be undertaken.



THE PLAN FOR GROWTH AND IMPROVEMENT

he culminating activity of the Excellence by Design self-study and planning

process is the development of a Plan for Growth and Improvement in student

performance and the school’s capacity to produce the levels of student

performance it desires and that are expected by its community of stakeholders.

The heart of the Plan for Growth and Improvement is composed of:

The three, four, or five areas of student performance and organizational capacity

the Planning Team has identified as most in need of growth and improvement,

The measurable objectives that have been developed to address those needs, and

The action plans the school will implement to achieve its objectives.

A. STUDENT PERFORMANCE AND ORGANIZATIONAL

CAPACITY OBJECTIVES

The centerpiece of the school's Plan for Growth and Improvement is formed by the

three, four, or five areas of measurable objectives the school has identified as being the

highest priorities for growth and improvement if the school is to move closer to

achieving its Mission. At least two of the objectives must focus on areas of student

performance that have been determined to be priorities for growth and improvement.

The remaining one, two, or three objectives may be either student performance

objectives and/or objectives focused on growing and improving the school's

organizational capacity to produce the levels of student performance desired and

expected by the school's community of stakeholders. Space is provided below to

evaluate the maximum number of objectives. This limited number of objectives is

suggested so the school can focus on the most critical aspects of student performance

without diverting its energies in too many directions.

To identify these priority areas, the Planning Team asked itself:

What are the gaps between what we say in our Profile of Graduates regarding

what we want our graduates to know, be able to do, and/or what qualities we

want them to demonstrate and our students’ actual performance in those areas?

Which of these gaps constitute the highest priorities for narrowing if we are to

move closer over the next seven years to achieving our mission?

T



Are there area of our organization's capacity the must be improved in order to

improve our students' performance to the levels we desire and expect

Specifying clear and measurable student performance objectives identifies the school's

commitment to achieve specific end results and thus, is tied directly to accountability.

The objectives must be written in such a way that they outline growth in student

performance for the next seven years and represent a major focus for growth and

improvement in student performance in the school. The objectives should be consistent

with the mission and should extend and define the aim portion of the mission in more

specific detail. Objectives explicate in measurable terms the key end results that the

school seeks to realize from its mission, as expresses in its Profile of Graduates. Not

only should the objectives be related to the school's mission, but where there is also a

district or system plan, the objectives should be linked to one or more of the district’s or

system’s objectives.

The term “student performance” is intended to be defined in the broadest possible

terms. The objectives submitted for accreditation may be focused on any of the

outcomes expected of students as stated in the Profile of Graduates.

Upon reviewing the results of the subcommittee’s input into the Indicators, the Planning Team

met to transform the findings into objectives. As a starting points, a Google Doc was used to

gather suggestions for objectives as they relate to the Mission, Vision, and Profile of Students

from stakeholders. Examples of responses are below. They were combined, condensed, and

transformed into the three objectives that were approved in the Technical Review.

Overall High School enrollment percentage in World Language will maintain or increase its percentage.

By the year 2021, 100% of North Hills students enrolled in the arts will increase critical thinking skills, (self guided, self-disciplined thinking, and improving reasoning abilities) as demonstrated in the classroom assessments and AP Scores.

Students will willingly and actively participate in the various activities offered in the PE Curriculum.

Promote Responsible Citizenship

Each year the percentage of advanced and proficient students will increase on the 10th grade Keystone Literature exam.

By the year 2021, North Hills High School students will demonstrate school spirit, citizenship and community connections by increasing participation in extra-curricular activities and clubs by 5%, by increasing participation in service organization or community-building activities by

5%, and by increasing participation in school sports and sport clubs by 5%.

Improve/Increase student and teacher access/use of relevant technology.

To make more students aware of career choices related to Applied Technologies fields

By the year 2021, 100% of North Hills students will achieve proficient or advanced ratings prior to graduation on the Keystone Biology

assessment.

By the year 2021, 100% of the Technology Education students will incorporate the 1 to 1 initiative as demonstrated by the use during classroom

activities and assessments.

All students enrolled in World Language will complete a differentiated final assessment.



By the year 2021, 85% of North Hills students will increase participation in college and career exploration as demonstrated by participation in

college and career related activities such as guest speakers, apprenticeships, college fairs, etc.

Planning and implementing an individualized fitness plan helps to develop a solid foundation of knowledge and skills that impacts wellness

throughout a lifetime.

Improve reading strategies and comprehension skills across high school curriculum

Each year the percentage of advanced and proficient students will increase on the 11th grade Keystone Literature exam retakes.

By 2021, 100% of North Hills students will complete 10 hours of career and college planning activities as demonstrate by completion of an

electronic portfolio.

Increase the number of credits that graduating students have taken

Digital Citizenship: Teaching students in the importance of using technology responsibly.

By the year 2021, there will be an increase in the percentage of North Hills students who achieve a score of 3 or higher on AP Exams.

By the year 2021, 100% of the Technology Education students will utilize STEM-related technology and equipment (3D printers, laser engravers,

plotters, CNC mill, etc.) as demonstrated through their classroom projects.

Teachers will offer opportunities for cultural connection extension.

By the year 2021, 80% of North Hills students will increase participation in community service related activities as demonstrated by participation

data.

To offer a service learning lifeguarding course for PE credit in which students would earn certification in lifeguarding, CPR and First Aid for the professional rescuer.

Promoting a culturally diverse, welcoming and supportive school environment

Each year ninth grade students will demonstrate reading skills growth through Keystone-aligned assessments.

By 2021, additional nursing, special ed, and full time social worker faculty at High school in order to reduce caseload efforts.

Increase Keystone Exam scores

With DARE programs being eliminated district wide, high school students in the SADD club will create a program to be presented to every 6th

grader in each of the 4 elementary schools

By the year 2021, an increased number of students will select courses that emphasize STEAM concepts through interdisciplinary studies.

By the year 2021, 100% of the Technology Education students will have the opportunity to develop advanced programming skills through the

implementation of curriculum, equipment and software as demonstrated by the available courses.

By the year 2021, there will be a 25% increase in the number of North Hills students that successfully complete online courses.

Increase National Merit and AP Scholars

Increasing enrollment in CHS Nutrition and Nutrition, Food and Fitness courses will provide students with an opportunity to learn healthy lifestyle habits that will affect their overall health and wellbeing across the lifespan

By the year 2021, North Hills will see an increase in daily attendance.

By the year 2021, 100 % of Technology Education students will work in a lab environment that is safe, clean and aesthetically pleasing which

parallels the 21st century industry standards as demonstrated in our current curriculum proposal.

Increase percent of students taking college level classes

By the year 2021, student enrollment in STEAM-related AP courses will increase.

By the year 2021, 100 % of Technology Education students will have the opportunity attend career awareness events (Trades Fair, speaker from

the PIA, speakers from PTI, etc.), competitions and by being mentored by the staff members for career guidance.



Based upon these responses, the prior information, and several weeks of deliberation and

research, the Planning Team created a final draft of the objectives. This Technical Review was

forwarded to the MSA-CESS Accreditation Officer on March 11, 2015. The Internal

Coordinators received the confirmation that the Technical Review had been reviewed on March

17, 2015 and that only minor changes needed. Dr. Barkovich had a quite enjoyable 45 minute

telephone conference with Dr. David Molinari, the Accreditation Officer, on Marcy 19, 2015.

The Internal Coordinators did make the required revisions and resubmitted the Technical Review

on March 23, 2015. The final draft was approved that same day and was distributed to the

Planning Team. It was suggested by team members that these should be distributed to the faculty

at the April 1, 2015 high school faculty meeting given the importance and excitement over this

approval. Both drafts of the Technical Review can be found in the appendix.



A.1. Student Performance Objective #1:

Student Performance Objective #1:

By the year 2022, North Hills High School students will demonstrate improvement as engaged

learners in their acquisition of content knowledge and performance skills in core demographic

areas as defined by the NCLB as measured by:

93% of students will demonstrate that they have reached the “Proficient” or “Advanced”

level on the literature local assessment by the conclusion of their 11th

grade year (as

defined by 9th

grade cohort).

The baseline from the 2013 – 2014 academic school year indicates that the

percentage of North Hills High School students that had reached proficiency or

higher on the literature local assessment by the conclusion of their 11th

grade year

was 83%.

This goal of 93% represents the current percentage of 83% as well as an

additional 10% of students reaching proficiently on the literature local

assessment.

As each graduating cohort of North Hills High School is comprised of

approximately 350 students, this goal of increasing the proficiency rate by 10%

represents that approximately 35 more students in each cohort will reach this

mark.

Please note that in 2015, the literature local assessment is the Pennsylvania

Keystone Literature Exam and reaching “Proficient” or “Advanced” is required

for a student’s high school graduation. It is possible that legislation on the state-

wide level may necessitate a change in literature assessment measurements, but

any changes that need to be made because of the state-wide changes will adhere

as closely as possible to this current objective as stated in 2015.


level on the algebra 1 local assessment by the conclusion of their 11th

grade year (as

defined by 9th

grade cohort).

The baseline from the 2013 – 2014 indicates that the percentage of North Hills

High School students that had reached proficiency on the algebra 1 local

assessment by the conclusion of their 11th

grade year was 79%.


additional 10% of students reaching proficiently on the algebra 1 local

assessment.




mark.



Please note that in 2015, the algebra 1 local assessment is the Pennsylvania

Keystone Algebra 1 Exam and reaching “Proficient” or “Advanced” is required

for a student’s high school graduation. It is possible that legislation on the state-

wide level may necessitate a change in the algebra 1 assessment measurements,

but any changes that need to be made because of the state-wide changes will

adhere as closely as possible to this current objective as stated in 2015.


level on the biology local assessment by the conclusion of their 11th

grade year (as

defined by 9th

grade cohort).

The baseline from the 2013 – 2014 academic school year indicates that the

percentage of North Hills High School students that had reached proficiency on

the biology local assessment by the conclusion of their 11th

grade year was 50%.


additional 20% of students reaching proficiently on the biology local assessment.




mark.

Please note that in 2015, the biology local assessment is the Pennsylvania

Keystone Biology Exam and reaching “Proficient” or “Advanced” is required for

a student’s high school graduation. It is possible that legislation on the state-wide

level may necessitate a change in the biology assessment measurements, but any

changes that need to be made because of the state-wide changes will adhere as

closely as possible to this current objective as stated in 2015.



83%79%

50%

93%89%

70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Literature Algebra 1 Biology

Per

cen

tag

e R

each

ing

Pro

fici

ency

Local Assessments

Student Assessment Data

Baseline: 2013-14

Goal: 2021-22

Please note that the Keystone exams and the associated requirements for high school graduation

are relatively new assessments and that the requirements for school districts are regularly revised

by the Commonwealth of Pennsylvania’s Department of Education. North Hills High School is

managing these revisions as they are communicated. A strategy related to this performance

objective that is being developed is an in-depth examination of these Keystone scores. This

examination will disaggregate the data using the following variables so that specific

interventions can be created for each population.

Proficiency rate of students classified as economically disadvantaged (via participation in

Free/Reduced Lunch Program) vs. those who are not so identified

Proficiency rate of students participating in a career and technical center (CTC) program

vs. those who do not

Proficiency rate of students that have been identified with learning disabilities vs. those

who are not so identified

Keystone related course grade data and pass rate as compared to actual Keystone test

scores

Gender

Race



A.2 Student Performance Objective #2: By the year 2022, North Hills High School students will successfully pursue a variety of

appropriate post-secondary options as measured by:

96% of students will graduate with their grade level cohort.

92% of students graduating will pursue post-secondary education (of any type).

The average SAT score of 11th

grade students who have taken this college entrance exam

will be 1546 across three testing areas.

7% students or less will require repetition of a course required for graduation.

Specifically:

96% of students will graduate with their grade level cohort.

o The baseline data from the 2013 – 2014 indicates that the percentage of North

Hills High School students graduating with their grade level cohort was 92.1%.

o This goal of 96% represents the baseline percentage of 92.1% as well as an

additional 3.9%.

o As each graduating cohort of North Hills High School is comprised of

approximately 350 students, this goal of increasing the graduation rate by 3.9%


mark.



92% of students graduating will pursue post-secondary education (of any type).


Hills High School students pursuing post-secondary education was 90%.

o This goal of 92% represents the baseline percentage of 90% as well as an

additional 2%.

o As each graduating cohort of North Hills High School is comprised of

approximately 350 students, this goal of increasing the percentage pursuing post-

secondary education by 2% represents that approximately 7 more students in each

cohort will reach this mark.

o Please note that post-secondary education is a broad category that includes

matriculation to a college or university, community college, business and

technical schools, military enlistment, and enrollment into and technical

apprenticeship or trade program.



The average SAT score of 11th

grade students who have taken this college entrance exam

will be 1546 across three testing areas.

o The baseline data from the 2013 – 2014 indicates that the average SAT score of

North Hills High School student in 11th

grade was 1541 across three testing areas.

o This average score goal represents the current average score of 11th

grade students

of 1538 as well an increase of 8 points across three testing areas for a new average

score of 1546.

o Please note that The College Board is redesigning the SATs for the 2015 test

administration and this may feature scoring changes. Any changes that need to be

made will adhere as closely as possible to this current objective as stated in 2015.



7% students or less will require repetition of a course required for graduation.


Hills High School students requiring repetition of a course required for graduation

was 9.4%.

o This goal of 7% represents the current percentage of 9.4 % and as well as a

decrease of 2.4%.

o This goal of decreasing this number by 2.4% indicates that approximately 9 more

students in each cohort will not have to retake these courses.



A.3 Organizational Capacity Objective #1: By the year 2022, North Hills High School will develop systematic methods of tracking,

addressing any identified deficits, and measuring the positive impact of strategies relating to

positive school participation, attendance, interactions as measured by:

Methods will be developed that encourage 90% of students in grades 9-12 will

voluntarily participate in school sponsored extra-curricular clubs or sports of their

choosing.

The baseline data from the 2013 – 2014 indicates that the percentage of North

Hills High School students voluntarily participating in school sponsored extra-

curricular clubs or sports of their choosing was 80%. This baseline data was

determined through significant effort, as no infrastructure for managing this data

currently exists in 2015. It is very hard to determine who is participating in which

activity or sport.


additional 10% of students.

This increase of 10% by 2022 represents approximately 145 students of the total

student body of approximately 1450.



Methods will be developed that encourage 95% of students in grades 9-12 (as defined by

9th

grade cohort) to have fewer than ten unexcused absences.


High School students with fewer than 10 unexcused absences was 91%.

This goal would increase the current percentages of 91% by 4% to no less than

95%.


approximately 350 students, this goal indicates that approximately 14 more

students in each cohort will to have less than 10 absences. This would be

approximately 56 students in grades 9-12.

Currently, disaggregate data relating to absences is not available. As part of this

objective, systematic methods of tracking, addressing any identified populations,

and measuring the positive impact of strategies will be developed.

Note that prior to 2012-13 our school was a 10-12 school building and underwent

significant organizational changes to become a 9-12 school building. Therefore

only baseline data from the two previous school years was evaluated.



Methods will be develop so that no more than 24% of students in grades 9-12 will have

administrator contact for violations of school policy (any).


High School students were referred to the administration for violations of school

policy was 29%.

This goal would reduce the current percentage of 29% by 5% to a total of no more

than 24%.


approximately 350 students, this goal indicates that approximately 14 less

students in each cohort will to have contact regarding a policy violation.

Currently, disaggregate data relating to discipline is not readily available. As part

of this objective, systematic methods of tracking, addressing any identified

populations, and measuring the positive impact of strategies will be developed.



B. ACTION PLANS Action plans describe the methods the school will use to accomplish its

mission/philosophy and its performance/capacity objectives. Action plans provide

detailed descriptions of the specific actions required to achieve desired results outlined

in the student performance improvement and organizational capacity objectives. This is

the “doing” part of the plan. Action plans can and should include multiple activities

that will engage the school in improvement activities for the next seven years. Action

plans should be specific and tell in detail how the school will accomplish its objectives.

Action plans should relate directly to the objectives, but they also should be related to

the mission/philosophy.

Action Plans After the two performance objectives and the organizational capacity were formed the following

data collection tool was sent to all stakeholders in order to obtain feedback regarding the best

methods of meeting these goals.



Please see the Action Plan Attachments at the conclusion of this document.



North Hills High School Middle States Action Plans

2015-2022 Student Performance Objective #1:

Action Planning Team 1: Ryan Yates (administrator), Jen Dipasquale, Joe Warnock, Lisa Palmieri, Chris Cummings (faculty), Kelly Reith (parent)

By the year 2022, North Hills High School students will demonstrate improvement as engaged learners in their acquisition of content

knowledge and performance skills in core demographic areas as defined by the NCLB as measured by:

Objective 1A: 93% of students will demonstrate that they have reached the “Proficient” or “Advanced” level on the literature local assessment

by the conclusion of their 11th grade year (as defined by 9th grade cohort).

Action Steps Person/ Group (s)

Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Develop methods through

which teachers from every

subject will integrate

"Keystone style" multiple

choice and constructed-

response questions. The

priority will be in grades 9

and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Faculty training on

how to word

questions, how to

create rubrics to score

questions, and how to

score constructed-

response questions






teachers will incorporate tier

one and tier two vocabulary

into lesson designs. The


and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer,

Common

Core

vocabulary

increases in #

of correct

answers on

Keystone

exams and/or

proficiently

pass rate

In

development

Faculty training on

how to word

questions, how to



score constructed-

response questions

Strategy 3: Investigate small class sizes

(20 students or less) in

Keystone-related classes

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Dependent on

staffing

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

None

Strategy 4: Investigation of new

curricular resources in 9th

and 10th grade English

classes to focus on key skills

needed for success on the

Keystone Literature test

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Unlocking

the Keystone

Exam:

Literature,

increases in #

of correct

answers on

Keystone

exams and/or

proficiently

pass rate

In

development

Professional

development days for

faculty or summer

curriculum writing to

plan activities and

lessons



Strategy 5: Use of CDT testing and

testing data to assess

students' strengths and

weaknesses, adjustment of

classroom instruction to

address these needs

Curriculum leaders

and classroom

teachers

2015-16 as

development year

with 2016-17

implementation

through 2022

CDT Test

scores,

technology

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Professional


faculty or summer


plan activities and

lessons

Strategy 6: Continuation of remediation

courses for students that

have not been successful on

the Keystone Exam

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

Ongoing Current

faculty,

technology,

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In progress None at this time

Strategy 7: Creation of "Keystone

Camp", a remedial after-

school tutoring sessions for

sophomores demonstrating

low achievement

Building

administration,

curriculum leaders,

faculty

2015-16 as

implementation

year, then

annually each

April & May in

weeks prior to

Keystone test

Keystone

data, CDT

data, practice

tests,

Unlocking

the Keystone

Exam:

Literature

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development



Objective 1B: 89% of students will demonstrate that they have reached the “Proficient” or “Advanced” level on the Algebra 1 local assessment

by the conclusion of their 11th grade year (as defined by 9th grade cohort).


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs








and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer

increases in #

of correct

answers on

Keystone

exams and/or

proficiently

pass rate

In

development

Faculty training on

how to word

questions, how to



score constructed-

response questions








and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer,

Common

Core

vocabulary

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Faculty training on

how to word

questions, how to



score constructed-

response questions




Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs




Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Dependent on

staffing

increases in #

of correct

answers on

Keystone

exams and/or

proficiently

pass rate

In

development

None







Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Unlocking

the Keystone

Exam:

Literature,

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Professional


faculty or summer


plan activities and

lessons






address these needs

Curriculum leaders

and classroom

teachers

2015-16 as

development year

with 2016-17

implementation

through 2022

CDT Test

scores,

technology

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Professional


faculty or summer


plan activities and

lessons






the Keystone Exam

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

Ongoing Current

faculty,

technology,

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate






low achievement

Building

administration,

curriculum leaders,

faculty

2015-16 as

implementation

year, then

annually each

April & May in

weeks prior to

Keystone test

Keystone

data, CDT

data, practice

tests,

Unlocking

the Keystone

Exam:

Literature

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development



Objective 1C: 89% of students will demonstrate that they have reached the “Proficient” or “Advanced” level on the biology local assessment by

the conclusion of their 11th grade year (as defined by 9th grade cohort).


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs








and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Faculty training on

how to word

questions, how to



score constructed-

response questions








and 10.

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Keystone

data, PD

trainer,

Common

Core

vocabulary

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Faculty training on

how to word

questions, how to



score constructed-

response questions






Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Dependent on

staffing

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

None







Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Unlocking

the Keystone

Exam:

Literature,

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Professional


faculty or summer


plan activities and

lessons






address these needs

Curriculum leaders

and classroom

teachers

2015-16 as

development year

with 2016-17

implementation

through 2022

CDT Test

scores,

technology

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

Professional


faculty or summer


plan activities and

lessons




Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs




the Keystone Exam

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

Ongoing Current

faculty,

technology,

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate






low achievement

Building

administration,

curriculum leaders,

faculty

2015-16 as

implementation

year, then

annually each

April & May in

weeks prior to

Keystone test

Keystone

data, CDT

data, practice

tests,

Unlocking

the Keystone

Exam:

Literature

increases in #

of correct

answers on

Keystone

exams and/or

proficiency

pass rate

In

development

None at this time



Student Performance Objective #2: Action Planning Team 2: Sandy Miller, Chris Cummings, Mike Scarpaci, Kim Zwicker, Sue Batson (faculty members), Maria Melchiorre, Andrew Cook (students), Alice Kilroy (parent)

By the year 2022, North Hills High School students will successfully pursue a variety of appropriate post-secondary options as measured by:

Student Performance Objective 2A: 96% of students will graduate with their grade level cohort.


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Disaggregate the graduation

rate data in order to target

populations with a greater

chance of not graduating by

the following (Example:

Whether student attended

NH 9-12, special education

students, etc.)

Building

administrators,

school counselors

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

graduate rate

of grade level

cohort

In development None

Strategy 2: Investigate re-instating a

tutoring program, either

peer-to-peer, or utilizing

teachers (possibly during

lunch periods in cafeteria)

Administrators,

teachers,

department heads

2015-16 as

development year

with 2016-17

implementation

through 2022

Teachers,

cafe space

Increase in

graduate rate

of grade level

cohort

In development None

Strategy 3: Examining limiting students

ability to participate in work

release privilege if in

academic danger

Building

administrators,

school counselors,

parents

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

graduate rate

of grade level

cohort

In development None



Strategy 4: Examine student failure data

in order to improve class

placement process; including

examining pre-requisites

Explore adjusting pre-

requisites to maximize

appropriate placement

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

graduate rate

of grade level

cohort

In development None

Strategy 5: Examining offer free

summer remediation classes

in Keystone areas

Central

administration,

building

administration, ,

technology staff

2015-16 as

development year

with 2016-17

implementation

through 2022

Funding for

summer

online tuition

Increase in

graduate rate

of grade level

cohort

In development None

Strategy 8: Re-institute homeroom

period from 7:20-7:38am so

that cohort has time to

interact and create

connections.

Building

administration,

support staff

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

graduate rate

of cohort

In development Strategy 8:



Student Performance Objective 2B: 92% of students graduating will pursue post-secondary education (of any type).


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Explore methods of

increasing awareness of

school counseling

department and Counseling

Resource Center CRC.

School counselors,

building

administrators

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

percentage of

students

pursuing

post-

secondary

education

In development None


increasing student

exploration of fields relating

to the trades and

manufacturing, including

participation in

apprenticeships and trades as

careers;

CTC staff, school

counselors,

building

administration,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Increase in

percentage of

students

pursuing

post-

secondary

education

In development None

Strategy 3: Develop method of offering

alumni speaker series for a

variety of career areas

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Increase in

percentage of

students

pursuing

post-

secondary

education

In development None



Strategy 4: Explore better promotion of

job shadowing and

internship opportunities

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

Consultation

with attorney

regarding

liability

Increase in

percentage of

students

pursuing

post-

secondary

education

In development PD for school

counselors on

managing job

shadowing/

internships

Strategy 5: Explore methods in

involving faculty in college

exploration process.

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Increase in

percentage of

students

pursuing

post-

secondary

education

In development PD for faculty on

establishing

relevance to subject

topic



that school counselors can

deliver developmentally

appropriate information to

grade levels by homeroom.

Building

administration,

support staff

2015-16 as

development year

with 2016-17

implementation

through 2022

None Percentage

increase in

students

pursuing

post-

secondary

education.

In development



Student Performance Objective 2C: 7% students will require repetition of a course required for graduation


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Investigate re-instating a

tutoring program, either

peer-to-peer, or utilizing

teachers (possibly during

lunch periods in cafeteria)

Central

administration,

building principals

2015-16 as

development year

with 2016-17

implementation

through 2022

PD training Decrease in

the number of

students

requiring

course

repetition.

In development None


providing the tools for

success to all students

(example: Calculators)

School board,

central

administration,

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Funding for

calculators

for each

student

Decrease in

the number of

students

requiring

course

repetition.

In development None

Strategy 3: Explore establishing a

mentor program for at risk

students.

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

students

requiring

course

repetition.

In development PD for staff

regarding mentoring

programs



Strategy 4: Examine student failure data

in order to improve class

placement process; including

examining pre-requisites

Explore adjusting pre-

requisites to maximize

appropriate placement

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Decrease in

the number of

students

requiring

course

repetition.

In development None


improving communication

with parents of at-risk

students

Building

administrators,

counselors,

curriculum

leaders, faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

referrals to

building

principals

In development PD for faculty

regarding best

practices in

communication



Organizational Capacity Objective #1: Action Planning Team 3:Kevin Deitrick, Chelle Zimmerman (administrators), Missi Marangoni, Jamie DeWeese, Amy Patsilevas, Regina Moorby

(faculty members), Lauren Tucci, Brett Sopher (students), Jen Swab, Kathleen Tucci, Kathleen Sopher (parents)

By the year 2022, North Hills High School will develop systematic methods of tracking, addressing any identified deficits, and measuring the

positive impact of strategies relating to positive school participation, attendance, interactions as measured by:

Organizational Capacity Objective 1A: Methods will be developed that encourage 90% of students in grades 9-12 will voluntarily participate in

school sponsored extra-curricular clubs or sports of their choosing.


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Examine methods of

identifying students who are

not participating in activities

and discovering what barriers

might exist to their

participation

Athletic director,

activities

coordinator,

building

administration,

school counselors,

club sponsors

2015-16 as

development year

with 2016-17

implementation

through 2022

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

None



Strategy 2: Examine whether

transportation is a barrier to

activity participation. If so,

consider running an after

school activity bus or

permitting high school

students to take middle

school buses home.

Athletic director,

activities

coordinator,

building

administration,

school counselors,

club sponsors

2015-16 as

development year

with 2016-17

implementation

through 2022

Funding for

activity bus,

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

None

Strategy 3: Examine benefits and costs

of adding activity period on a

weekly, bi-weekly, or

monthly basis.

Athletic director,

activities

coordinator,

building

administration,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Dependent on

staffing

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

None

Strategy 4: Examine expanding after

school intramurals offerings

Athletic director,

activities

coordinator,

building

administration,

school counselors,

club sponsors

2015-16 as

development year

with 2016-17

implementation

through 2022

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

None



Strategy 5: Conduct survey of students

to determine if there is

student interest in other

activities.

Athletic director,

activities

coordinator,

building

administration,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

None

Strategy 6: Develop methods of better

communicating variety of

activities to students,

including how meetings are

advertised during the

morning announcements,

how parents are informed of

activities, adding the list to

the Program of Studies and

adding the ability to note

interest in activities during

course selection process

Athletic director,

activities

coordinator,

building

administration,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

Exploration of best

practices in parent

communication

Strategy 7: Develop methods of bridging

with middle school/high

school activities, including

an activity fair at the end of

8th grade

Athletic director,

activities

coordinator,

building

administration,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

Full list of all

activities,

sports, and

intramurals

Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development





that club and sports have a

time to meet.

Building

administration,

support staff

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development

Organizational Capacity Objective 1B: Methods will be developed that encourage 95% of students in grades 9-12 (as defined by 9th grade

cohort) to have fewer than ten unexcused absences.


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Examine implementation of

an on-line excuse system by

which the parents can send

the excuse electronically.

Central

administration,

building

administration,

support staff,

technology staff

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

students with

10 or more

excused

absences

In

development

None


reward system for students

demonstrating positive

attendance practices

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

students with

10 or more

excused

absences

In

development

None



Strategy 3: Examine strengthening

and/or clarifying school

board policies that relate to

attendance and how it could

be linked to participation in

school sports and activities,

parking passes, and/or the

ability make-up course work

School board,

central

administration,

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Decrease in

the number of

students with

10 or more

excused

absences

In

development

None

Strategy 4: Examine methods of

communicating negative

benefits of absenteeism to

students parents/guardians

Building

principals,

curriculum leaders,

faculty’s school

counselors

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Decrease in

the number of

students with

10 or more

excused

absences

In

development

Training on best

practices and methods

of dealing with

truancy and

absenteeism



that students can attend

tutoring and support services,

adding value to being on

time each day.

Building

administration,

support staff

2015-16 as

development year

with 2016-17

implementation

through 2022

None Increase in

the total

percentage of

student

involved in

extra-

curricular

clubs or

sports

In

development Strategy 8:



Organizational Capacity Objective 1C: Methods will be develop so that no more than 24% of students in grades 9-12 will have administrator

contact for violations of school policy (any).


Responsible

Timeline for

Completion

Resources

Needed

Indicators of

Success

Status Professional

Development Needs

Strategy 1: Offer additional classroom

management training to all

faculty, administration and

staff

Central

administration,

building principals

2015-16 as

development year

with 2016-17

implementation

through 2022

PD training Decrease in

the number of

referrals to

building

principals

In

development

Faculty training on

classroom

management

Strategy 2: Examine strengthening

and/or clarifying school

board policies and how

consequences could be

linked to participation in

school sports and activities,

parking passes, and/or the

ability make-up course work

School board,

central

administration,

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Decrease in

the number of

referrals to

building

principals

In

development

None


reward system for students

demonstrating positive

behaviors

Assistant

Superintendent for

curriculum,

building

principals,

curriculum leaders,

faculty

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

students with

10 or more

excused

absences

In

development

None



Strategy 4: Examine current policies that

result in the most frequent

discipline referrals and

develop strategies for

targeting behaviors.

Building principal,

school counselors,

curriculum leaders

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD Decrease in

the number of

referrals to

building

principals

In

development

None

Strategy 5: Examine current

security/cameras to

determine if they provide

sufficient information for

resolving discipline referrals

Curriculum leaders

and classroom

teachers

2015-16 as

development year

with 2016-17

implementation

through 2022

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

referrals to

building

principals

In

development

None

Strategy 6: Exploration of formal

career/college plan, including

goal setting, measuring

progress, and communication

with stakeholders

School counselors,

curriculum leaders,

building principals

2015-16 as

development year

with 2016-17

implementation

through 2023

TBD,

possibly

including

additional

funding for

initiative

Decrease in

the number of

referrals to

building

principals

In

development

None



that students have time to

acclimate in the mornings

with developmental peers.

Building

administration,

support staff

2015-16 as

development year

with 2016-17

implementation

through 2022

None Decrease in

the number of

referrals

In

development Strategy 8:

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