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Pennsylvania Department of Education

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Commonwealth of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333

Academic Standards and Assessment Midpoint Review
Submitted: January 26, 2011

Entity: Gateway SD
Address: 9000 Gateway Campus Boulevard
Monroeville, PA 15146-3378
Phone: (412) 373-5705
Contact Name: Rica Cleary

Educational Community

The School System
The Gateway School District serves the Municipality of Monroeville and the Borough of Pitcairn.  The district, with a total enrollment of approximately 3,800 students, is comprised of five elementary buildings (K-4), one 5-6 middle school, one 7-8 middle school and a high school (9-12).  There are 165 elementary teachers and 174 secondary teachers.  In 2005, the district adopted a research-based Differentiated Instruction approach to better meet the individual needs of students and reinforce basic skills in all academic areas. 

The Community
The Gateway community consists of the Municipality of Monroeville and Pitcairn Borough and is located approximately 12 miles east of the City of Pittsburgh.  It has a residential population of approximately 32,000. Monroeville, with an area of approximately 19.54 square miles, surrounds the borough of Pitcairn, an area less than half a square mile.  Monroeville, located at one of the busiest crossroads in Western Pennsylvania, consists of numerous diverse residential neighborhoods and a thriving commercial district.

Mission

The mission of the Gateway School District, in cooperation with parents and other members of the community, is to provide quality educational opportunities for all students, to promote academic excellence in a safe and caring environment, to enhance self-confidence through personal responsibility, and to develop life-long learners who will be productive citizens in a diverse and changing world.

Vision

The vision of the Gateway School District is that all students will espouse the characteristics symbolic of the Gateway Seal: Learning, Scholarship, Leadership and Sportsmanship.

The lion represents Learning, the most vital part of any life.  Learning is above all others as the lion is above all beasts.  Learning never ceases, but is a continuing part of life, from birth to death.

Scholarship is a part of learning.  Honorable scholarship is not just the desire to achieve recognition or complete an assignment, but the effort to explore knowledge in formal classes and everyday experiences.

Leadership in academics, sports, activities, and good student citizenship should be the ideal of every student.  A goal to contribute to the betterment of society, as a youth or as an adult, demands intelligent and rational leadership.

Sportsmanship on and off the field of contest is our own aim and, hopefully, our accomplishment.  Sportsmanship is trying to win, but not at the sacrifice of honor or pride.  It is the position of losing, but cheering the victors and the position of winning gracefully.

Shared Values

BELIEF STATEMENTS

At Gateway School District, we believe that:

• All students have the desire to learn, have the capacity to learn, and share in the responsibility for their education.
• All students seek to fulfill the following needs:  power, purpose, challenge, affirmation and contribution.
• Educators must willfully respond to students' needs through invitation, investment, persistence, opportunity, and reflection.
• A distinctive responsibility of schools is to help young people develop the knowledge, skills, and understandings to contribute to society in a positive way.
• Quality curriculum, effective assessment, and differentiated instruction are the vehicles for ensuring and promoting the acquisition of a high level of competence, knowledge, understanding, and critical skills for all learners.
• Educators must be knowledgeable and current in their profession, discipline, and pedagogy.
• Stakeholders must recognize and respect all forms of diversity.
• Effective schools are built upon integrity and foster respectful, inclusive, and dynamic environments.
• Fiscal responsibility must be continually monitored to ensure the proper balance between the needs of students and available community resources.
• Families, students, district staff, and the community are contributing partners in the educational process.
• Exemplary schools have exemplary leaders and leadership teams.
• Schools empower all stakeholders to succeed in a changing, global world.
• A safe environment is essential to promote a strong community of learners.
• Communication between home and school is essential.
• Each individual has worth and deserves respect and consideration.
• Accountability by all stakeholders is necessary to ensure a quality education for all students.

Academic Standards

The Gateway School District's Strategic Plan calls for curriculum to be designed and refined in each of the subject areas to ensure student attainment of standards that meet Chapter 4, Section 4.12 of the Pennsylvania Academic Standards at all grade levels.

The Gateway School District has established a multi-step plan that outlines the action phases, activities, and a time line for curriculum development and renewal.  The process begins with the creation of curriculum writing teams that focus on curriculum, instruction and assessment in a particular subject area (including:  science and technology; geography; environment and ecology; health, safety and physical education; history; civics and government; economics; arts and humanities; career education and work; family and consumer sciences; mathematics; reading, writing, speaking and listening; world languages).  The process ends with the creation and implementation of curriculum guides that support and facilitate instruction.  Particular emphasis is placed on the alignment of these guides with state and national standards.  Opportunities for community and parent input are provided through presentations and public display.  To ensure alignment and to monitor the implementation of curriculum, the district employs various curriculum-based and district-wide benchmark and standardized assessments.  This student achievement data then informs instruction and strengthens the alignment of curriculum.

Strategic Planning Process

The strategic plan for the Gateway School District is a work in progress that continues to be developed by a variety of stakeholders who represent district staff, administration, students, parents, and the extended community.  The formal mid-point review process and procedures were initially organized and coordinated by members of the central administration team (Superintendent, Assistant Superintendent, Director of Curriculum & Instruction, Director of Special Education, Assistant to the Superintendent, Administrative Coordinator, Director of Communications, Business Manager, and Technology Manager).  The aforementioned team then appointed other building-level and district-level administrators and personnel to serve as delegate leaders for specific action plans associated with review of the overall strategic plan.  Accordingly, building-level and district-level administrators and personnel were directed to head the following action planning committees:  Academic Standards and Assessment; Educational Technology; Teacher Induction; Student Services; and Professional Education.  Despite the action plan team assigned to a given leader, all members of the central office team and members of the action plan group collectively examined the existing mission and vision statements for the school district and the associated action plans that were originally approved by the Pennsylvania Department of Education .  Consensus was gained to retain and/or delete existing language and to revise and enhance action plans to reflect current focus and resources. 

Strategic Planning Committee

Name	Affiliation	Membership Category	Appointed By
Dr. Joseph A. Petrella	Gateway School District	Administrator	Self
Dr. Karen Shiner	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Dr. Linda Echard	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Dr. Nancy Hines	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Dr. Theresa Piatek	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Aaron Johnson	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Anthony Aquilio	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Brian Stamford	Gateway School District	Other	Dr. Theresa Piatek, Assistant Superintendent
Mr. Brian Werner	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Dennis Houlihan	Gateway School District	Other	Dr. Joseph A. Petrella, Superintendent
Mr. Eric Knorr	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Henry Perriello	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Mr. James Pottinger	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Mr. Jeffrey Siegwarth	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Mr. John Fournier	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. John Timo	Gateway School District	Special Education Representative	Mrs. Heather Bungard
Mr. Joseph Burke	Community	Parent	Mr. John Fournier
Mr. Joseph Wightkin	Gateway School District	Board Member	Dr. Joseph A. Petrella, Superintendent
Mr. Mark Wallace	Gateway School District	Secondary School Teacher	Gateway Teacher Association
Mr. Michael Carsone	Gateway School District	Secondary School Teacher	Teacher Peer Committee
Mr. Michael Gibson	Gateway School District	Ed Specialist - School Counselor	Dr. Nancy Hines
Mr. Michael Krestar	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Mr. Michael Matteo	Gateway School District	Administrator	Dr. Nancy Hines
Mr. Paul Estok	Community	Community Representative	Mr. Pete Murphy
Mr. Paul Schott	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Peter Murphy	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. Robert Reger	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mr. William Short	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mrs. Cara Zanella	Gateway School District	Other	Dr. Joseph A. Petrella, Superintendent
Mrs. Heather Bungard	Gateway School District	Special Education Representative	Dr. Theresa Piatek, Assistant Superintendent
Mrs. Janice Rawson	Gateway School District	Board Member	Dr. Joseph A. Petrella, Superintendent
Mrs. Lori DiLucente	Community	Parent	Mr. Anthony Aquilio
Mrs. Mary Catherine Reljac	Gateway School District	Administrator	Dr. Joseph A. Petrella, Superintendent
Mrs. Monica Griffith	Gateway School District	Ed Specialist - School Psychologist	Mrs. Heather Bungard
Mrs. Rica Cleary	Gateway School District	Other	Dr. Joseph A. Petrella, Superintendent
Mrs. Sharon Dimon	Gateway School District	Other	Dr. Nancy Hines
Ms. Andrea Campbell	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Ms. Anita Garr	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Diane Allison	Community	Parent	Dr. Linda Echard
Ms. Elisa McMahon	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Jennifer Barkey	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Ms. Jennifer Turkowski	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Leanne Casper	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Natalie Puhula	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Ms. Patty Jovanovich	Community	Parent	Mr. Aaron Johnson
Ms. Rebecca Ruane	Gateway School District	Elementary School Teacher	Dr. Nancy Hines
Ms. Susan Payne	Gateway School District	Middle School Teacher	Dr. Nancy Hines
Ms. Tain Schlesman	Gateway School District	Secondary School Teacher	Dr. Nancy Hines
Ms. Tamara Lord	Community	Parent	Mrs. Mary Catherine Reljac
Ms. Tracey Ricciardi	Gateway School District	Secondary School Teacher	Dr. Nancy Hines

Data

Reflections

There are currently no reflections selected for this section.

Goals, Strategies and Activities

Goal: 1.) Improvement of Student Achievement

Last Modified: 1/28/2011
Description: Gateway School District (GSD) will take steps to ensure all graduates are ready for college and career and proficient in core subjects by refining, enhancing, and monitoring the K-12 academic program by strictly adhering to research-based/scientifically-based principles, high-leverage practices, and data-informed structures that are specific to systemic reform efforts regarding curriculum, assessment, and instruction.

Strategy: Implement a Standards Aligned System

Last Modified: 2/28/2011
Description: Through a standards-aligned system where curriculum, instruction, and assessment work in concert and are standards-based and data informed, all students will attain the level of proficient or advanced in reading and math or meet the state growth standard in each of the aforementioned content areas.

Activity: Evaluation of the Effectiveness of Current RTII Tiered Interventions and Addition of Resources as Deemed Appropriate

Last Modified: 1/28/2011
Description: Based on data review, the capacity of Tier II & III interventions will be evaluated, and new interventions will be considered for purchase and implementation based on identified inadequacies in GSD’s current RTII model.

Person Responsible	Timeline for Implementation	Resources
Dr. Theresa Piatek	Start: 10/1/2010 Finish: Ongoing	$100,000.00

Status: In Progress — Upcoming

Activity: Providing Differentiated Staff Development Activities (Principals/Administrators)

Last Modified: 2/28/2011
Description: Provide high quality professional development activities to all principals relating to standards, data analysis, differentiated instruction, and assessment to support each building's needs.

Person Responsible	Timeline for Implementation	Resources
Dr. Nancy Hines	Start: 4/1/2008 Finish: Ongoing	$10,000.00

Status: In Progress — Upcoming

Strategy: Integrate Data Systems

Last Modified: 1/27/2011
Description:

Activity: Create and Support of a Technology Vision that Sets Challenging, Clear Expectations for All Students

Last Modified: 1/27/2011
Description: • District instructional technology members will survey staff, study district goals and action plans and review results of AIU technology audit. A shared vision of technology will be developed, one that ensures a future in which the integration of technology is critical to the ongoing success of the district. • Create a committee • Meeting time • District goals and action plans • Informal surveys of staff

Person Responsible	Timeline for Implementation	Resources
Mr. Brian Stamford	Start: 7/1/2010 Finish: Ongoing	-

Status: In Progress — Upcoming

Goal: 2.) Academic Responsiveness and Intervention for All Students

Last Modified: 1/25/2011
Description: All Gateway School District (GSD) students will be monitored and provided with academic instruction that is responsive to their readiness, interest, and learning profile.

Strategy: Implement Differentiated Instruction and Evidence-Based Interventions, Meeting the Needs of All Learners

Last Modified: 2/28/2011
Description: Design and implement data-informed effective/differentiated instruction and interventions that considers the readiness, interest, and learning profile of each student

Activity: Evaluation of the Effectiveness of Current RTII Tiered Interventions and Addition of Resources as Deemed Appropriate

Last Modified: 1/28/2011
Description: Based on data review, the capacity of Tier II & III interventions will be evaluated, and new interventions will be considered for purchase and implementation based on identified inadequacies in GSD’s current RTII model.

Person Responsible	Timeline for Implementation	Resources
Dr. Theresa Piatek	Start: 10/1/2010 Finish: Ongoing	$100,000.00

Status: In Progress — Upcoming

Goal: 3.) Social and Emotional Development to Ensure Successful District Integration

Last Modified: 1/25/2011
Description: Gateway School District (GSD) will provide a safe and healthful environment, district-wide, that embraces diversity, promotes responsible citizenship, academic integrity, self-discipline, personal responsibility and resiliency, compassion, and mutual respect.

Strategy: Create, Reinforce and Extend Programs and Structures that Promote Safety and Acceptance Within Schools

Last Modified: 2/28/2011
Description: All students will be educated in a safe and accepting environment within the Gateway School District.

Activity: Continued Implementation of Olweus Model and Positive School-Wide Behavior Support

Last Modified: 1/28/2011
Description: K-6 Bus Driver, Secretaries, Full Cafeteria Staffs, and K-12 Instructional/Teacher Aides will receive Olweus training to be provided by Family Design Resources. Olweus surveys (with family permission) and related kick-off activities will be hosted annually in all K-6 buildings. Olweus survey results will be reviewed annually to measure the effectiveness of building-level interventions and to identify the frequency and nature of bullying behaviors within individual buildings. Grade 7-12 Building-Level Principals and Positive School-Wide Building Teams will continue to work with Leanna Lawson of the AIU to develop targeted annual goals based on a review of individual building needs. Action plans will be developed to support building efforts aimed at meeting targeted annual goals that promote a safe learning environment.

Person Responsible	Timeline for Implementation	Resources
Dr. Nancy Hines	Start: 9/1/2010 Finish: Ongoing	$10,000.00

Status: In Progress — Upcoming

Date	Comment
1/26/2011	Bus drivers and other support staff were trained in October 2010.

Goal: 4.) Communications

Last Modified: 1/25/2011
Description: Gateway School District (GSD) will build and improve upon interactions and communication practices among all stakeholders, in order to support a constructive partnership intended to optimize accountability, efficiency, and transparency.

Strategy: Develop and Implement a Comprehensive Communication Plan

Last Modified: 1/26/2011
Description: Develop and implement a communication plan that effectively informs all stakeholders while promoting collaboration and feedback.

Activity: Communication of Transparency to all GSD Employees

Last Modified: 1/26/2011
Description: Continue to publish the employee e-newsletter, At the Core, to promote accurate release of information from Central Office.

Person Responsible	Timeline for Implementation	Resources
Mrs. Cara Zanella	Start: 9/1/2010 Finish: Ongoing	$2,000.00

Status: In Progress — Upcoming

Activity: Development of Activities to Promote Community Interface with GSD

Last Modified: 1/26/2011
Description: Develop and make use of a Display Booth set-up with logo, banner, photos, information, etc. for use at community events, such as Monroeville Night Out and Celebrate Monroeville in order to promote GSD Continue the use of our web-based Constant Contact, Edline, Progress Books, and AlertNow! Services to ensure families are informed as to children’s grades, attendance, events, emergencies, delays/closings, etc. Provide GSD-employed speakers for engagements at local community-, business-, and/or civic-sponsored events. Prepare a master GSD calendar of events and continue to display calendar on district website via Google Calendar.

Person Responsible	Timeline for Implementation	Resources
Mrs. Cara Zanella	Start: 9/1/2010 Finish: Ongoing	$50,000.00

Status: In Progress — Upcoming

Activity: Enhancement of GSD Website

Last Modified: 1/26/2011
Description: Seek out new CMS system or other software to make website more attractive and user friendly. Promote the GSD website through publications printed by and for the school system. Provide web-based data containing school information upon request to parents, businesses, realtors, etc. Develop and implement Federal Programs link on district website as a measure of Title I, IIA, and III compliance and also to ensure families are adequately notified of any/all Title I correspondences, activities, guidelines, etc.

Person Responsible	Timeline for Implementation	Resources
Mrs. Cara Zanella	Start: 10/1/2010 Finish: Ongoing	$75,000.00

Status: In Progress — Upcoming

Activity: Improvement of District Image Through Positive News Coverage

Last Modified: 1/26/2011
Description: Use newspaper and radio-based publicity to promote and support logo, mission, beliefs, students and programs in GSD. Invite media to work with school communication contacts to publish accurate, positive articles and news stories. Send GSD and individual school activity news releases on frequent and regular basis to all media contacts. Continue to saturate all news media in the GSD market with news releases, feature stories, public service announcements, etc. using the mission statement and Superintendent’s goals and other information about our schools throughout the school year. Send monthly calendar of school and district events via Constant Contact to all news media to make the community aware of the school’s activities. Troubleshoot hot topics with media and provide timely responses and/or advanced positioning statements to express GSD’s viewpoints. Create Op Ed pieces for newspapers, on an as needed basis, to respond to negative or fictional editorials about GSD, its programs and its employees.

Person Responsible	Timeline for Implementation	Resources
Mrs. Cara Zanella	Start: 9/1/2010 Finish: Ongoing	$50,000.00

Status: In Progress — Upcoming

Goal: 5.) Building Human Capacity

Last Modified: 1/25/2011
Description: The Gateway School District (GSD) will actively seek to hire and retain highly qualified individuals at all levels of the organization through an extensive candidate review process, combined with quality professional development for those hired.

Strategy: Implement an Effective Recruitment Process that Secures Highly Qualified Individuals, Maintains Their Commitment to the Organization, and Promotes Their Individual and Professional Growth

Last Modified: 1/26/2011
Description: Design, implement, and refine internal structures and processes that aid the district in securing highly qualified individuals, maintaining their commitment to the organization, and promoting professional growth.

Activity: Hiring Process

Last Modified: 1/26/2011
Description: Review and refine current practices to ensure effective candidate selection through an extensive review process. Consider the extension of Team Leader and Department Chair responsibilities to include participation in the review and selection process for new hires.

Person Responsible	Timeline for Implementation	Resources
Mr. Robert Reger	Start: 9/1/2010 Finish: Ongoing	-

Status: In Progress — Upcoming

Activity: Introduction of Professional Learning Communities (PLCs)

Last Modified: 1/25/2011
Description: Use SAS portal to develop PLCs to improve efficiency of review and feedback collection from staff and to increase awareness of best practice models and related teacher tools.

Person Responsible	Timeline for Implementation	Resources
Dr. Nancy Hines	Start: 2/21/2011 Finish: Ongoing	-

Status: Not Started — Overdue

Activity: Leadership Training for Administrators

Last Modified: 1/26/2011
Description: Identify and develop leadership training programs that promote the growth of every administrator

Person Responsible	Timeline for Implementation	Resources
Dr. Theresa Piatek	Start: 1/1/2008 Finish: Ongoing	-

Status: In Progress — Upcoming

Activity: Professional Development Workshops/Activities District-Wide

Last Modified: 1/26/2011
Description: Design and implement intensive and ongoing professional development for all staff, including training in differentiated instruction (including strategies for inclusion and compacting for students who demonstrate mastery of skills and content), data analysis, curriculum development and alignment, and assessment (diagnostic, formative, summative, and benchmark), ESL strategies and compliance Ensure best practices are employed relevant to technology integration as part of professional development presentation format. Ensure professional development activities address staff changing needs that are the result of software and hardware upgrades. Consider increasing the use of district staff for the facilitation of professional development sessions that highlight best practice models as deemed appropriate by administration.

Person Responsible	Timeline for Implementation	Resources
Dr. Nancy Hines	Start: 8/1/2009 Finish: Ongoing	$50,000.00

Status: In Progress — Upcoming

Activity: Replenishment and Upgrade of Staff Tools

Last Modified: 1/25/2011
Description: Consider standardizing model and network use to ensure a common interface for all applications. Create and commit to the development of a five-year technology replacement cycle.

Person Responsible	Timeline for Implementation	Resources
Dr. Theresa Piatek	Start: 7/1/2011 Finish: Ongoing	-

Status: Not Started — Overdue

Activity: Staff Recognition of Effort

Last Modified: 1/26/2011
Description: Recognize employees during significant dates, such as the opening day of school, National Education Week, Teacher Appreciation Day, National Secretaries Day, Boss’ Day, etc. Encourage all schools and staff members to nominate GSD employees for local, regional, state, and national awards. Showcase in internal and external publications the accomplishments of teachers who use innovative strategies and those who are selected to serve on regional, state, and national committees and board.

Person Responsible	Timeline for Implementation	Resources
Mrs. Cara Zanella	Start: 9/1/2010 Finish: Ongoing	$2,000.00

Status: In Progress — Upcoming

Activity: Teacher Induction

Last Modified: 1/26/2011
Description: Implement formal induction programs that promote the growth of every teacher. Review induction activities in other local districts to identify best practices. Review current practices and induction model in consideration of identified best practices.

Person Responsible	Timeline for Implementation	Resources
Mr. Robert Reger	Start: 4/1/2008 Finish: 7/1/2009	$15,000.00

Status: Complete

Date	Comment
1/26/2011	The induction program has been implemented and continued to be evaluated and adjusted.

Measurable Annual Improvement Targets

By the year 2013 and according to Pennsylvania's Student Achievement Improvement Targets, the goal of the Gateway School District is to have at least 89% of its students proficient or advanced in Math and 91% in Reading.

These goals are central to the Gateway School District's Strategic Plan.  Attaining these goals will take commitment, dedication, and a relentless pursuit of meeting the needs of all students.  In order to reach the proficiency levels stated above, all stakeholders will need to be involved in meaningful and productive activities that promote student achievement.  The obtainment of these goals will require a Standards-Aligned System, whereby curriculum, instruction and assessment are aligned.  More specifically, the district will partake in the following:

• Develop, revise, and/or align all curricula areas with state and Common Core Standards.
• Provide comprehensive and ongoing professional development on differentiated instruction, curriculum alignment, and data analysis.
• Identify and implement curriculum-based and benchmark assessments that inform and support instruction.
• Review and analyze assessment data on a regular basis.
• Identify, secure, and/or extend the implementation of research-based interventions that are designed to target the needs of struggling students.

Curriculum, Instruction and Instructional Materials

The goal of the district is to implement a standards-aligned system whereby the curricula that is written, taught, and assessed is aligned.  The first step in this process is to develop and adopt a curriculum in each area that is important, focused, engaging, demanding, scaffolded, and aligned to state and national standards.  From the written curriculum, teachers will then identify what students need to know, understand, and be able to do, thus enabling them to deliver instruction that is purposeful and effective.  Supporting this instructional endeavor, the district will continue to provide quality professional development and materials.  In terms of professional development, differentiated instruction will continue to be a focus and hallmark of growth, providing teachers with the instructional tools and methods to meet the needs of every student.  In terms of materials, the district has and will continue to identify and secure the best programs and interventions.  To monitor progress and the effectiveness of the written and taught curricula, the district will continue to identify and implement assessments that inform instruction and the realignment of curriculum.  By aligning the written, taught and assessed curricula, students will more likely have access to and master the required learning.

Gateway School District’s Accent on Individual Motivation (AIM) program for gifted students has evolved over the years to reflect the best practices regarding gifted children and gifted programming.  Accordingly, the curriculum and programming components mirror the best practices outlined by the Pennsylvania Department of Education. 

At the elementary level, students are no longer pulled out of the regular classroom to participate in enrichment activities.  Instead, gifted students are placed together in small clusters in specific classrooms and their regular education teachers differentiate instruction to meet their learning needs.  The goal of this configuration is to provide gifted students opportunities to broaden and deepen their knowledge through interaction with intellectual peers.  Of additional benefit, gifted students are able to be challenged daily rather than once weekly doing enrichment activities that were not necessarily tied to curricular goals and objectives.  Teachers have received extensive training to differentiate instruction within a heterogeneous setting.  These teachers work collaboratively and cooperatively with the gifted support teacher to address the strengths and needs of all identified learners.

At the secondary level, gifted support teachers are assigned specific grade levels of students so that they can work more closely with regular education teachers on differentiating the curriculum for gifted students.  At the secondary level, students are clustered based on their selection of courses, resulting in classes that are more homogeneous when compared to the elementary level.  Nonetheless, instruction in these classes is still differentiated, with an emphasis on students’ interests.  Students also take part in enrichment opportunities and participate in academic competitions, while receiving the added benefit of differentiated instruction in their regular classrooms.

Changes at both levels, elementary and secondary, were made in an effort to strengthen and improve the day to day instruction that gifted children need in order to meet their intellectual potential.

Assessments and Public Reporting

In the Gateway School District, we believe that assessment plays a vital role in informing instruction and improving student achievement.  We also believe that assessment information should be shared with all stakeholders (teachers, students, and parents/guardians).  Report cards, interim reports, and individual test results from multiple assessments are shared with students and their parents/guardians on a regular basis.  Across the district, parent-teacher conferences are held once a year for most grade levels, and additional individual conferences can be scheduled upon request.  Parents/guardians may request to review their child's school records at any time, and the district's annual AYP Report Card is provided online with a hard copy being available at each building.  In terms of specific assessments the following list highlights the major assessment tools used and the ways in which results are reported.

Pennsylvania System of School Assessment (Graded 3-8 and 11)

• Math and Reading (Grades 3-8 and 11)
• Writing (Grades 5, 8, 11)
• Science (Grades 4, 8, 11)

Results of these assessments are sent directly to parents/guardians and the District AYP Report Card is provided online with a hard copy being available at each school building.

Stanford Achievement Test (Tenth Edition)

• Complete Battery (Grades 2, 4, and 7)

Results of these assessments are sent directly to parents/guardians.

OTIS-Lennon School Ability Test (Eighth Edition)

• Grades 2, 4, and 7

Results of these assessments are sent directly to parents/guardians along with the Stanford Achievement Test scores.

4Sight Benchmark Assessment

• Reading and Math (Grades 3-8 and 11)

Results of these assessments are shared with students and parents/guardians.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• Grades K-6

Results of these assessments are shared with students and parents/guardians.

AIMS WEB (Math)

• Grades K-2

Results of these assessments are shared with students and parents/guardians.

Keystone Exams

• Grade dependent on course enrollment (beginning with the Classes of 2015-2016, students will complete Keystone Exams initially at the end of each academic year for English Composition, Literature, Algebra I, and Biology.  Other Keystone Exams will be introduced in accordance with Pennsylvania Department of Education Guidelines and offered throughout the school year in subsequent years.)

Results will be shared with students and their parents/guardians in consideration of graduation eligibility.


Curriculum-Based Assessments

• All curricular areas (Grades K-12)

Results are shared via various reporting tools and in parent conferences.

SAT and ACT (College Board Exams)

Results are sent to student and parents/guardians.

Advanced Placement Tests

Results are sent to student and parents/guardians.

Other Assessments

• Depending upon need, other assessments are used with specific children or groups of children for diagnostic purposes. 

Results of these assessments are shared in various ways, depending upon the assessment and the purpose of the assessment.

Targeted Assistance For Struggling Students

In the Gateway School District, we believe that all students can be successful.  In realizing this goal and seeking to improve student achievement for all students, the district has and will continue to put into place appropriate, research-based programs and interventions.  This work begins as early as kindergarten and extends through high school.

In an effort to meet the needs of all learners, the district has adopted Differentiated Instruction (DI) as a focal point of professional development.  As part of this ongoing intensive training endeavor, administrators and teachers are progressing through training modules that encompass the initiation, implementation, and continuation phases of DI.  More specifically, teachers are learning how to guide their instruction by the principles of DI which include designing respectful tasks, creating flexible groups, and using diagnostic, formative, and summative assessment to inform their instruction.  Through DI training, teachers are also learning how to respond to individual student traits of readiness, interest, and learning profile.  Moreover, teachers are aligning their instruction to state standards and more clearly identifying and teaching to what students should know, understand and be able to do.

In collaboration with the focus and long-term investment in DI, the district continues to implement and refine a Response to Intervention model whereby appropriate programs and interventions that are empirically based are used to target the academic and behavioral needs of all students through a multi-tiered process.  The initial tier of this process (Tier I) pertains to core programs or the instruction, programs and materials that are used as part of the regular education curriculum.  For those students that need additional interventions, Tier II and Tier III interventions are employed.  Here evidenced-based interventions that are supplemental to the core program are used to promote and accelerate the growth of students that struggle.  In terms of Tier I, the district is adopting core research-based programs in all content areas.  For example, in recent years the district has implemented new core programs in math, science, and language arts.  With respect to Tier II and Tier III, the district has and will continue to identify the best interventions available.  Examples of these programs and ones that have been recognized on the What Works Clearinghouse include SpellRead and Peer Assisted Learning Strategies in Reading (PALS).

In an attempt to promote achievement for all students, the district has instituted and will continue to refine a comprehensive assessment system that monitors student achievement/progress and the effectiveness of instruction and programs over time.  Not only will administrators use assessment data to make better programming decisions, but also teachers will use assessment data on a regular basis to inform instruction.  Currently, processes for analyzing data are in place at most grade levels with teachers and administrators meeting regularly to strategically discuss the results of benchmark assessments and to monitor the progress of all students.  As the district implements the strategic plan over the next several years, this process will become even more refined and ingrained across all grade levels, becoming a natural and integral part of the educational process.

Support for Struggling Schools

According to the Pennsylvania Department of Education (PDE) 2009-2010 Adequate Yearly Progress Report, the Gateway School District, as a whole, met AYP targets.  However, of the eight individual buildings in the district, Gateway High School was designated the status of Making Improvement in School Improvement II.  As part of improving the achievement of students in all buildings, the district developed and is implementing an improvement plan for all buildings that is based upon th PDE's Getting Results framework.  In addition to the specific plan for the high school, the district has devoted considerable time and resources to enhancing the academic programs K-12.  The district continues to refine its efforts to design and institute a Standards-Aligned System where curriculum, instruction, and assessment are aligned.  Promoting this change and growth are the following:

• Developing, revising, and/or aligning all curricula areas with state and national standards.
• Providing comprehensive and ongoing professional develop on differentiated instruction, curriculum alignment, and data analysis.
• Identifying and implementing curriculum-based and benchmark assessments that inform and support instruction.
• Reviewing and analyzing assessment data on a regular basis.
• Identifying, securing, and/or extending the implementation of research-based interventions that are designed to target the needs of struggling students.

Qualified, Effective Teachers and Capable Instructional Leaders

All professionals in the Gateway School District meet the definition of "highly qualified" as defined by the Pennsylvania Department of Education.  However, the district recognizes that this designation alone will not ensure effective instruction and strong leadership.  Hence, one of the district's strategic goals centers on the idea of building human capacity.  In order to ensure the highest quality of education for students, the district must recruit and hire highly qualified individuals and constantly build and maintain the knowledge and skills of all teachers and administrative leaders.

The goal of building human capacity is accomplished in a variety of ways, including the following:

• Design, implement, and refine an effective candidate review process.
• Implement formal induction programs that promote the growth of every teacher.
• Identify and develop leadership training programs that promote the growth of every administrator.
• Design and implement intensive and ongoing professional development for all staff, including training for paraprofessionals.

Parent and Community Participation

One goal of the Gateway School District is to involve all stakeholders in supporting, promoting, and attaining student achievement.  In order to fulfill this goal, the district has and will continue to involve parents/guardians and community members in a variety of ways.  Some examples of these participatory activities include the following:

• Parent volunteers
• District-wide committees
• PTO's for each school
• Gateway Foundation
• Community Service
• Gateway to Education Broadcasts

While not everyone can or chooses to be involved in these groups and/or activities, there are numerous other ways in which parents and community members can learn about and be involved with the school district.  For example, individuals can attend school events, participate in parent/teacher conferences, access the Gateway School District's website, and/or read various community and school publications, including In Monroeville and the Gateway School District Spotlight.

Pre-Kindergarten Transition

No Pre-K Offered