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Millersburg Area School District
State of the District Address“Profile of a Graduate”
2019-2020Mr. Thomas J. Haupt, Superintendent
Mr. Kim Sauers, Director of Curriculum, Instruction & Assessment
Mr. Eric Petery, Coordinator of Instructional Technology
Mrs. Jennifer Wicht, Supervisor of Special Education
February 18, 2020
Millersburg Area School DistrictProfile of a Graduate
Empowering 21st Century leaners, one student at a time
District-Level Planning"Transformation"
2017-2018
• Development of Scope & Sequence of Career Pathways
• Development of a 3-year Instructional Technology Plan
• Selection of a PA Academic & Core Standards aligned K-5 Math Curriculum
• Development of a Cooperative Sports framework with Upper Dauphin Area
• Development of the district's 6-year Comprehensive Plan
District-Level Planning"Implementation"
2018-2019• Year 1 implementation of four Career Pathways at the high school
• Year 1 implementation of Instructional Technology plan focused on integrating STEAM concepts across all content areas
• Year 1 implementation of Ready Math's K-5 Math Program
• Preparation for year 1 implementation of the Cooperative Sports framework with Upper Dauphin Area
• Year 1 implementation of Act 44 – Safe 2 Say Something (S2SS)
• Year 1 implementation of PDE-approved Comprehensive Plan
District-Level Planning2019-2020
“Profile of a Graduate”• Year 2 implementation of five Career Pathways at the high school• Year 2 implementation of Instructional Technology plan focused on integrating
STEAM concepts across all content areas• Year 2 implementation of Ready Math's K-5 Math Program• Year 1 implementation of Go-Math's 6-8 Math Program• Year 1 implementation of Literacy training K-5• Year 1 implementation of the Cooperative Sports framework with UDA• Year 2 implementation of Act 44
District Demographics
Ethnicity Profile, Student Enrollment, and Free & Reduced Lunch
Millersburg Area School District Ethnicity Profile
2019-2020
Asian 1.04% African American 2.46% Hispanic 3.24%
Multi-Racial 4.02% Caucasian 89.23%
Millersburg Area School District Ethnicity Profile
2018-2019
Asian .76% African American 1.78% Hispanic 2.68%
Multi-Racial 3.18% Caucasian 91.59%
Millersburg Area School District Ethnicity Profile
2017-2018
Asian .63% African American 1.51% Hispanic 3.40%
Multi-Racial 3.40% Caucasian 91.55%
Millersburg Area Scool District Ethnicity Profile
2007-2008
Asian .48% African American 1.66% Hispanic .48%
Multi-Racial (Not Recorded) Caucasian 97.39%
Source: Millersburg Area School District Annual Pennsylvania Information Management System (PIMS) Reports
915
816793 785 771
0
100
200
300
400
500
600
700
800
900
1000
2007-2008 2016-2017 2017-2018 2018-2019 2019-2020
Millersburg Area School DistrictEnrollment Profile
Source: Millersburg Area School District Annual Pennsylvania Information Management System (PIMS) Reports
20.00%
40.81%42.50% 41.53%
46.17%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
2007-2008 2016-2017 2017-2018 2018-2019 2019-2020
Millersburg Area School DistrictLow Income Profile
Source: Millersburg Area School District Annual Pennsylvania Information Management System (PIMS) Reports
Comprehensive Plan Goals2019-2024
1. Improve the academic achievement of our students by aligning district curriculum, programs, and materials to the appropriate PA Academic & Core Standards.
2. Increase the rigor of district programs by implementing revised sequences of core courses that allow our students to excel in the area of their choosing.
3. Better prepare our students for the workplace by implementing a set of organized career pathways.
4. Incorporate STEAM (Science, Technology, Engineering, Arts, & Mathematics) and 21st Century skills throughout the curriculum at all levels.
Comprehensive Plan Goal One
Improve the academic achievement of our students by aligning all curriculum, programs, and
materials to the appropriate PA Academic and Core Standards.
3-Year Math Performance With Changes(2016-17) (2017-18) (2018-19)
Math Math Math
Grade Passing Rate
State Rank
IU Rank
County Rank Grade Passing
RateState Rank
IU Rank
County Rank Grade Passing
RateState Rank
IU Rank
County Rank
3 58% 860/1624 49/78 15/32 3 62% 675/1593 34/78 13/32 3 76% 329/1584 9/79 3/33
4 35% 1074/1597 60/78 19/33 4 48% 697/1559 43/78 13/33 4 49% 736/1551 47/77 16/33
5 52% 539/1476 33/76 13/30 5 67% 227/1451 9/76 4/32 5 69% 164/1449 3/74 1/32
6 27% 671/1096 26/33 9/15 6 28% 591/1027 27/35 9/17 6 50% 287/1034 6/36 2/18
7 37% 368/933 23/33 9/15 7 30% 494/873 26/35 8/17 7 36% 412/894 23/35 8/17
8 16% 594/904 28/33 10/15 8 27% 393/871 23/34 8/17 8 22% 510/889 27/36 9/17
Top 10%
Top Quartile
Second Quartile
Third Quartile
Bottom Quartile
Comprehensive Plan Goal Two
Increase the rigor of our programs by implementing revised sequences of core courses that allow our students to excel in the areas of
their choosing.
English/Language Arts Sequences
Sequence Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
HonorsSequence
Grade K Lang. Arts
Grade 1 Lang. Arts
Grade 2 Lang. Arts
Grade 3 Lang. Arts
Grade 4 Lang. Arts
Grade 5 Lang. Arts
Grade 6 Lang. Arts
Grade 7 Lang. Arts
Grade 8 Lang. Arts
HonorsEnglish 9
Honors English 10
Honors English 11
AP Literatureand Composition
TraditionalSequence
Grade K Lang. Arts
Grade 1 Lang. Arts
Grade 2 Lang. Arts
Grade 3 Lang. Arts
Grade 4 Lang. Arts
Grade 5 Lang. Arts
Grade 6 Lang. Arts
Grade 7 Lang. Arts
Grade 8 Lang. Arts English 9 English 10 English 11 English 12
Electives No Electives Available
CreativeWriting
CreativeWriting
Creative Writing
GreekMythology
GreekMythology Greek Mythology
Yearbook Yearbook
* All Advanced Placement courses are weighted at 1.10* All Honors courses are weighted at 1.05* All electives are semester courses with the exception of Yearbook
Mathematics Sequences
Sequence Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Honors Sequence
Grade K Math
Grade 1 Math
Grade 2 Math
Grade 3 Math
Grade 4 Math
Grade 5 Math
Advanced Grade 6
Math
Pre-Algebra Algebra I Honors
GeometryHonors
Algebra IIHonors
Pre-Calculus
Advanced Placement
Calculus (AB)
Traditional Sequence
Grade K Math
Grade 1 Math
Grade 2 Math
Grade 3 Math
Grade 4 Math
Grade 5 Math
Grade 6 Math
Grade 7 Math
Pre-Algebra Algebra I Geometry Algebra II Math Elective
Paced Sequence
Grade K Math
Grade 1 Math
Grade 2 Math
Grade 3 Math
Grade 4 Math
Grade 5 Math
Grade 6 Math
Grade 7 Math
Grade 8 Math Pre-Algebra Algebra I
(Part A)Algebra I (Part B) Geometry
Electives No Electives Available
Statistics Statistics
Trigonometry Trigonometry
SED SEF SED SEF
* All Advanced Placement courses are weighted at 1.10
* All Honors courses are weighted at 1.05
* The STEM elective courses are semester courses. Both courses can be taken for elective or mathematics credit.
* Algebra 2 is a pre-requisite for the Statistics, Trigonometry, and STEM courses.
Science Sequences
Sequence Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Honors Sequence
Grade K Science
Grade 1 Science
Grade 2 Science
Grade 3 Science
Grade 4 Science
Grade 5 Science
Grade 6 Science
Grade 7 Science
Grade 8 Science
Honors Environ. Science
Honors Biology
Honors Chemistry
Advanced Placement
(TBD)
Traditional Sequence
Grade K Science
Grade 1 Science
Grade 2 Science
Grade 3 Science
Grade 4 Science
Grade 5 Science
Grade 6 Science
Grade 7 Science
Grade 8 Science
Environ. Science Biology Chemistry Science
Elective
Paced Sequence
Grade K Science
Grade 1 Science
Grade 2 Science
Grade 3 Science
Grade 4 Science
Grade 5 Science
Grade 6 Science
Grade 7 Science
Grade 8 Science
Environ. Science Biology Practical
ChemistryScience Elective
Electives No Electives Available
Astronomy Astronomy Astronomy
Earth Science Earth Science
Earth Science
Bio-Tech. Bio-Tech.PhysicsOrganic
Chemistry
* All Advanced Placement courses are weighted at 1.10* All Honors courses are weighted at 1.05* All electives are semester courses with the exceptions of Biotechnology, Physics and Organic Chemistry* Algebra 2 is a prerequisite for Honors Chemistry* Geometry is a prerequisite for Chemistry
Social Studies Sequences
Sequence Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Honors Sequence
Grade K Social Studies
Grade 1 Social Studies
Grade 2Social Studies
Grade 3 Social Studies
Grade 4 Social Studies
Grade 5Social Studies
Grade 6Social Studies
Grade 7Social Studies
Grade 8 Social Studies
Honors Civics and
Government
Honors 20th Century
American History
Honors World History
Advanced Placement
(TBD)
Traditional Sequence
Grade K Social Studies
Grade 1 Social Studies
Grade 2 Social Studies
Grade 3Social Studies
Grade 4 Social Studies
Grade 5Social Studies
Grade 6 Social Studies
Grade 7 Social Studies
Grade 8Social Studies
Civics and
Government
20th Century American History
World History
Economics or
Consumer Economics
Electives No Electives Available
US Geography
US Geography
US Geography
US Geography
PA Legislative
System
PA Legislative System
PA Legislative System
PA Legislative System
American History Through Film
American History Through Film
American History Through Film
American History Through Film
Psychology Psychology Psychology
Sociology Sociology Sociology
WW II and Holocaust
WW II and Holocaust
Modern History
Modern History
Contemporary Global Issues
Contemporary Global Issues
* All Advanced Placement courses are weighted at 1.10* All Honors courses are weighted at 1.05* All electives are semester courses
Comprehensive Plan Goal Three
Better prepare our students for the workplace by implementing a set of organized career pathways.
Grades 9 - 12 Program Progressions
(Traditional College-Prep Course Sequences)
Grade 9 Grade 10 Grade 11 Grade 12
English English English English
Math Math Math Math
Science Science Science Science
Social Studies Social Studies Social Studies Social Studies
Phys. Ed. Driver Ed. Comp. Apps. Phys. Ed. Health Fitness/Wellness Fitness/Wellness
Study Hall Study Hall Study Hall Study Hall Study Hall Study Hall Study Hall Study Hall
Elective Elective Elective Elective Elective Elective Elective Elective
Foreign Language Foreign Language Elective Elective Elective Elective
(Career Pathway Course Sequences)
Grade 9 Grade 10 Grade 11 Grade 12
English English English English
Math Math Math Math
Science Science Science Science
Social Studies Social Studies Social Studies Social Studies
Phys. Ed. Driver Ed. Comp. Apps. Phys. Ed. Health Fitness/Wellness Fitness/Wellness
Study Hall Study Hall Study Hall Study Hall Study Hall Study Hall Study Hall
S.T.E.P.Elective Elective Elective Elective Elective Elective Elective
Career Course Career Course Career Course Career Course Career Course Career Course Career Course
Career Pathways Available to Incoming Freshmen:
Construction and Design
Computer Technologies
Business and Finance
Health/Human Services
Diversified Occupations
“Afternoon” Agriculture (UDA)
Dauphin County Technical School (see website for program offerings)
Semester One
Principles of Information Technologies 1a *
Scratch Coding * JavaScript *Network System
Design *
Semester Two
Principles of Information Technologies 1b *
Introduction to Java Programming *
Web Page DesignS.T.E.P.
(optional)
Grade 9 Grade 10 Grade 11 Grade 12
Semester One
Basic Construction 1 Basic DraftingElectrical Engineering *
and Mechanical Engineering *
Welding
Semester Two
Basic Construction 2 Advanced DraftingSTEM Engineering and
FabricationS.T.E.P.
(optional)
Semester One
Introduction to Business AccountingEntrepreneurshipand Marketing
International Business *
Semester Two
Financial Literacy *Business andPersonal Law
Business and Personal Finance
S.T.E.P. (optional)
Semester One
Introduction to Careers in Health Sciences *
PsychologyHealth Science
Foundations 1b *Introduction to
Nursing B *
Semester Two
Introduction to Human Services *
Health Science Foundations 1a *
Introduction toNursing A *
S.T.E.P. (optional)
Semester One Elective Elective Elective Elective
Semester Two Elective Elective Elective
S.T.E.P. (optional)
Semester One
Introduction to Ag. And Natural resources
Level II Ag. Elective Level III Ag. Elective Level III Ag.
Elective
Semester Two Level II Ag. Elective Level II Ag.
Elective Level III Ag. Elective Supervised Ag. Experience
Comprehensive Plan Goal Four
The Millersburg Area School District will incorporate STEAM (Science, Technology, Engineering, Art, and Mathematics) and 21st Century skills throughout its
curriculum at all levels.
Goal Four Implementation Plan2018-2019
• Utilize a technology cadre of teachers to advise/lead the district.
• Gabriel Foust, Ted Book, Lynn Mangle, Bonnie Schadel, Lindsey Pukas, Jessica Miller
• Plan 2 dedicated In-Service Days (November 19th and February 15th)
• Attend one Professional Development Opportunity (TinkerExpo)
• Begin pilot program of digital badging/micro credential to individualize future Professional Development.
• Increase Staff Knowledge with pervasive professional development.
• Two dedicated in-service days (November 19th and February 15th) planned by the cadre, which will utilize CAIU and in-house facilitators to provide STEAM and 21st Century Skills training sessions.
• Eric Petery and CAIU Coach (budgeted 15 full days) will function as coaches for assistance and accountability.
• Following the February in-service, all teachers will choose two options from the in-service days and incorporate them into at least two lessons.
• Established replacement cycle for end-user hardware.
• Annual line item in the budget for STEAM as recommended by the cadre.
2018-2019 End User Device Replacement
Budgeted25 Faculty and Staff Computers
$37,500
15 Interactive Projectors and Whiteboards
$30,000
Computer Lab Memory $8,000
30 iPads $12,000
STEAM (21st Century Skills)
$12,500
Total $100,000
Expended39 Faculty and Staff Computers
$37,449.67
15 Interactive Projectors and Whiteboards
$27,101.00
STEAM (21st Century Skills
$8,000
30 iPads $9,868.50
STEAM Training/PD $12,500
Total $94,919.17
Goal Four Implementation Plan2019-2020
•Utilize a technology cadre of teachers to advise/lead the district.
•Plan 1 dedicated In-Service Day (Fall)
•Attend one Professional Development Opportunity (TBD)
•Continue developing digital badging/micro credentialing to individualize future Professional Development.
•Cadre teachers serve as model classrooms for peers.
•Increase Staff Knowledge with pervasive professional development.
•One dedicated In-Service Day (November 25th) planned by the cadre, which will utilize CAIU and in-house facilitators to
provide STEAM and 21st Century Skills training sessions.
•Eric Petery and CAIU Coach (budgeted 10 full days) will function as coaches for assistance and accountability.
•All teachers will incorporate four activities from the in-service days into at least four lessons.
•Established replacement cycle for end-user hardware.
•Annual line item in the budget for STEAM as recommended by the cadre.
2019-2020 End User Device ReplacementBudgeted
32 Faculty and Staff Computers
$48,000
130 Chromebooks (2 Grade Levels)
$35,000
CAD Lab¹ $35,000
30 iPads $12,000
50 iPads² $12,000
STEAM (21st Century Skills)
$15,000
Total $157,000
Expended (2-14-2020)
38 Faculty and Staff Computers
$46,228
140 Chromebooks (2 Grade Levels)
$36,330
CAD Lab¹ $31,792
36 iPads $11,962
50 iPads² $16,447
STEAM (21st Century Skills)
$4,000 (iPads)
Total $146,759
¹added due to curriculum/career pathway.²moved from 20-21 budget due to math program update for 2nd grade.
Goal Four Implementation Plan2020-2021
•Utilize a technology cadre of teachers to advise/lead the district.
•Lead implementation of individualized professional development through digital badging/micro-credentialing
(Implemented ahead of schedule in 2019-2020)
•Attend one Professional Development Opportunity (TBD)
•Cadre teachers serve as model classrooms for peers.
•Increase Staff Knowledge with pervasive professional development.
•Teachers will complete at least two digital badges associated with their individualized professional development plan.
(Now incorporated into the Teacher Supervision Model)
•All teachers will incorporate six STEAM and 21st Century Skill activities into at least six lessons.
•Eric Petery and CAIU Coach (5 full days budgeted) will function as coaches for assistance and accountability.
•Established replacement cycle for end-user hardware
•Annual line item in the budget for STEAM as recommended by the cadre.
2020-2021 End User Device Replacement
Budgeted130 Chromebooks (2 Grade Levels)
$35,000
2 HS Computer Labs* $50,000
30 iPads (moved to 19-20) $0
STEAM (21st Century Skills)
$15,000
Total $100,000
Expended130 Chromebooks (2 Grade Levels)
$0
2 HS Computer Labs $0
30 iPads $0
STEAM (21st Century Skills)
$0
Total $0
* Evaluating lab needs. Considering 1 HS Lab replacement and additional SMART Board Replacements.
Safety and Security
• Monthly administrative team meetings to discuss and address relevant safety matters and review and update the district's All Hazards Plan.
• Completed the beginning of year safety trainings for students (Situational Awareness, Run, Hide, Fight, S2SS) on August 27, 2018, followed by our rally point exercise on August 28th
and 29th, 2019, which were coordinated with our emergency service partners.
• Consistent communication and coordination with PCCD to comply with all Act 44 requirements.
• Participate in Joint School Safety Taskforce (JSST) and work with neighboring districts in matters related to school safety and security. Participated as JSST Reunification Command for UDA drill in October 2019.
• Participate in quarterly Dauphin County Safe Schools meetings.
Safety and Security(Continued)
• Risk & Vulnerability Assessment Team (RVAT) assessment completed on our district facilities June 2019.
• Researched, presented, coordinated the hiring and utilization of INA as contracted security for select extracurricular activities/events.
• Wrote and submitted PCCD Meritorious and Competitive grant applications.
• Expanded utilization of emergency radios across the district and conducted training for all employees involved.
• Implemented 777 internal emergency dialing system.
Special EducationOverview
2019-2020 School Year to Date
Trends in Special Education
• Increase in Autism -• 2008-2009 – MLBG - no percent recorded / State - 5.3%
• 2013-2014 – MLBG - 12.3% / State - 9.4%
• 2018-2019 – MLBG 16.0% / State - 11.3%• According to PennData Special Education Reporting System
• Increase in Severity of the Disability / Number of Services Within Learning Support Population
• Increase in Behavior Support starting at the Pre-School / Kindergarten level
Comprehensive Plan Special Education
Goal OneSpecial Education Professional Development
Special Education Goal One
Professional Development for both Regular Education and Special Education Teachers/Staff• Special Education Staff supports for Autism, Learning Support and Transition
through IU Staff consultation/trainings, Job Coach support and OVR services• Training/Support for the Sonday System Intervention program and AimsWeb Plus
used to benchmark and progress monitor students' goals• IU Staff consultation on behavior supports for students• IU Staff consultation on IEP goals and Specially Designed Instruction for students• 20 hours of training for paraprofessionals per year – individual and group trainings
Comprehensive PlanSpecial Education
Goal TwoTraining in the Science and Instruction of Reading
Special Education Goal Two
Special education teachers will:
• Acquire knowledge in the science of reading through Sonday System training, IU Staff trainings in LETRS and blended reading programs
• Acquire and utilize skills to make accommodations to student learning and modify curriculum to support students in the regular education setting
• Support students in the least restrictive environment utilizing special education aides, or by co-teaching, or teaching learning support classes
Comprehensive PlanSpecial Education
Goal ThreeEffective Practices for Secondary Transition
Special Education Goal Three
Transition coordinators and Secondary Special Education Teachers
• Attending workshops, webinars, and meetings on the ever-changing requirements and supports for transition age students
• Provide opportunities for students in need of functional skills and supports through functional academic classes and life skills classes
• Provide opportunities in the community for students in need of functional skills and supports through community-based trips and experiences
State of the District AddressNeeds for continued implementation of
our “Profile of a Graduate”1. Facilities and staff that support our students and programs
2. Relevant instructional programs focused on 21st Century skill development
3. Professional practices focused on rigorous content through utilization of 4 Cs
4. Focus on sustainability of programs for future generations of learners
Millersburg Area School DistrictProfile of a Graduate
Empowering 21st Century leaners, one student at a time
District Merger InformationMillersburg Area & Upper Dauphin Area
2019-2020• October 7, 2019 – Phase I Merger Presentation presented to the joint boards
by the PA Economy League.• October 14, 2019 – Phase I Merger Presentation presented to the Upper
Dauphin Area Community.• October 21, 2019 – Phase I Merger Presentation presented to the
Millersburg Area Community.• November 11, 2019 - Millersburg Area Board of Education meeting for
public comment regarding Phase I Merger Presentation.
District Merger InformationMillersburg Area & Upper Dauphin Area
• November 21, 2019 – The Joint Boards approve the following motion: It is recommended that the Joint Boards of the Millersburg Area and Upper Dauphin Area School Districts authorize the Pennsylvania Economy League to proceed with Phase II of the Feasibility Study with a focus on Merger Option Five and cost estimates of Merger Options Two and Three as outlined in the Phase I Study.
• January 17, 2020 – elementary and secondary lead core content area teachers from both districts met to discuss ELA, Math, Science, & Social Studies courses currently taught in both districts and what course sequences could look like in a merged district.
District Merger InformationMillersburg Area & Upper Dauphin Area
• January 28, 2020 – Community Focus Group Meeting (As posted to the respective district websites and social media outlets on February 5, 2020). Multiple stakeholder groups from the Upper Dauphin Area and Millersburg Area School Districts actively participated in a Community Focus Group Meeting. The purpose of the meeting was to solicit input from those in attendance regarding the possible district merger. Approximately 75 participants included representatives of: High School & Middle School Student Council Officers; Parent/Teacher Organization; Community Representatives; Teacher Representatives; District Support Staff; Local Government; State Government; Local Business Leaders; Local Church Leaders; and Board Members. The participants were placed into five (5) equally represented groups. All groups, facilitated by an administrator from each district, discussed the five (5) topics identified below and were asked to prioritize their feedback on each topic. A “reporter” was identified in each group and shared their prioritized responses as follows: merged district calendar; start and end times of the school day; high priority/”untouchable” events; student and community events to create unity; and “brand” of the merged district. The administrative teams are appreciative of the active and honest feedback provided by all participants. The information was posted to the respective websites and social media to continue our open communications with the public as the districts continue their discussions on a potential district merger.
District Merger InformationMillersburg Area & Upper Dauphin Area
• February 10, 2020 – Elementary and secondary lead related arts teachers from both districts met to discuss Art, Music & Physical Education as well as Special Education programming currently offered in both districts and what the programming could look like in a merged district.
• March – April 2020 – Anticipated completion of the Phase II Feasibility Study by the PA Economy League.