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height="1.5729166666666667in"}

Commonwealth of Pennsylvania

Edward G. Rendell, Governor

Department of Education

Gerald L. Zahorchak, D. Ed., Secretary of Education

Office of Elementary and Secondary Education

Diane Castelbuono, Deputy Secretary

Bureau of Teaching and Learning Support

Edward Vollbrecht, Ph.D., Director

Division of School District Planning & Continuous Improvement

Sheri Rowe, Chief

Douglas Ranck, M. Ed.

Pennsylvania Department of Education

333 Market Street

Harrisburg, PA 17126-0333

The Pennsylvania Department of Education (PDE) does not discriminate in
its educational programs, activities, or employment practices, based on
race, color, national origin, sex, sexual orientation, disability, age,
religion, ancestry, union membership, or any other legally protected
category. Announcement of this policy is in accordance with State law
including the Pennsylvania Human Relations Act and with Federal law,
including Title VI of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, Section 504 of the Rehabilitation Act of
1973, the Age Discrimination in Employment Act of 1967, and the
Americans with Disabilities Act of 1990.

If you have any questions about this publication or seek additional
copies, contact: Sheri Rowe at the Pennsylvania Department of Education,
333 Market Street, 8^th^ Floor, Harrisburg, PA 17126-0333; Voice
Telephone: 717-787-8913; Text Telephone TTY 717-783-8445; Fax:
717-705-8021 or mail to:
[srowe@state.pa.us](mailto:schamberla@state.pa.us).

The following contacts have been designated to handle inquiries
regarding the non-discrimination policies:

***Complaints regarding discrimination in schools:***

Human Relations Representative

Intake Division

Pennsylvania Human Relations Commission

Harrisburg Regional Office (717) 787-9784

Pittsburgh Regional Office (412) 565-5395

Philadelphia Regional Office (215) 560-2496

***Complaints against a Pennsylvania Department of Education
employee:***

Pennsylvania Department of Education

Equal Employment Opportunity Representative

Bureau of Human Resources

333 Market Street, 11^th^ Floor

Harrisburg, PA 17126-0333

Voice Telephone: (717) 787-4417

Fax: (717) 783-9348

Text Telephone TTY: (717) 783-8445

***Information on accommodations within the Department of Education for
persons with disabilities:***

Pennsylvania Department of Education

Americans with Disabilities Act Coordinator

Bureau of Management Services

333 Market Street, 15^th^ Floor

Harrisburg, PA 17126-0333

Voice Telephone: (717) 783-9791

Fax: (717) 772-2317

Text Telephone TTY: (717) 783-8445

***General questions regarding educational law or issues:***

Pennsylvania Department of Education

School Services Unit

Director

333 Market Street, 5^th^ Floor

Harrisburg, PA 17126-0333

Voice Telephone: (717) 783-3750

Fax: (717) 783-6802

Text Telephone TTY: (717) 783-8445

**Table of Contents**[^1]

*Education Empowerment Act* (EEA) Introduction
..............................................1

Current Status of School Districts Under the
EEA...............................................2

AYP Status of Empowerment
Districts............................................................3

Additional Supports for Empowerment Districts for School Year
2006-07...............\...4

*Accountability Block Grant* (ABG)
\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...4

*Educational Assistance Program*
(EAP).........................................................6

Overview: Current Status and
Progress.......................................\...\...\...\...\...\..........7

Chester Upland School
District..................................................................\...8

Duquesne City School
District....................................................................10

Harrisburg City School
District...................................................................13

Philadelphia City School
District.................................................................16

Pittsburgh School
District..........................................................................19

Reading School
District............................................................................21

**EDUCATION EMPOWERMENT ACT (EEA)**

##### INTRODUCTION

In May of 2000, the Pennsylvania General Assembly passed the Education
Empowerment Act (EEA)[^2]. Struggling school districts with a history of
low test performance or a history of financial distress were identified
and placed on the *education empowerment list.*

-   "Low test performance" is defined as a combined average of 50.0% or
    more students scoring in the bottom quartile for math and reading in
    the most recent two school years for which scores were available.
    School districts were identified to complete *School District
    Improvement Plan*s designed to increase academic performance and
    improve management and operations. Annual school improvement grants
    were established to assist with the implementation of the plans.

-   "Financial distress" is defined by a fiscal formula explained in the
    EEA.[^3]

With the passage of the No Child Left Behind Act (NCLB) in 2001,
Pennsylvania developed a system to transition EEA districts into a
system that would meet federal requirements for accountability. The EEA
also indicated that no school district would be added to the education
empowerment list or certified as an Education Empowerment District on or
after July 1, 2004.

This report summarizes data required under EEA as an annual report to
the Governor and General Assembly. It contains:

-   The names of school districts on the EEA list and the date of
    placement on the list.

-   Progress reports consistent with the school district improvement
    plan as required by the EEA.

-   The names of any school districts that were removed from the prior
    year's education empowerment list.

-   Any recommended changes to this article.

-   Graphs illustrating the performance data of the districts as aligned
    to NCLB requirements and EEA guidelines.

CURRENT STATUS OF SCHOOL DISTRICTS UNDER THE EDUCATION EMPOWERMENT ACT

The No Child Left Behind Act has served to strengthen the goals set
forth by the EEA. According to the criteria established by the EEA, when
a school district has reached the end of its third year following
placement on the education empowerment list, the school district is
evaluated to determine its eligibility for removal from the list. The
evaluation is based on a Department analysis of the district's PSSA
scores and progress on implementing the goals found in each district's
*EEA School District Improvement Plan*. Under the EEA, the criteria for
removal from the education empowerment list is for a district to both
complete its goals in the EEA School District Improvement Plan
[and]{.underline} to show that the district has achieved a combined
average of less than 50.0% of its students scoring in the bottom
measured group, as originally defined, on the PSSA in reading and
mathematics in the two most recent school years.

Under the NCLB federal requirements, AYP achievement targets are
determined *each* year (rather than averaged) and based on PSSA scores
in reading and mathematics as well as indicators for participation,
attendance and graduation.

For purposes of this Annual Report, fiscal year 2005-2006 and 2006-2007
will be considered. **Aliquippa School District** was removed from the
list during the 2005-2006 academic year. No districts were removed
during the 2006-2007 academic year.

During the 2006-2007 school year, five districts did not meet the
criteria to be removed from the education empowerment list. These
districts remain on the empowerment list, along with Pittsburgh, which
was placed on the list in July 2006, following its designation as a
Commonwealth Partnership School District.

**Chester Upland School District**

**Duquesne City School District**

**Harrisburg City School District**

**Philadelphia City School District**

**Pittsburgh School District\***

**Reading School District\*\***

**\*Pittsburgh School District** was placed on the education empowerment
list as a "Commonwealth partnership school district" in July 2006.[^4]

**\*\*Reading School District** was placed on the education empowerment
list as a financially distressed district based on legislative changes
to the EEA in December 2003.

**AYP STATUS OF EMPOWERMENT DISTRICTS**

The NCLB status of current[^5] EEA districts is illustrated below, with
the center column showing 2005-06 Status and the far right column
showing 2006-07 Status:

+-----------------------+----------------------+-----------------------+
| ### DISTRICT          | ###                  | ##                    |
|                       |  NCLB 2005-06 STATUS | # NCLB 2006-07 STATUS |
+-----------------------+----------------------+-----------------------+
| Chester Upland        | Corrective Action 2  | Corrective Action 2   |
|                       | (fourth year)        | (fifth year)          |
+-----------------------+----------------------+-----------------------+
| Duquesne City         | Making Progress      | Corrective Action 2   |
|                       |                      | (second year)         |
+-----------------------+----------------------+-----------------------+
| Harrisburg City       | Corrective Action 2  | Corrective Action 2   |
|                       | (fourth year)        | (fifth year)          |
+-----------------------+----------------------+-----------------------+
| Philadelphia City     | Corrective Action 2  | Corrective Action 2   |
|                       | (fourth year)        | (fifth year)          |
+-----------------------+----------------------+-----------------------+
| Pittsburgh            | Corrective Action 1  | Corrective Action 2   |
|                       |                      |                       |
|                       |                      | (first year)          |
+-----------------------+----------------------+-----------------------+
| Reading               | District Improvement | Corrective Action 1   |
|                       | 2\* (\*Litigation    |                       |
|                       | Pending)             | (\*Litigation         |
|                       |                      | Pending)[^6]          |
+-----------------------+----------------------+-----------------------+

Note: AYP status is not the same as empowerment status and may or may
not coincide with removal from the empowerment list.

#### 

#### ADDITIONAL SUPPORTS FOR

#### Empowerment Districts

#### FOR SCHOOL YEAR 2006-07

The Department of Education continues to keep its pledge to provide
leadership and support to struggling districts. In addition to the
Empowerment funds, each Empowerment District also receives additional
funding from such sources as the Accountability Block Grant (ABG) and
the Educational Assistance Program (EAP), among other state and federal
funding.

**Accountability Block Grant (ABG):**

The ABG provides Pennsylvania school districts with financial assistance
to implement effective educational practices and initiatives to improve
student achievement.  With funding from the grant, districts must
implement research or evidence-based improvement strategies that meet
the specific learning needs of their students.  Two important aspects
for districts to consider are:

 

-   furthering the strategic plan of the district through opportunities
    provided by this grant and

-   achieving improved performance results by students through
    initiatives directly linked to the grant.

 

School districts use ABG funds to attain or maintain academic
performance targets by establishing, maintaining or expanding one or
more of the fourteen programs associated with the grant.  The table
below demonstrates additional (above Empowerment funds) funding and
expenditures of empowerment districts for the 2006 -07  school year
under the Accountability Block Grant. 

+-----------------------------------------------------------------------+
| +---------+---------+---------------------------------------------+   |
| | # Accou |         |                                             |   |
| | ntabili |         |                                             |   |
| | ty Bloc |         |                                             |   |
| | k Grant |         |                                             |   |
| +---------+---------+---------------------------------------------+   |
| | *       | *       | **Purpose of Expenditures**                 |   |
| | *School | *Amount |                                             |   |
| | Dis     | of      |                                             |   |
| | trict** | Grant** |                                             |   |
| +---------+---------+---------------------------------------------+   |
| | Chester |  \$2,2  | Full-Day Kindergarten programs that align   |   |
| | Upland  | 75,824  | with the state's current academic standards |   |
| |         |         |                                             |   |
| |         |         | Pre-Kindergarten programs that align with   |   |
| |         |         | the state's current academic standards      |   |
| |         |         |                                             |   |
| |         |         | Performance of Subgroups-programs to        |   |
| |         |         | improve the academic performance of         |   |
| |         |         | subgroups identified under NCLB             |   |
| +---------+---------+---------------------------------------------+   |
| | D       |  \$2    | Full-Day Kindergarten programs that align   |   |
| | uquesne | 87,653  | with the state's current academic standards |   |
| | City    |         |                                             |   |
| +---------+---------+---------------------------------------------+   |
| | Har     |  \$2,2  | Pre-Kindergarten programs that align with   |   |
| | risburg | 41,340  | the state's current academic standards,     |   |
| | City    |         | Pre-Kindergarten, Community Partner         |   |
| |         |         | Information                                 |   |
| |         |         |                                             |   |
| |         |         | Full-Day Kindergarten programs that align   |   |
| |         |         | with the state's current academic standards |   |
| +---------+---------+---------------------------------------------+   |
| |  Pit    | \$5,    |   Pre-Kindergarten programs that align with |   |
| | tsburgh | 509,304 | the state's current academic standards      |   |
| +---------+---------+---------------------------------------------+   |
| | Phila   |  \$50,5 | Full-Day Kindergarten programs that align   |   |
| | delphia | 08,134  | with the state's current academic standards |   |
| | City    |         |                                             |   |
| +---------+---------+---------------------------------------------+   |
| | Reading |  \$4,4  | Pre-Kindergarten programs that align with   |   |
| |         | 26,514  | the state's current academic standards      |   |
| |         |         |                                             |   |
| |         |         | Full-Day Kindergarten programs that align   |   |
| |         |         | with the state's current academic standards |   |
| |         |         |                                             |   |
| |         |         | K-3 Class Size Reduction in which one       |   |
| |         |         | certified teacher is assigned for every 17  |   |
| |         |         | students                                    |   |
| |         |         |                                             |   |
| |         |         | Programs to build strong  Science           |   |
| |         |         | &  Applied  Knowledges                      |   |
| |         |         | (Technology)  Skills                        |   |
| |         |         |                                             |   |
| |         |         | Literacy & Math Coaching to improve reading |   |
| |         |         | and mathematics instruction                 |   |
| +---------+---------+---------------------------------------------+   |
|                                                                       |
| #                                                                     |
+-----------------------------------------------------------------------+

The scope and range of the use of these funds has increased over the
years, with each district expanding or maintaining current programs as
listed above and, in some cases, adding new areas of focus.

**Educational Assistance Program (EAP)**:

In 2005-06 the program received \$66 million in funding and expanded
support for tutoring in 175 school districts and Career and Technical
Centers. The program was continued at the \$66 million funding level in
2006-07.  The table below indicates the empowerment district, the amount
of each district's grant and the purpose of the expenditures.

+-----------+--------+------------------------------------------------+
| # EDU     |        |                                                |
| CATIONAL  |        |                                                |
| ASSISTANC |        |                                                |
| E PROGRAM |        |                                                |
+-----------+--------+------------------------------------------------+
| **School  | **     | ######### **Purpose of Expenditures**          |
| D         | Amount |                                                |
| istrict** | of     |                                                |
|           | G      |                                                |
|           | rant** |                                                |
+-----------+--------+------------------------------------------------+
| Chester   |        | Tutoring of students scoring below proficient  |
| Upland    |  ----- | on PSSA                                        |
|           | ------ |                                                |
|           |   \$9  |                                                |
|           | 92,715 |                                                |
|           |        |                                                |
|           |        |                                                |
|           |  ----- |                                                |
|           | ------ |                                                |
+-----------+--------+------------------------------------------------+
| Duquesne  |        | Tutoring of students scoring below proficient  |
| City      |  ----- | on PSSA                                        |
|           | ------ |                                                |
|           |   \$1  |                                                |
|           | 38,148 |                                                |
|           |        |                                                |
|           |        |                                                |
|           |  ----- |                                                |
|           | ------ |                                                |
+-----------+--------+------------------------------------------------+
| H         |   -    | Tutoring of students scoring below proficient  |
| arrisburg | ------ | on PSSA                                        |
| City      | ------ |                                                |
|           |        |                                                |
|           |        |                                                |
|           |  \$1,1 |                                                |
|           | 11,688 |                                                |
|           |        |                                                |
|           |   -    |                                                |
|           | ------ |                                                |
|           | ------ |                                                |
+-----------+--------+------------------------------------------------+
| Phi       |   --   | Tutoring of students scoring below proficient  |
| ladelphia | ------ | on PSSA                                        |
| City      | ------ |                                                |
|           |        |                                                |
|           | \$25,9 |                                                |
|           | 53,211 |                                                |
|           |        |                                                |
|           |   --   |                                                |
|           | ------ |                                                |
|           | ------ |                                                |
+-----------+--------+------------------------------------------------+
| P         | \$3,4  |  Tutoring of students scoring below proficient |
| ittsburgh | 12,030 | on PSSA                                        |
+-----------+--------+------------------------------------------------+
| Reading   |   -    | Tutoring of students scoring below proficient  |
|           | ------ | on PSSA                                        |
|           | ------ |                                                |
|           |        |                                                |
|           |  \$1,9 |                                                |
|           | 68,343 |                                                |
|           |        |                                                |
|           |   -    |                                                |
|           | ------ |                                                |
|           | ------ |                                                |
+-----------+--------+------------------------------------------------+

**OVERVIEW: CURRENT STATUS AND PROGRESS**

The following pages contain detailed status and progress reports in the
form of graphs and narrative.

-   The "Historical Information" section contains a graph showing
    performance levels for the corresponding years. They contain an
    average of scores for the subjects of reading and math.

-   The "Current Status" section describes, in terms of performance,
    where each District falls within the empowerment guidelines.

-   The "Percentage of students scoring in the below basic group on the
    Pennsylvania System of School Assessment (PSSA) for the indicated
    combined school years" graph shows the relative size of the group
    scoring in the bottom quartile on the PSSA. Note that this
    information is derived directly from the "Historical Information"
    graph.

-   The final section for each listed District, "Significant
    Accomplishments", describes in narrative form the District's
    reported gains in the relevant areas of improvement and relates the
    applicability of the funds to performance gains.

**HISTORICAL INFORMATION:**

![](media/image4.pct){width="6.75in" height="4.45in"}

**CURRENT STATUS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Operated under a three- Education

**CURRENT STATUS:**

> []{.mark}
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Current law requires that the state
> appoint a three-member empowerment board comprised of at least two
> residents of Delaware County.  The Secretary of Education created the
> Education Empowerment Board (EEB) in March 2007 .  In August 2007 a
> new Superintendent was named by the EEB.

-   One school in the Chester Upland School District, Stetser Elementary
    School, made Adequate Yearly Progress (AYP) by meeting all of the
    targets required by the federal No Child Left Behind accountability
    law. Stetser Elementary School has met AYP for three consecutive
    years.

**Percentage of students scoring in the below basic group on the
Pennsylvania System of School Assessment (PSSA) for the indicated
combined school years. (Chester Upland School District)**

![](media/image6.wmf)

**SIGNIFICANT ACCOMPLISHMENTS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Student-Teacher ratio (class size) was
> kept as low as possible with the aid of Empowerment funds.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} The percent of students scoring
> proficient or advanced in reading rose in grades 3, 4, 6 and 8, and
> the percent scoring below basic in reading -- the lowest ranking --
> decreased in every grade except 7^th^ and 11^th^.

**HISTORICAL INFORMATION:**

![](media/image7.wmf){width="6.877777777777778in"
height="4.302777777777778in"}

**CURRENT STATUS:**

-   Operates under a Special Board of Control pursuant to Title 24,
    Section 6-691 of the School Code that controls the financial and
    academic affairs of the district.

-   At the end of the 2006-07 school year, the Duquesne City School
    District eliminated its high school program. Pursuant to Section
    1607.1 of the School Code (24 P.S.§ 16-1607.1), the Secretary
    designated two school districts, within a three-mile radius, to
    accept Duquesne students on a tuition basis. Accordingly, Duquesne
    high school students currently attend school in either the West
    Mifflin of East Allegheny School Districts.

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-   Entered into an Intergovernmental Agreement with the Allegheny
    Intermediate Unit (IU) and the Department authorizing the IU to
    provide management services to the Duquesne City School District,
    including oversight of Duquesne's K-8 educational program.

**Percentage of students scoring in the below basic group on the
Pennsylvania System of School Assessment (PSSA) Test for the indicated
combined school years. (Duquesne City School District)**

![](media/image8.wmf)**SIGNIFICANT ACCOMPLISHMENTS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} The Student Information System was
> implemented to facilitate accuracy for reviewing data, running
> accurate student reports.

-   The implementation of planned and focused management of the
    building, classrooms and programs that address immediate issues of
    discipline, including a plan with actions and timelines, and a
    monitoring and communication plan (first tier of support).

```{=html}
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-   Curriculum Audits in Reading, Math and Science were conducted in
    August 2007.

```{=html}
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```
-   Two teachers attended the ASSET/Science: *It's Elementary Training*
    with support provided by the Math Science Collaborative of the AIU.

-   Math Science Collaborative plans were developed for ongoing support
    of [Connected Math]{.underline} and [Everyday Math]{.underline}
    (effective September 14, 2007).

-   Established procedures for accessing and using 4Sight, PSSA and
    PVAAS data.

-   Continued contact with Parent-Community Group; schedule for monthly
    meetings was established (first meeting was held October 9, 2007).

**HISTORICAL INFORMATION:**

![](media/image9.wmf){width="7.001388888888889in"
height="4.302777777777778in"}

**CURRENT STATUS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Operates under the Mayor and his
> appointed Board of Control pursuant to Section 1707-B of the School
> Code that governs the affairs of the District.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Continue to implement the goals as
> outlined in the district's *EEA School Improvement Plan*.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Student performance under *EEA*
> guidelines has improved gradually each year for the past six years.

**Percentage of students scoring in the below basic group on the
Pennsylvania System of School Assessment (PSSA) for the indicated
combined school years. (Harrisburg City School District)**

> ![](media/image10.wmf)

**SIGNIFICANT ACCOMPLISHMENTS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} College acceptance rates increased.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Enrollment increased.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Conducted Center for Data Driven
> Reform in Education (CDDRE) training for principals on how to use
> 4Sight assessments and results.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Completed E/LA, Math and Social
> Studies curriculum online using the Learning Focused Schools (LFS)
> Toolbox.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Developed a comprehensive Literacy
> Handbook for K-3, with a pacing calendar that identifies week by week
> content and resources.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Introduced a new math program for
> grades 6-8 (Mathscapes).
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Trained teachers and principals in
> Learning Focused Schools Strategies.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Conducted regular Learning Focused
> Schools walkthroughs in all schools.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Central Office staff conducted weekly
> Learning Walks in all schools.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Pre-K English Language Learner
> students "tested out" of English as a Second Language program as a
> result of intensive language focus of Pre-K program.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Pennsylvania State University's
> Prevention Research Center study indicated that children who attended
> Harrisburg Pre-K program score better than their non-preschool peers
> in vocabulary, letter identification and math.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Established in-district services for
> Autistic students (K-12) and for students with Multiple Disabilities
> (K-12). 
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Implementation of evidence-based
> character education programs in 7/8 grades  -- Facing History and
> Ourselves and 7 Habits Get Set Advisory program.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Provided all 7/8 grade teachers
> professional development in Responsive Designs for Middle School.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Consolidated 2/3 of all middle level
> grades to be middle level program design (small learning communities)
> in PreK-8 buildings.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Implemented NSF-supported, exemplary
> science programs in grades K-8.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Implemented a summer program for
> SciTech students.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Implemented a summer "Bridge" program
> for John Harris entering 9^th^ graders.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Completed facilities plan to renovate
> 90% of schools.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Increased number of schools making
> AYP from 1 to 4\* (pending one school's appeal).

**HISTORICAL INFORMATION:**

![](media/image11.pct){width="7.375in" height="3.964583333333333in"}

**CURRENT STATUS:**

![](media/image5.png){width="0.13541666666666666in"
height="0.13541666666666666in"} Operates under a five member School
Reform Commission and a Chief Executive Officer pursuant to Section 696
of the School Code that governs the affairs of the District until
dissolution by the Secretary of Education upon recommendation of the
Chief Executive Officer and with the concurrence of a majority of the
School Reform Commission.

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Continued to implement the goals in
> the EEA School Improvement Plan (Empowerment Plan) .

**Percentage of students scoring in the below basic group on the
Pennsylvania System of School Assessment (PSSA) for the indicated
combined school years. (Philadelphia City School District)**

![](media/image12.wmf)

**SIGNIFICANT ACCOMPLISHMENTS:**

-   Increased the number of schools that met AYP requirements when
    compared to

> 2003:  107 schools achieved AYP in 2007, while only 58 schools did so
> in 2003.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} With the exception of grade 3
> mathematics, there was an increase in achievement from 2006 to 2007 at
> all grade levels and subjects on the PSSA.

-   Met or exceeded the valued-added growth standard district-wide in
    reading and mathematics.

![](media/image5.png){width="0.13541666666666666in"
height="0.13541666666666666in"} Reduced the number of large
comprehensive high schools over the past several years,

with approximately 50% of high schools having 700 or fewer students.

-   Continued the implementation of a rigorous, standards-driven,
    uniform Core Curriculum in all major content areas across all
    grades.

-   Purchased textbooks, research based instructional models,
    professional development materials and related Core Curriculum
    support materials.

-   Continued support for the continuation of the Accountability Review
    Council (ARC) to monitor and report on the progress of schools
    within the District.

**HISTORICAL INFORMATION:**

![](media/image13.wmf){width="6.875694444444444in"
height="4.990277777777778in"}

**CURRENT STATUS:**

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Operated as a Commonwealth
> Partnership School District pursuant to amendments to Article XVII-B
> by Act 114 of 2006 and the powers delineated under 24 P.S. Sec.
> 17-1704-B (3).
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}   Evaluated district operations for
> savings and efficiencies and created options for
>
> spending reductions based on **budget trends**.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"}  Currently in compliance with the
> district's responsibilities under Section 1703-B(e.2) of the
> Empowerment Act.

**Percentage of students scoring in the below basic group on the
Pennsylvania System of School Assessment (PSSA) for the indicated
combined school years. (Pittsburgh School District)**

![](media/image14.wmf){width="6.299305555555556in"
height="3.3048611111111112in"}

**SIGNIFICANT ACCOMPLISHMENTS:**

![](media/image5.png){width="0.13541666666666666in"
height="0.13541666666666666in"}   Implemented a program of managed
instruction aligned with PA Standards and eligible content and driven by
intensive professional development, including the provision of content
coaches to each school building.

![](media/image5.png){width="0.13541666666666666in"
height="0.13541666666666666in"} Established eight Accelerated Learning
Academies (ALAs) as part of the implementation of the District's Right
Sizing Plan to reduce excess seat capacity.

![](media/image5.png){width="0.13541666666666666in"
height="0.13541666666666666in"} Adopted a system of Pay for Performance
for Principals that is tied to accountability for student achievement
and that abolishes the previous step scale system of salary.

**HISTORICAL INFORMATION\*:**

![](media/image15.pct){width="6.875in" height="5.486111111111111in"}

**CURRENT STATUS:**

-   Operates under Section 1703-B of the School Code as a school
    district on the education empowerment list due to a history of
    financial distress.

-   Currently in compliance with the district's responsibilities under
    Section 1703-B(e.1) of the Empowerment Act.

**Percentage of students below basic group on the Pennsylvania System of
School Assessment (PSSA) for the indicated combined school years.**

![](media/image16.wmf)

**SIGNIFICANT ACCOMPLISHMENTS:**

-   Expansion of the middle school and high school library access
    systems.

-   District-wide implementation of Performance Tracker, Tech Paths and
    Assessment Builder.

> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Expansion of the Waterford Early
> Learning System for all day kindergarten and Grade 1; Implementation
> of the English Language Learning & Instructional System (ELLIS)
> instructional software for the elementary English as a Second Language
> students, expansion of our Nova Net virtual high schools licenses and
> the continued support of the Standards Aligned Sytems curriculum for
> middle and high school students instructional expansion.
>
> ![](media/image5.png){width="0.13541666666666666in"
> height="0.13541666666666666in"} Implementation of an applied
> mathematics curriculum for the all-day kindergarten.

-   Consultants to provide professional development for staff on applied
    kindergarten math concepts, Standards Aligned Systems curriculum
    components, integrated learning system implementation and technology
    literacy.

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-   Compensation for professional staff training in kindergarten math
    concepts, Standards Aligned Systems curriculum components,
    integrated learning system implementation and technology literacy.

-   The percentage of students performing at the \"Proficient and
    Advanced\" levels has increased from 32.0% in 2004 to 45% in 2007.

-   Upgraded existing servers in elementary schools to support the
    instructional software.

-   Continued to show steady growth within the Empowerment Guidelines
    set forth by the District.

[^1]:
    > 1 Notes on formatting: a. Acronyms are used throughout in several
    > cases, the first time it is spelled out with the letters used
    >
    > in parentheses. Subsequent uses show only the letters capitalized
    > unless it is a title of a section, in
    >
    > which case, both are used.
    >
    > b\. Major terms are *italicized* in the first use in the document
    > and regular text subsequently or with
    >
    > capitalized acronym letters.

[^2]: 24 P.S. 17-1701-B *et seq.*.

[^3]: Ibid. 24 PS 17-1702-B. Definitions

[^4]: Article XVII-B, Section 1702-B and 1714.1-B

[^5]: Ibid. 24 PS 17-1716-B Expiration (pg. 599)

[^6]: Note that "pending litigation" has the potential to affect NCLB
    status.