##### Revised 3/17/2005

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_X\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal: Mr. William L. Creps

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name: Mahantongo Valley Elementary School

(As it should appear in the official records)

School Mailing Address:

1200 Ridge Road

Klingerstown, PA 17941-9801

County: Schuylkill School Code Number: 3954

Telephone: (570) 648-6062 Fax: (570) 648-8739

Website/URL: www.tri-valley.k12.pa.us E-mail: wlc@tri-valley.k12.pa.us

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent: Mr. Jack L. Herb

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name: Tri-Valley School District Phone: (570) 682-9013

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: Mr. Dennis Shomper

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: 2 Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

1 Other : Junior/Senior High School

3 TOTAL

2\. District Per Pupil Expenditure: \$7,027

Average State Per Pupil Expenditure: \$6,927

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X \] Rural

4\. 4 - Number of years the principal has been in her/his position at
this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**       2         10                     12           **8**                             

  **1**       8         8                      16           **9**                             

  **2**       8         5                      13           **10**                            

  **3**       4         12                     16           **11**                            

  **4**       10        9                      19           **12**                            

  **5**       7         4                      11           **Other**                         

  **6**       7         10                     17                                             

                                    **TOTAL                                                   104
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 96% White

the students in the school: 1% Black or African American

2% Hispanic or Latino

1% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 6%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      2
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 104
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .058
                            by total in row (4)         

  **(6)**                   Amount in row (5)           6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 0 %

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages:

9\. Students eligible for free/reduced-priced meals: 24%

Total number students who qualify: 25

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: 15 %

16 -Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness 6 Specific Learning Disability

\_\_\_\_Hearing Impairment 10 Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) 0 1

Classroom teachers 7 0

Special resource teachers/specialists 1 5

Paraprofessionals 0 2

> Support staff 2 3
>
> Total number 10 11

12\. Average school student-"classroom teacher" ratio: 15:1

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  97 %        96 %        97 %        96%         97 %

  Daily teacher attendance  98 %        97 %        88 %        95 %        96 %

  Teacher turnover rate     14 %        28 %        0 %         14 %        0 %

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

### PART III -- SUMMARY

Surrounded by a cornucopia of corn, soybeans, grain, and fruits of every
variety, the Mahantongo Valley Elementary School is located in the heart
of the expansive valley with which it shares its name. The valley lies
between the rolling mountains of the Appalachians, and from above,
resembles a colorful Pennsylvania Dutch patchwork quilt. Dotting the
landscape are many farms, some of which have been in the same families
for several generations, as well as several villages of German heritage.
Here one will still find volunteer fire companies and ambulance
associations, parades, carnivals, church suppers, and Little League.
Representing Small Town America at its best, it's a place where everyone
for miles around is your neighbor. And, according to one of our fifth
graders, our school is special because "we're in the valley".

In this age of consolidation, the Mahantongo Valley Elementary School is
just one example of how bigger is not necessarily better. Although we
are few in number, and humble in appearance, our mission is lofty: "In
active partnership with families and community, our mission is to
provide a positive, challenging, educational environment to enable and
empower all students to develop the knowledge, self-confidence,
attitudes, and skills necessary as the foundation for life-long learning
and responsible citizenship commensurate with their unique talents and
abilities." Carrying out our mission is a highly qualified team
consisting of a partnership between administration, school board,
support staff, teachers, parents, and the community. Together, this team
strives to meet the diverse needs and enrich the life of each young
individual, not only in the classroom, but also through many outstanding
programs and opportunities both within and without the school,
including, Positive Paws School-wide Effective Behavior Program, after
school Homework Helpers, band, and Kid's Club, Community Fair
competitions, Field Day, Veterans' Day programs, school spirit days,
community sponsored sports teams, Read Across America, American
Education Week, Girl and Boy Scouts, 4-H Club, and field trips to places
which include Gettysburg, Lancaster, Harrisburg, the district's
environmental site, and local farms.

Our school is also concerned about the needs of those less fortunate,
and participates in several charitable events throughout the year, such
as Relay for Life, Patriotic Pennies, Book Drive, Tri-Valley Charities,
and Jump Rope for Heart.

There is no shortage of parental support and involvement. Whenever there
is a special program, open house, or parent-teacher conferences, the
parking lot is packed. We can always count on our parents to help us
make gingerbread houses, chaperone field trips, and get the children
dressed for the Halloween parade. One parent, who is also a very
involved PTO member, has said, "It's wonderful to know everyone's name
in the whole school. My children are happy and secure as they advance to
another grade knowing all their friends will be in their class again and
already knowing their teachers. Each child gets individual attention
from teachers and support staff." Another parent has said, "The teachers
at our school instill good work ethics and emphasize the importance of
education to our children by going above the call of duty. I admire the
integrity and dedication of the teachers and staff."

Perhaps one of our greatest assets is our dedicated Parent-Teacher
Organization. Through their fund-raising efforts, they provide students
and staff with special treats and activities, such as Christmas gifts,
sweatshirts, t-shirts, yearbooks, assemblies, and field trips. They also
conduct books fairs, after-school craft projects, holiday activities,
and sixth grade recognition night. And, they make everyone feel special
by recognizing every single birthday in the school!

If you were to ask our students why they think the Mahantongo Valley
Elementary School is special, here's what they'd say: "We get more
attention because there are less kids than there are at most schools."
"My friends are all here and everyone is really kind." "We have a great
guidance counselor." "Our teachers teach us how to get better at things
that we are not good at." "It's a nice little school and you can't get
lost." "We have a great principal. We also have great teachers. When we
have special events, parents always help." "Our teachers are
top-notch...(they) teach us things we never thought could be so amazing
and important." One parent sums it all up nicely. "The Mahantongo Valley
is a wonderful place to live. People really care about friends,
neighbors, and newcomers. Our school, its staff, and students are a
reflection of that attitude."

## PART IV -- INDICATORS OF ACADEMIC SUCCESS

## 1. Describe the school's assessment results in reading and mathematics.

## The Mahantongo Valley Elementary School administers the Pennsylvania System of School Assessment (PSSA) in grade 5 and the TerraNova Achievement Test in grades 1, 2, 4 and 6. Each assessment is part of a variety of data the school collects to establish the school's and students' success. For the past two years, 3rd grade has also participated in the PSSA testing, but we lack the required three years' data for this application.

The PSSA measures 5^th^ grade student achievement on state academic
standards in both reading and mathematics. All students are required to
take our state examination. Therefore, our school scores include regular
and special education students. This criterion-referenced test evaluates
our school and students against the Pennsylvania academic standards. The
test results are disaggregated as mandated by NCLB; however, Mahantongo
Valley Elementary has less than the required ten students in each
category other than gender. Thus these groups are not reportable.

All schools are provided state and school mean scaled scores in both
reading and math. These scores allow us to compare our averages against
other elementary schools across Pennsylvania. In 2004, our reading
scaled score of 1580 was 210 points above the state average of 1370. Our
math scaled score of 1590 was 210 points above the state average of
1380. Both scaled scores are greater than 50 points above the average
score, which the state has identified as being educationally
significant.

The state also provides school and student profiles that are developed
to reflect four levels of overall student performance: Advanced,
Proficient, Basic and Below Basic. These performance levels were started
in 2001. The goal is for all students to score at the proficient or
advanced level. As shown in the data tables, the Mahantongo School has
consistently achieved much higher than the Adequate Yearly Progress goal
of 45% proficiency in reading. In 2004, all students achieved the
proficiency level -- 100%. The previous three years' data also
demonstrates a high degree of proficiency: 2003 -- 71%; 2002 -- 68% and
2001 -- 90%. Over the past four years the state average for the
percentage of students in the Below Basic category has been near 20%.
While at the Mahantongo School, these numbers have been significantly
lower: 2004 and 2001 -- 0%; 2003 -- 12%; and 2002 -- 5%.

For the past two years, the state established a 35% proficiency rate for
math. In 2004, Mahantongo demonstrated a 71% proficiency rate. The
previous four years data displayed a minimum of 20% higher achievement
rate than the state average as shown: 2003 -- 58%; 2002 -- 69% and
2001 - 65%. In 2004, Mahantongo had no students in the Below Basic
category and only averaged 13% of its students in this level during the
previous three years while the state average was 23%. Our school is very
proud of its outstanding proficiency rates achieved in reading and math
over the past four years, however, we are equally proud of the very
small number of students who have performed at Below Basic level. The
data would indicate that our students who have not yet achieved
proficiency are progressing towards proficiency because of the
consistent low percentage in the bottom performance level. The following
is the state website:
[http://www.pde.state.pa.us](http://www.pde.state.pa.us/), which will
confirm the school's data.

In addition to the PSSA data, our district administers the TerraNova
Achievement Test as a means to compare our students against a national
audience in reading, language, math and total performance. Our students
in grades 1, 2, 4 and 6 compare very favorably against national norms.
Each grade's class average is significantly higher than the 50th
percentile, which indicates an average performance on a national norm
referenced test. In grades 4 and 6, the TerraNova provides performance
levels that correspond to the four performance levels used by the PSSA.
Our student percentages in these two grades are very similar to the
results displayed on the PSSA.

Our assessment results indicate we have been successful in aligning our
curriculum and teaching practices to assist our students in achieving
proficiency on the Pennsylvania Academic Standards. In addition, our
students are also performing to a high national average on the TerraNova
Assessment.

**2. How the school uses assessment data to understand and improve
student and school performance.**

Data driven decisions are the backbone of our district. The principal
and staff have incorporated a systematic analysis of each component of
our school assessment program. PSSA Reading and Math results are
reviewed by each standard and compared to the previous four years'
results with teachers, parents and school board members. This review
provides short-term trends and long-term patterns about increased and
decreased achievement. During monthly grade level meetings, teachers
compare student performances both individually and as a group. There is
discussion about the consistency of individual assessment results to the
student's grades and daily performance in the classroom. The principal
and teachers brainstorm ways to improve group or individual performance.
When an academic standard needs improvement, a curriculum team reviews
the curriculum strands that incorporate that academic standard.

Our school-wide assessment plan includes curriculum assessments, PSSA
results, TerraNova results, teacher's recommendation and IQ tests. Each
student has an electronic transcript that contains his/her report card
grades, criterion-referenced test (PSSA) by scaled scores and
performance levels, TerraNova Achievement results, and IQ tests. This
tool allows administrators, teachers, and parents to analyze individual
performance throughout the student's academic career, and has greatly
aided student identification for special education services, remedial
support and the enrichment program. At the end of each school year,
teachers complete an Individual Student Assessment checklist on every
student to document the classroom strengths, weaknesses and behavioral
concerns.

This unique system of student, class, grade and building analysis has
demonstrated great results, as our school's math scores have steadily
increased.

3\. How the school communicates student performance, including
assessment data, to parents, students, and the community.

The Tri-Valley School District emphasizes communication with staff,
parents and community. The district uses various mediums to communicate
our school's and students' progress and achievements. The building
principal communicates to the school board by written data analysis that
includes charts, tables and a written summary. All these materials are
presented to the local media who cover our monthly school board
meetings. Annual meetings are held specifically to review all test data
with parents and the community. These meetings are well publicized and
all parents are encouraged to attend. PowerPoint presentations are used
to explain the students' performances. The district uses its quarterly
newsletter to publish test results and student accomplishments. Every
household receives this newsletter. The district also uses its website
to disseminate its annual building and school report card.

In September, a "Meet the Teacher Night" is held to explain classroom
procedures and teacher expectations. Parent-teacher conferences are held
at the end of the first marking period. Parent attendance is very high
for both events. Teachers are mandated to contact parents who are unable
to attend the conferences.

Detailed student and group reports from the PSSA and TerraNova tests are
sent home. The principal and teachers thoroughly explain the results to
the students before the reports are sent home.

In addition, student agendas are used in grades 3 - 6 to communicate
daily activities and assignments. Teachers also use email for
communication with parents, which includes outlining the week's
assignment, activities, student performance and behavioral issues. The
district produces a detailed monthly calendar informing parents of
events. Each teacher has phone access in her classroom to foster parent
contact, as well as a voice-mail account to receive messages from
parents.

Mid-term notices and report cards are used to communicate the students'
academic performance four times a year. Grades K - 3 use an itemized
report card to provide specific information on reading, math and
language skills. These grades use performance levels that mirror the
PSSA categories. Grades 4 - 6 use a traditional letter grade system.

4.  **How the school has shared and will continue to share its successes
    with other schools.**

The Mahantongo Elementary School has shared and will continue to share
it success with other schools by participating in county and district
workshops, the Intermediate Unit's curriculum council, county elementary
principal meetings, and through the district's quarterly newsletter.

The county and district workshops provide opportunities to share
successful strategies with other professionals. All district
administrators meet every month to discuss progress and share strategies
that have been effective in fostering student growth.

The elementary principal has shared with other county administrators how
our staff is using performance level grading in grades K to 3. He
demonstrated the rationale and background for the use of the new report
cards, which are divided into grade specific benchmarks. This process
included the creation of grade specific rubrics and performance tasks
for all teachers to use. The district's data analysis of building and
student performance was recently the focus of a workshop sponsored by
the Intermediate Unit.

## PART V -- CURRICULUM AND INSTRUCTION

1.  **Outline each curriculum area and show how all students are engaged
    with significant content based on high standards.**

The Mahantongo Valley Elementary School's curriculum is a standards
based curriculum, which prepares students to become independent,
lifelong learners. Our instruction is based on best practices dealing
with the cognitive and emotional development of our children. It has a
balance between skill instruction and content, while embracing
developmentally appropriate practices that address national and state
expectations.

The district's reading curriculum relies on a balanced literacy
approach. Our focus in the primary grades is "learning to read" while
our intermediate teachers focus on "reading to learn". Our reading
philosophy integrates systematic instruction of phonemic awareness,
phonics, fluency, comprehension, vocabulary development, and written
response to literature. This approach has yielded years of outstanding
results on both the criterion and norm referenced tests. Our
developmentally appropriate language curriculum is largely integrated
into the reading instruction. Guided and independent writings are
included into content specific units, emphasizing that language is a
vital part of all academic demands. These writings are assessed based on
the PSSA writing rubric. Grammar and writing mechanics are taught in a
systematic approach at each grade level with ample opportunities to
develop proficiency through the formal writing process.

Our math curriculum quickly expands upon the learning of the basic facts
of the four operations to the written explanation of a performance task.
With the recent addition of morning math meetings in the primary grades,
students focus daily on life-long skills such as time, money,
measurement, and patterns in typical situations which adults encounter
in their daily lives. Problem solving strategies are taught in each
grade level with a focus on the process of answering the question, not
just getting the correct answer.

The social studies curriculum addresses history, citizenship,
government, geography and economics. Beginning with a focus on the
student and family, then moving on to the neighborhood, community,
nation and world, this program provides students with both factual
information and an appreciation for the people and events that shape our
world.

The science curriculum is an inquiry-based model stressing hands-on
learning that creates curiosity and motivates learners. Investigative
techniques are entwined with student discoveries for each unit. Students
investigate, experiment, gather data, organize results and draw
conclusions on key concepts. Students experience a shared science
curriculum where older students aid younger students in hands-on
experiments such as creating and erupting a volcano. Students also have
access to the district's outstanding environmental site where they are
exposed to lessons that stress environmental awareness that is
invaluable to the local agricultural community.

Computers and technology are integrated into subject areas. Keyboarding
is taught in the primary grades and reinforced at each grade level.
Students complete specific grade designed projects using Microsoft Word,
PowerPoint, spreadsheets, scanners, and digital cameras to demonstrate
computer skills. Information literacy, research skills and internet
skills are tailored to meet each grade's curriculum. Students
participate regularly with integrated software in reading and math,
which focuses on the student's instructional level.

All students receive instruction in music, library, and physical
education. The music department annually presents two programs that
incorporate every student at some point during their elementary career.
An elementary band and individual instrumental lessons are offered in
grades 4 to 6 with a high percentage of student participation. The band
also performs twice yearly for the public. The library curriculum
focuses on skills using a computerized card catalog, information
literacy skills, and efficient research methods. Our librarian
integrates literature that matches each grade's social studies and
science curriculum. The physical education curriculum is developmentally
designed. Our program focuses on life-long skills, which are
incorporated into mental and physical activities. Sportsmanship and
teamwork is held in the highest regard. Our art program is integrated
into classroom content instruction.

2.  **Reading Curriculum**

The goal of our reading program is to meet the needs of all of our
students to enable them to become independent, lifelong learners. Our
program is balanced and research-based, focusing on the five areas of
effective reading instruction as identified in the National Reading
Panel Report, and it is aligned with Pennsylvania's Academic Standards
for Reading, Writing, Speaking, and Listening.

Beginning in Kindergarten, teachers use instructional methods that are
direct, explicit, and systematic in conjunction with rich literature
that includes a variety of genre. Two basal series are used: Scott
Foresman *Reading* in the lower grades, and MacMillan/McGraw-Hill
*Spotlight on Literacy* in the upper grades. Big books, chapter books,
short stories, and mythology are also used, and are often integrated
with other subject areas. Writing in response to reading is also taught
at every grade level. A combination of methods is used to insure reading
success for every child, including whole and small group instruction,
sustained silent reading, and read-alouds. Research-proven strategies,
such as readers' theatre, echo, choral, paired, and repeated readings
are used with both developing and struggling readers. Children engage in
before, during, and after strategies to develop comprehension skills.
Each teacher models how to use graphic organizers, summarize a story, or
develop a written response.

Technology is another important component of our reading program, which
includes Success Maker, Accelerated Reading, audio, and videotapes. And,
the children participate in motivational programs such as Newspaper in
Education Week, Read Across America, Pizza Hut's Book It!, and the 100
Book Club.

Our best approach to a successful reading program is the team approach:
teachers, parents, students, and community all working together to
create lifelong learners.

3.  **Technology Curriculum**

Technology is part of our students' everyday educational experience. Our
students use a computer as an educational tool no different than a
pencil, ruler or textbook. The blending of technology and learning, not
the technology itself, creates an environment where students thrive and
develop into active members of our community. From Kindergarten to sixth
grade, students have skills to develop and benchmarks to complete that
evaluate their computer proficiency. This systematic approach of
teaching computer skills allows students to build upon previous
instruction and accomplishments.

Vital to the development of these skills are the many opportunities our
staff provides by integrating technology into their daily instruction.
Developing these skills is not the end, but the beginning for students
who will apply these grade appropriate skills in their daily learning.
In primary grades, students develop proper keyboarding skills including
speed and accuracy, demonstrate knowledge of computer components and
purpose, develop basic internet skills/protocol and begin to build a
vocabulary of computer terminology. As students progress through the
intermediate grades they continue to refine their keyboarding and
internet skills. Additional skills are developed through instruction
using multi-media programs such as PowerPoint, Microsoft Word,
spreadsheets, and databases. Students also incorporate the use of a
scanner and digital camera into their benchmark project for each
intermediate grade.

This small school's computer resources are excellent. Each classroom has
several student computers with software at the students' fingertips,
ready to expand their world when needed. The computer lab has 25
high-speed computers, which are used for specific computer instruction
as well as integrated subject learning. The adjoining library has
additional computers used during library instruction. All computers have
internet capabilities and are networked.

As impressive as the range of computer skills the Mahantongo students
learn is the efforts of our staff to integrate technology seamlessly
into its daily routine. The daily modeling from our staff using
computers reinforces to the students how today's world is linked to
technology. It enables staff to enhance instruction and motivate our
students. Because of our emphasis on computer instruction and our
students' acquisition of computer skills in the elementary level, our
junior/senior high school has completely redesigned its business and
computer curriculums.

4.  **Describe the different instructional methods the school uses to
    improve student learning.**

The Mahantongo teachers use a variety of instructional methods to
promote student progress and meet the needs of all students. Every
student's progress is considered during instructional planning.
Instructional methods include flexible grouping, modeling, guided
discussion and cooperative activities. A hands-on approach to learning,
the incorporation of engaging real life applications, and problem
solving activities are evident in all curriculum areas.

Students are heterogeneously in the classroom while instructional group
decisions are based on students' strengths, needs and learning styles.
Students meet high expectations because clear learning objectives are
presented for each lesson. These learning objectives are written for all
students to view on a chalk or white board. Teachers reference the
objectives throughout their lessons and during the lesson closures.

Computers are used for direct instruction, remediation, and enrichment.
Most classrooms have a minimum of three computers with internet access
and NCS Learn software for reading and math. Also, the building has a
lab of 25 student stations with 17'' flat screen monitors and a host of
computer accessories to enhance the students' computer capabilities.
Academic support is available within the classroom setting by reading
specialists, a learning support teacher, a guidance counselor, an
instructional support teacher, a speech therapist, an occupational
therapist and a math certified remedial math instructor. Building-wide
instructional aides and community volunteers regularly assist students.

The Mahantongo Valley Elementary School's approach meets the students'
cognitive and emotional needs, which enables all students to reach their
fullest potential.

5.  **Describe the school's professional development program and its
    impact on improving student achievement.**

The Tri-Valley School District recognizes the close relationship between
outstanding instructors and student achievement. With this thought, the
district created a comprehensive development and supervision plan
entitled **[Enhancing Professional Practices]{.underline}**. This
all-encompassing, year-round process addresses the high expectations the
district has for its teachers. Our staff is committed to learning new
strategies in order to support our students' dreams and aid them to
achieving their goals.

To assist our professional staff to achieve high professional standards,
**[Enhancing Professional Practices]{.underline}** creates a system of
differentiated professional development and supervision. This program
meets the individual needs of all staff from the first year novice with
a mentoring program to the distinguished educator. Each teacher is
involved with a mode that meets his or her professional needs or
expectations. Non-tenured staff follows a more prescriptive mode to
ensure proficient development of key components. Tenured staff has
various options to meet their professional needs. Staff may initiate an
individualized or cooperative plan to create a project to explore new
instructional strategies, create differentiated student materials or
address other concerns that enhance student development and achievement.
The goal of **[Enhancing Professional Practices]{.underline}** is to
allow teachers to control their own professional development with the
support of a building administrator.

Because our district recognizes the positive correlation between quality
instruction and student achievement, eight days are devoted to staff
development. Administrators address staff concerns or needs based on a
needs assessment survey given every few years. The district engages
professionals qualified to address these needs and schedules them for
staff development days.

In addition to the district's scheduled days, the district provides
financial support to enable teachers to attend professional conferences.
Teachers may also earn up to 12 credits a year with district financial
support available.

Technology has impacted our teacher development. Every teacher has a
computer for his or her professional use with most of the staff having
laptops. The district has endorsed the use of professional development
programs on the internet, many of which are sponsored by Pennsylvania
Department of Education.

**PART VI - ASSESSMENT RESULTS**

#  STATE CRITERION-REFERENCED TESTS

**Subject**: Reading Grade 5 **Test**: Pennsylvania System of School
Assessment (PSSA)

**Edition/Publication Year**: 2004 **Publisher**: Data Recognition
Company and PA Dept of Education

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                                                   

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100         88          95          100         

  \% At or Above Proficient                              100         71          68          90          

  \% At Advanced                                         65          33          37          35          

  Number of students tested                              17          24          19          20          

  Percent of total students tested                       100         100         100         100         

  Number of students alternatively assessed              0           0           0           0           

  Percent of students alternatively assessed             0           0           0           0           

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES - Percent**                                                                             

  \% At or Above Basic                                   81          78          80          77          

  \% At or Above Proficient                              62          58          57          56          

  \% At Advanced                                         34          27          18          20          
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

# STATE CRITERION-REFERENCED TESTS

**Subject**: Math Grade 5 **Test**: Pennsylvania System of School
Assessment (PSSA)

**Edition/Publication Year:** 2004 **Publisher**: Data Recognition
Company and PA Dept of Education

  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------
                                                         2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                                                   

  **SCHOOL SCORES**                                                                                      

  \% At or Above Basic                                   100         83          79          85          

  \% At or Above Proficient                              88          58          69          65          

  \% At Advanced                                         59          8           26          35          

  Number of students tested                              17          24          19          20          

  Percent of total students tested                       100         100         100         100         

  Number of students alternatively assessed              0           0           0           0           

  Percent of students alternatively assessed             0           0           0           0           

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Basic                                                                                   

  \% At or Above Proficient                                                                              

  \% At Advanced                                                                                         

  Number of students tested                                                                              

                                                                                                         

  **STATE SCORES - Percent**                                                                             

  \% At or Above Basic                                   80          78          75          78          

  \% At or Above Proficient                              62          57          53          53          

  \% At Advanced                                         37          28          26          23          
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

# 

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade 1 **Test**: Terranova Achievement Test

**Edition/Publication Year**: 2000 **Publisher**: CATB

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                                 

  **SCHOOL SCORES -- Quartiles -                                                       
  Reading**                                                                            

  Top 76-100%                          33          47          53          18          NA

  Top Middle 51-75%                    25          29          21          27          NA

  Low Middle 26-50%                    25          12          16          36          NA

  Low 1-25%                            17          12          10          18          NA

  Number of students tested            12          17          19          11          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

  **SCHOOL SCORES -- Quartiles -                                                       
  Math**                                                                               

  Top 76-100%                          59          41          26          27          NA

  Top Middle 51-75%                    8           41          53          45          NA

  Low Middle 26-50%                    8           12          16          9           NA

  Low 1-25%                            25          6           5           18          NA

  Number of students tested            12          17          19          11          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

  **Subset Scores -Percentiles**                                                       

  Reading                              58          66          66          48          NA

  Language                             70          66          71          51          NA

  Math                                 62          68          62          55          NA

  Total                                64          67          68          51          NA

                                                                                       

                                                                                       

                                                                                       

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade 2 **Test**: Terranova Achievement Test

**Edition/Publication Year:** 2000 **Publisher**: CATB

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles_X\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                                 

  **SCHOOL SCORES -- Quartiles -                                                       
  Reading**                                                                            

  Top 76-100%                          53          33          22          42          NA

  Top Middle 51-75%                    33          39          55          26          NA

  Low Middle 26-50%                    14          28          0           16          NA

  Low 1-25%                            0           0           22          16          NA

  Number of students tested            15          18          9           19          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

  **SCHOOL SCORES -- Quartiles -                                                       
  Math**                                                                               

  Top 76-100%                          60          33          11          63          NA

  Top Middle 51-75%                    26          39          33          26          NA

  Low Middle 26-50%                    14          28          22          11          NA

  Low 1-25%                            0           0           33          5           NA

  Number of students tested            15          18          9           19          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

  **Subset Scores - Percentiles**                                                      

  Reading                              76          65          55          63          NA

  Language                             83          71          55          75          NA

  Math                                 76          66          45          70          NA

  Total                                82          70          53          72          NA

                                                                                       

                                                                                       

                                                                                       

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade 4 **Test**: Terranova Achievement Test

**Edition/Publication Year**: 2000 **Publisher**: CATB

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles_X\_\_\_

  --------------------------- ----------- ----------- ----------- ----------- -----------
                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                        

  **SCHOOL SCORES- Reading**                                                  

  \% At or Above Basic        73          94          87          94          NA

  \% At or Above Proficient   73          83          48          72          NA

  \% At Advanced              9           33          13          17          NA

  Number of students tested   11          18          23          18          NA

  Percent of total students   100         100         100         100         NA
  tested                                                                      

                                                                              

  **SCHOOL SCORES- Math**                                                     

  \% At or Above Basic        100         100         91          89          NA

  \% At or Above Proficient   82          72          69          61          NA

  \% At Advanced              27          33          8           17          NA

  Number of students tested   11          18          23          18          NA

  Percent of total students   100         100         100         100         NA
  tested                                                                      

                                                                              

                                                                              

  **Subset Scores -                                                           
  Percentiles**                                                               

  Reading                     63          73          58          72          NA

  Language                    55          77          58          68          NA

  Math                        70          74          63          64          NA

  Total                       64          76          61          69          NA

                                                                              

                                                                              

                                                                              

                                                                              

                                                                              
  --------------------------- ----------- ----------- ----------- ----------- -----------

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade 6 **Test**: Terranova Achievement Test

**Edition/Publication Year**: 2000 **Publisher**: CATB

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month: April                                                                 

  **SCHOOL SCORES- Reading**                                                           

  \% At or Above Basic                 91          95          95          94          NA

  \% At or Above Proficient            82          78          82          88          NA

  \% At Advanced                       14          42          36          19          NA

  Number of students tested            23          19          22          16          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

  **SCHOOL SCORES- Math**                                                              

  \% At or Above Basic                 82          89          82          81          NA

  \% At or Above Proficient            73          68          82          75          NA

  \% At Advanced                       32          6           45          48          NA

  Number of students tested            23          19          22          16          NA

  Percent of total students tested     100         100         100         100         NA

                                                                                       

                                                                                       

  **Subset Scores - Percentiles**                                                      

  Reading                              66          76          78          68          NA

  Language                             62          67          79          72          NA

  Math                                 71          70          74          68          NA

  Total                                68          74          80          71          NA

                                                                                       

                                                                                       

                                                                                       

                                                                                       

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------