Marple Newtown School District

1. Marple Newtown School District Merle Horowitz Superintendent June 2007

2. VISION STATEMENT

3. MISSION STATEMENT

4. EMERGENT PARADIGMS OF EDUCATION There has been a movement from a teacher-centered classroom to a learner-centered classroom. Teachers will be facilitators, guides and co-investigators. Students will be self-directed (in charge of their own learning), producers, apprentices and co-explorers. We must create a classroom environment for deeper cognitive development through inquiry, real and relevant project-based learning and differentiated instruction.

5. EMERGENT PARADIGMS OF EDUCATION (Cont.) The learning environment must be designed for exploration, discovery, experimentation and mastery. Education will be critical to the well being of the entire community. Consideration must be given to smaller learning communities which has been one of the most researched conditions of schooling.

6. EMERGENT PARADIGMS OF EDUCATION (Cont.) Small class sizes have been shown to increase student achievement by providing opportunities for increased time for and quality of student-teacher interaction. Smallness extends to the school, as well, where school culture and climate are experienced.

7. INFLUENCE OF TECHNOLOGY ON EDUCATION Students today are called digital natives, as they live in a digital world. Schools must reflect that world. Technology in the learning environment is becoming ubiquitous. Information technology is influencing curriculum and instruction and is becoming integrated with telecommunications and building systems.

8. INFLUENCE OF TECHNOLOGY ON EDUCATION (Cont.) There is a positive correlation between technology and student achievement. We should use technology in the classroom to enable students to communicate, collaborate, conceptualize, research, solve real-world problems, produce artifacts, engage in drill and practice and engage in tutorial support. We have the opportunity and responsibility to utilize research-based technology to enable practices to thrill, to inspire and to capture the imagination of our students.

9. INFLUENCE OF TECHNOLOGY ON EDUCATION (Cont.) Technology must become seamlessly integrated with teaching and learning. Technology can be a catalyst for reform by transforming the learning experience. Our schools must adapt instruction to include technology that will simulate the workplace of today and tomorrow.

10. SKILLS FOR THE FUTURE Communication/multimodal literacy Critical thinking/problem solving Information technology application Teamwork/collaboration Creativity/innovation Self-direction/lifelong learning Appreciation of diversity Leadership

11. STATE BOARD OF EDUCATION ACADEMIC STANDARDS Arts and Humanities Career Education and Work Civics and Government Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Mathematics Reading, Writing, Speaking and Listening Science and Technology

12. CAREER EDUCATION AND WORK Foster career education through guidance department, K-12. Develop a portfolio from 9th – 12th grade, including academic and extracurricular activities. Encourage applications to a broader range of colleges and universities. Market Marple Newtown High School programs and students. Institute new career pathways for all levels, 9-12.

13. HIGH SCHOOL OF THE FUTURECAREER PATHWAYS Pre-engineering and Technical Health and Human Services Business and Information Systems Food, Hospitality and Tourism Graphics, Photography and Design Environment and Natural Resources

14. ENROLLMENT PROJECTIONSFOR FIVE YEARS

15. INSTRUCTIONAL AND STAFF RECOMMENDATIONS ELEMENTARY LEVEL Teacher for 5th grade advanced reading similar to current advanced mathematics teacher Two more Instructional Support Teachers (one per school) Two more math specialists (one per school) Two more permanent building substitutes (one per school) Additional staff for full-day Kindergarten

16. INSTRUCTIONAL AND STAFF RECOMMENDATIONS MIDDLE SCHOOL LEVEL Two more reading specialists (to have one per grade) Three math specialists (to have one per grade) Provide opportunity for high school credit for 8th grade math, science and foreign language courses

17. INSTRUCTIONAL AND STAFF RECOMMENDATIONS HIGH SCHOOL LEVEL Two more reading specialists (one per grade level) Two math specialists (to serve grades 9-12)

18. CLASSROOM OF THE FUTURE Wired for voice, data and video networks Wireless access to the internet Large screen television, DVD player, laptop, ceiling mounted projector and smart board Multimedia 5 computer station with a networked printer

19. SCHOOL FACILITY OF THE FUTURE Security system that includes a camera/buzzer system, swipe cards and method for securing portions of the building Additional classrooms for full-day Kindergarten Additional rooms for support staff Additional storage capacity that is secure Windows that open in classrooms Interactive laboratory tables with multi-functional space for science and technology instruction in Grades 3-5, 6-8 and 9-12 classrooms Additional computer lab or mobile carts with enough computers for a class

20. SCHOOL FACILITY OF THE FUTURE (Cont.) Redesigned cafeteria space at middle school to provide a larger food pick-up area and more cashier lines Brand new cafeteria for the high school to provide fewer lunch periods so that instructional time is not sacrificed with split lunch Upgrade the high school Performing Arts Center to provide for new stage curtains, a fly system, lighting system, improved acoustics and access to the stage for the handicapped

21. SCHOOL FACILITY OF THE FUTURE (Cont.) In redesigned classrooms, teacher stations on mobile carts rather than desks In redesigned corridors, moveable wall units to allow the faculty to change the size of rooms to suit the activity within In redesigned schools, classroom doors leading to the outside for environmental education At the high school level, physical design of new classrooms to simulate the modern workplace (these will model a purposeful, productive, adult milieu in which to immerse students)

22. DISTRICT FACILITY RECOMMENDATIONS Demolish the Gauntlett Center and build a multi-functional educational facility on that site eligible for PDE reimbursement to include: The relocation of an elementary school A community center with day care, gymnasium and auditorium School Board room Large meeting rooms Staff development/conference center Parent education center Relocate Administration Building to elementary site Implement district maintenance and renovation plan

23. Educational Plan for the Future Appendices: A. Curriculum Concepts B. Enrollment Projections C. Rationalization for Requests

24. APPENDIX ACurriculum Concepts Elementary, middle school and high school curriculum reflect the State Board of Education’s Academic Standards. Standards for World Languages are still in draft form, but our curriculum reflects them. We also offer programs in Technology Education at the secondary level as required by the State Board of Education’s Chapter 4 Curriculum Regulations. Sample concepts that must be covered in major subject areas are included in this appendix.

25. ELEMENTARY READING AND LANGUAGE ARTS Learning to read independently Phonemic awareness Vocabulary development Reading critically Analyzing and interpreting literature Writing – types and quality Learning to learn

26. ELEMENTARY FOREIGN LANGUAGE French, German and Spanish Introduction to language Introduction to culture Introduction to customs

27. ELEMENTARY MATHEMATICS Computation – addition, subtraction, multiplication, division Classification, Patterns, Place Value Money, Time, Measurement Geometry Graphs, Statistics, Probability Decimals, Fractions Problem Solving

28. ELEMENTARY SCIENCE Weather, Changes, Organisms Comparing and Measuring Live Cycle of Butterflies Balancing and Weighing Plant Growth and Development Rocks and Minerals Sound, Chemical Tests, Electricity Land and Water, Nutrition Microworlds, Floating and Sinking

29. ELEMENTARY SOCIAL STUDIES Civics and Government Economics Geography History – Pennsylvania, U.S. Regions

30. MIDDLE SCHOOL ENGLISH Reading – vocabulary, comprehension Writing – informative, descriptive, persuasive, narrative Language – grammar Interdisciplinary projects

31. MIDDLE SCHOOL FOREIGN LANGUAGE French, German or Spanish Communicative Proficiency Grammar, Vocabulary & Writing Dialogue Dramatization Culture & Customs

32. MIDDLE SCHOOL MATHEMATICS Operations in whole numbers, decimals, and fractions Word problems and data analysis Number theory Systems of numeration Metric measures Introduction to algebra Geometry Percentage, statistics, probability

33. MIDDLE SCHOOL SOCIAL STUDIES Map and globe skills Ancient civilizations U.S. History Emphasis on geography, economics and politics

34. MIDDLE SCHOOL SCIENCE Electrical energy and circuit design Energy, machines and motion Cell theory and cell division Classification Earth and space science Properties of matter Light

35. HIGH SCHOOL ENGLISH Critical reading skills Composition skills Oral communication skills Appreciation of literature – British, American Appreciation of literary genres Advanced placement in language and literature Elective courses, i.e. Journalism, Creative and advanced writing

36. HIGH SCHOOL FOREIGN LANGUAGE French, German and Spanish Level 1 through Honors Advanced Placement in Language and Literature Additional languages offered via Distance Learning

37. HIGH SCHOOL MATHEMATICS Be confident in ability to do mathematics Communicate effectively in mathematics Become real problem solvers and be able to reason mathematically Courses include pre-algebra, topics in mathematics, fundamentals of algebra and geometry, algebra I and II, geometry, pre-calculus, trigonometry, statistics and discrete math Advanced Placement in Calculus AB & BC, Computer Science A & AB and Statistics

38. HIGH SCHOOL SCIENCE To become scientifically literate citizens To develop an understanding and appreciation of the role of science and technology in society Courses include Earth Science, Biology, Chemistry and Physics Advanced Placement in Biology, Chemistry, Physics and Environmental Science

39. HIGH SCHOOL SOCIAL STUDIES To prepare citizens to meet the challenges of a rapidly changing global society Courses required include World Cultures, Western Cultures, 20th century America and Political and Economic Issues Interdisciplinary options include American Studies and Humanities Advanced Placement in U.S. History, Modern Europe, Macro Economics and Government & Politics Elective courses, i.e. Sociology, Psychology

40. APPENDIX BEnrollment Projections Enrollment projections for each school for the next five years. Current enrollment numbers were utilized to make these projections except for Kindergarten, which is projected based upon our recent averages.

41. Culbertson Projected Enrollment

47. APPENDIX CRationalization for Requests ELEMENTARY Advanced reading class teacher – Gr. 5 To provide enrichment for advanced readers in 5th grade similar to what we currently provide for mathematics. Two more Instructional Support Teachers (1 per school) Two IST staff currently serving between 700 – 800 pupils each Trained to address academic, behavioral and coping skills Monitor those qualifying for special education via screening, and support many who need help to be successful in regular education

48. Rationalizations (Cont.) Two more elementary math specialists (1 per school) Began math support program in 2006 – 2007 for students struggling in math Work with individual students and small groups of students Currently serving 101 students Waiting list this year: 111 Referrals for 2007 – 2008: 203 students grades 1-5 Would strongly improve math achievement

49. Rationalizations (Cont.) Two more permanent building substitutes (1 per school) Substitute for absent teachers Cover classes so that teachers can attend IEP and IST meetings Cover classes for emergencies Assist with student safety on the playground and at dismissal Source of support and assistance for programs, assemblies, etc.

50. Rationalizations (Cont.) Additional staff for full-day Kindergarten Address academic skills and build foundation for academic achievement Reduce requests for special needs programs PDE Accountability Block Grant funding available

51. Rationalizations (Cont.) SECONDARY Reading specialists Need one per grade level 6-8 and one more at high school for grades 11-12 Provide multi-sensory phonics/decoding, comprehension, fluency instruction for those students reading below grade level Provide PSSA tutoring assistance Provide professional development and serve as a resource for teachers and parents

52. Rationalizations (Cont.) Math Specialists Need one per grade level at PHMS and two at high school Provide remediation for those students struggling in math Provide PSSA tutoring assistance Provide professional development Provide enrichment opportunities Perform screening for placement Evaluate math software and online supplementary materials

53. Rationalizations (Cont.) PERCENT BELOW PROFICIENCY ON 2006 PSSA TESTS THAT WOULD BENFIT FROM SUPPORT: