Kittatinny Regional High School, located in Newton, New Jersey, is a school determined to provide the best education possible to all of our diverse students. Our goal is to provide students with the skills necessary to live as successful and contributing members of society. Our students need to be prepared to deal with the changing modes of life in the twenty-first century. As a result, we gear our curriculum toward the needs of the students, both today and in the future. Our curriculum is an entity in constant flux, and adapts to the changing needs of our students. Our faculty is made up of dedicated individuals who continue to pursue their learning in order to provide up-to-date information that is relevant to their classrooms. Many of our faculty have gained recognition for their work in their fields of teaching. Our school was awarded two "Best Practices" as a result of the innovative curriculum development of three individual teachers, and our school was named a "Star School" in 1997 by the New Jersey State Department of Education for its use of technology.

Kittatinny Regional High School is located on 95 acres with one building. We are in the process of evaluating our current facilities and examining the need for expansion to better our facilities for our current and future students. Our building contains over 50 classrooms, 9 science labs, 6 computer labs, a media center, gymnasium, cafeteria, main office, superintendent’s office, and a pool. We have 8 athletic fields to accommodate a variety of sports. We also have a newly surfaced track. As a rural high school, our responsibilities to students are numerous. We are not only the center of academic life, but we also play a major role in the social and athletic aspects of life for our students, and to a certain extent, our sending districts as well. Our extracurricular activities foster an environment that enables students to create friendships with other students throughout the school. We have special programs that enhance community development within our school, enabling students from all grades to join together and use the facilities that our school has to offer. Our Peer Leadership program, which connects juniors and seniors with seventh graders officially, and eighth graders unofficially, does a tremendous job to create a safe and comfortable atmosphere for learning and for fun. Students form friendships that last a lifetime.

The Kittatinny community is not limited to the students who attend, however. In fact, we have a very dedicated population of faculty, staff, administration, parents, Board of Education members, and other community members who assist us in creating the best possible atmosphere for our students. The community’s contributions are evident in the many school related organizations in which they participate and the constant support we receive from them. Our community is primarily Caucasian, with a growing population of minorities. Socio-economic conditions range from families on public assistance to extremely wealthy, highly-educated families. The majority of the population is in the middle socio-economic bracket.

To best educate and equip our community of learners, we offer a wide variety of courses in English, mathematics, science, social studies, history, foreign languages, fine arts, technology and creative arts, health and physical education, and business. We provide many courses that are given credit at the local community college. We also offer a competitive and successful school-to-career program which helps prepare many students for entry into the work force. We offer electives in many subject areas which allow students to pursue their personal areas of interest and prepare for further education or for careers. Success in challenging AP and honors courses, in academic, art, technology, and environmentally-related competitions has demonstrated that our students are utilizing the information and skills that they are gaining in our classrooms and applying them to their lives. They are successful individuals who are becoming confident with their achievements. We also have programs geared toward students with special needs that allow them to reach their potentials and to become prepared for life after Kittatinny.

Over the last few years, with a change in administration, the leadership of Kittatinny Regional High School has focused more on collaborative decision making, site-based management, and teacher/staff empowerment. This management structure has developed committees to deal with current and future needs of the school and allow our faculty and staff to effect change within the building.

To ensure that teachers and students are provided with the tools necessary to move into the twenty-first century, Kittatinny Regional High School has installed a computer network throughout the building. Every classroom contains a telephone, at least one computer, and the capability for a video receiver. Our computer labs are equipped with software that offers students the ability to prepare papers and presentations, and to solve problems. Our facility also enables students, teachers, parents, and community members to communicate with each other through our voice mail system. Through the system, parents and students are able to access homework assignments and communicate concerns that they might have.

Overall, we at Kittatinny Regional High School believe that we have recognized the need for student-centered learning in an effort to equip students with the skills necessary for the twenty-first century. Our continued evaluation of our school building, programs, and courses allows us to remain on top of current educational trends and to evaluate the extent to which we can implement these changes. We are dedicated to creating a highly motivated educational system for our students, allowing them to reach their potential. Our graduates leave with the confidence to create a successful life for themselves in the age of technology, ready to adapt to the challenges they may face, and deal with them capably and in appropriate ways.

The Kittatinny Regional High School community, including faculty, staff, administration, parents, and the Board of Education, believes that our students not only have the right to be educated, but also have the necessity to be educated in order to foster active participation in a democratic society. As a team, we work to provide students with the tools that will enable them to become productive citizens who will be able to take responsibility for their actions and be willing and eager to work cooperatively within the workplace and greater community in the twenty-first century. The school helps to prepare students for a vocation, and to have them acquire concepts, skills, and attitudes which will enable them to make a successful beginning in one or more areas of business, industry, or further education. This is our ultimate vision. We work to meet the diversified needs of our students and thus adjust our curriculum to provide a variety of experiences. The school program emphasizes the intellectual, physical, emotional, and societal aspects of living, while creating an awareness and appreciation of aesthetic, moral, and ethical values that will hold meaning for the students throughout their lives. Education at Kittatinny Regional High School is viewed as the concern for the development of the child as a whole person. Specific objectives include nurturing students’ thought by working on their logical and critical thinking skills, as well as communication skills, through a knowledge base of reading, writing, speaking, listening, and problem-solving. Thus, students are allowed to become effective contributors to decision-making processes through interdisciplinary and cooperative learning experiences, and are provided with the opportunity to adapt to a constantly changing society and the technology within that society.

Our students are given the opportunity to acquire the knowledge, habits, and perspectives that promote physical, mental, and emotional health and concern for community health and safety. In regard to human relations, the students acquire the ability to form satisfying and responsible relationships with other people and other cultures by working for harmony among the students, faculty, and local community which, as a result, enriches the spirit of the entire Kitttatinny Regional High School community. Individually, students are stimulated through a variety of experiences in music, art, dance, crafts, and drama. We strive to have students develop the ability to use leisure time, wisely and enjoyably, without infringing on the rights of others. We encourage students to develop good character and self-respect, pride in work, and a feeling of self-worth. Students are taught how to understand their natural environment and their role and responsibilities within that environment. We help students to understand their abilities, needs, and interests, while pushing them to strive for higher personal, educational, and occupational goals. We give students the chance to mature and recognize their potential in a safe and comfortable learning environment, while preparing them to enter a challenging world.

Blue Ribbon Schools

Part V - Learning Centered Schools Criteria

A. Student Focus and Support

A1. What are the goals for and needs of your students? How does your school develop and maintain awareness of student goals and needs, taking into consideration the most significant dimensions of student diversity?

Our primary goal is to prepare students to become productive and responsible citizens for the twenty-first century by meeting their individual needs. We encourage each student to achieve his or her highest level of academic excellence in a manner which prepares them for a college or the work force. Yet, there are other goals that are central to everyday school life. All students need to have a safe and comfortable environment in which to learn. This means not only physical facets of the school building, classrooms, and grounds, but also the human aspects such as teacher-student rapport and student-student interaction. Our students also need recognition for their efforts at all levels, offering them a feeling of self-worth. They need to see progress in their skills and knowledge. Students need to feel that they belong to the school and are a part of the decision-making process which shapes the school.

Our students’ goals and needs are determined through a variety of methods. The Student Council serves as a catalyst to identify needs. Additional avenues of communication are maintained through guidance personnel, our Student Assistance Counselor, Student Liaison Committee, class meetings, surveys to the community in and outside of the school, student handbook and student assemblies. Further avenues of communication include the Principal’s Newsletter, Annual Budget, Parent Network, informational packets and letters from the junior high teachers to parents, separate high school and junior high newsletters and specific guidance department notifications, all of which are designed to generate feedback, guiding goal development to meet students’ needs. Faculty are informed through high school and junior high faculty meetings, as well as through "Planning and Conference" meetings held during the school day and scheduled during preparation periods. This information is then utilized by faculty, administration, and students to enhance the total school environment. This process promotes learning, personal growth, and satisfaction for all students. This input is not only valuable but utilized. Students, faculty, and administration join together on certain committees to generate change. For example, the school’s Discipline Committee - comprised of faculty, administration and students - recommended changes to the discipline code which were adopted by the Board of Education.

Expectations for student success must be based upon accurate information regarding individual abilities and developmental needs. Various aspects of assessment, including elementary school recommendations, academic history and ability, work ethic, attitude, current teacher input, parental knowledge, formal and informal cognitive academic achievement evaluations are analyzed and considered in the preparation of a student’s program of instruction. These criteria evaluate student ability, thereby becoming a direct factor in the course requirements, student expectations, and course content. Additionally, articulation with constituent districts addresses academic and social needs of students making the transition into the regional school. The New Jersey Early Warning Test (EWT) and High School Proficiency Test (HSPT) are other evaluative measures, determining student need and program development.

A comprehensive support network within the school handles the developmental needs of students both in and out of the classroom. This network includes the guidance department, the student assistance counselor (SAC), the school social worker, the school psychologist, the learning disabilities teacher consultant (LDTC), as well as teachers, advisors, and coaches. New courses are generated from student, faculty, parent, and community surveys; in the 1997-98 school year, six new elective courses were offered to students.

Also addressing students’ developmental needs are strategies to acclimate students new to the school. Students leaving the school are counseled on their options. Incoming sixth grade students are offered the opportunity to view the school prior to entering the seventh grade. Several programs, including parents’ night, a student activity night and "Move-Up" day, begin the integration process into the regional school community. In addition, a summer orientation program follows during which each seventh grader has a peer leader assigned to him for the entire school year. Seventh grade collaborative teaching teams host a Team Parent Night informing parents of the "teaming concept" and course content, as well as special group activities planned for the school year. Junior high students have a designated guidance counselor dedicated to their needs.

Our Guidance Department, consisting of 4 counselors and one director, offers college, career, vocational, and personal direction; provides working papers, testing program information, a career room with Internet access, conferences with visitors from industry, technical schools, colleges, and the military, individual and group counseling, program selection, and interest inventories for students to learn about themselves. Our SAC deals with problems beyond school boundaries and facilitates parental involvement while participating in multiple programs such as: Municipal Alliance Southwest and the Kittatinny Consortium, both of which offer funding for preventative programs; the DARE program; BABES, which uses puppets to teach drug prevention to elementary children; Teen Institute of the Garden State (TIGS), a prevention effort in which students work one week during the summer with other state students to focus on not only drug prevention, but multicultural issues, adolescent challenges, communication, and how to integrate these ideas into other clubs and assimilate them into the school as a whole. We have a QUEST program, an adventure based learning experience targeted for at-risk students, which is paralleled at the elementary and junior high levels with the SEEK and SEARCH programs respectively. These programs work on self-esteem, group dynamics, leadership, and cooperation. Our SAC utilizes the Seattle 2000 program, the main K-12 curriculum in our district taught by classroom teachers and health specialists in elementary schools. The school has an established Death/Crisis Team and a conflict mediation team. Cross-age Teaching benefits students at both levels because students are transferring their own learning skills, enhancing their self-esteem, therefore, less motivated students are challenged to work directly with younger students. We have a Peer Support Network scheduled during the lunch periods that provides an opportunity for groups of students to discuss pertinent issues. Our Kittatinny Action Team offers monthly activities such as roller skating, bowling, and horseback riding, enabling students and teachers to interact in a non-threatening, non-authoritative environment. The school social worker deals directly with families acting as a liaison between the home and the school. The school psychologist provides testing and interpretation, is the consultant on issues regarding students’ mental conditions and is the primary contact for crisis situations. Our LDTC tests students strengths and weaknesses, analyzes student learning styles, maintains continuous contact with students and families, and offers recommendations for student success.

Peer Leadership, a student-based program, formally joins juniors and seniors with seventh grade students for activities and support. Seniors are always available to the eighth graders for support. The Pupil Assistance Committee (PAC) meets twice a month during the school year to discuss student referrals that come through the guidance department. Teachers work with counselors to provide the necessary information to the PAC. This committee also handles Section 504 cases: non-classified students who have special needs which must be accommodated. In addition to the PAC, the CORE team meets monthly to discuss and make recommendations for at-risk students. In conjunction with our community of parents, we run a "Safe Homes" program which identifies parents who will not allow unsupervised gatherings at their home. All of these many non-academic programs and services relate to the goals and needs of students because they allow students to deal with pertinent issues in a useful and productive way, develop problem solving strategies and gain a sense of self-esteem.

A4. What co-curricular activities are available for students and how do they extend the academic curriculum?

Kittatinny Regional High School’s co-curricular activities offer many options for the junior high and high school students. The seventh and eighth graders may participate in the following activities: Student Council, Junior Express (newspaper), Junior High Academic Bowl, Math Counts, Technology Student Association, Drama Club, Creative Problem Solving, Environmental Club, Yearbook and Chess Club. They also may participate in the following sports: girls’ and boys’ cross country, field hockey, girls’ and boys’ soccer, girls’ and boys’ basketball, girls’ and boys’ track and field, and girls’ and boys’ swimming. The high school students may participate in the following activities: the Craftsman’s Fair, Mock Trial, Cheerleading, Debate Team, HS Academic Bowl, Kittatinny Chronicle (newspaper), Tapestry (literary magazine), Puma (yearbook), Technology Student Association, Student Council, Class Officers, Color Guard, Creative Problem Solving, Cross-Age Teaching, French, German, and Spanish Clubs, High School Band, Interact, National Honor Society, Environmental Club and Envirothon, Orchestra, Jazz Band, Kittatinny Day for the Developmentally Disabled (K3D), K-Team, Kittatinny After Hours, Madrigals, Marching Band, Math League, Peer Leadership, Science League, Ski Club, Teen Arts and Festival, Weight Training, Choir, and the annual school musical. High school students may participate in the following sports: girls’ and boys’ cross country, field hockey, football, girls’ and boys’ tennis, girls’ and boys’ soccer, girls’ and boys’ basketball, girls’ and boys’ swimming, wrestling, baseball, co-ed golf, softball, girls’ and boys’ track and field.

All of these co-curricular activities extend the academic curriculum by encouraging the students to expand their abilities both intellectually, socially, and athletically, resulting in more well-rounded individuals. Many of the academic clubs create an environment in which students must apply the knowledge they have already acquired from their time in the classroom, thus allowing them to work on higher order thinking skills. Other clubs allow students to explore beyond what is covered in the classroom, allowing them to further their knowledge of cultures or environmental issues while some allow students to expand their creativity through art, music, and technology. Individual teachers and classes sponsor field trips, not only to U.S. cities, museums, and plays, but also to locations in Europe and Mexico. Some clubs are geared toward community service, allowing students to use their knowledge and abilities to help others. As a result of all of Kittatinny’s activities, students are given the opportunity to grow beyond themselves, and to delve deeper into intellectual and creative thought, as well as balance their need for physical activity.

A5. How has your school demonstrated a commitment to addressing the accessibility of its facilities and programs to students with disabilities?

Kittatinny Regional High School is dedicated to the needs of all its students and has demonstrated a commitment to addressing the accessibility of its facilities and providing a wide range of program offerings to students with disabilities. In physical makeup, the building is essentially one story with necessary ramps, handicapped accessible bathrooms, special steps for the pool, as well as a lowering apparatus allowing persons with severe handicaps pool access. Sensitivity training is incorporated in many of our classes and support networks.

Programs have been adapted to meet the needs of disabled students that allow for the least restrictive environment. For example, physical education classes, including swimming, are adapted for multiple handicapping conditions. In wood shop classes, projects are based on students’ skill levels with a primary focus on teaching, how to follow directions, knowing the "chain of command," and staying on task. These pre-employment skills relate directly to other programs. Currently, the majority of students with disabilities are a part of inclusion and have in-class support to facilitate their learning through instructional modifications. For those students needing more intensive remediation, the district provides resource center subject replacement and a perceptually impaired self-contained classroom. Finally, handicapped and special needs students are included in extra-curricular activities that are modified as needed. As a school, we are dedicated to adapting our facilities and programs to all students with special needs.

B1. How does your curriculum serve the broad goals for student learning and development that the public generally expects education to achieve: personal and intellectual growth, citizenship, and preparation for work? What relative emphasis do you place on these goals in your curriculum?

The broad-based and varied curricula offered at Kittatinny, as delineated in Section B2, challenges the intellectual and personal growth of every student. Goals are designed to be both immediate and long-term, ranging from achieving success in peer interactions to completing academic tasks in a timely fashion. The ability to set goals, the success in achieving them, and the increased desire to set new more challenging goals provides students with skills that will carry them into a sometimes uncertain future with confidence. The Special Education Department offers in-class support for heterogeneously grouped classes from grades 7-12. Having students with special needs in the regular classrooms raises their self-esteem and as they meet with success, they find that learning can be an enjoyable experience. Our high school academic and honors sections in the upper grades give the students heading for college both the knowledge base and challenge necessary to set and meet the curricular goals for learning and development. The English department recently introduced a summer reading program. Each grade level is assigned a required book in June for summer reading, with additional books from a suggested list that may be reported on for extra credit the following September. Also, many of the classes in other subject areas assign a summer project to the students in order to challenge their minds during the summer months, and to give the students a taste of assignments similar to what they will be encountering in college. Kittatinny offers Advanced Placement courses in English, chemistry, biology, computer science, calculus, economics, and U.S. history. Students may opt to take an independent study to prepare for other AP exams. Our full-time gifted and talented teacher is able to provide programs to address the needs of exceptional students. This program adapts to the ever changing needs of the students.

Awareness of our differences and exposure to other people who may appear to be different is addressed throughout the curricula and through our K-3D (Kittatinny Day for the Developmentally Disabled) program. Developmentally disabled adults from all over the county come to our school for a day of activities and socialization. This day is coordinated by a member of the Special Education Department. We take pride in the fact that over 160 students from all grade levels commit themselves to making this day a success. The Peer Leaders carry on the theme of acceptance of physical differences later in the year with Sensitivity Day. This day begins with the peer leaders asking the 7th graders to think about what it would be like to have to function without one of their five senses. Then the students actually participate in certain activities to test their reactions to being blind or deaf for short periods of time. The day’s activities end with the peer leaders putting on a play about a blind teen and how this teenager isn’t really any different than her peers. Kittatinny students also coordinated a multicultural workshop which was attended by students throughout the county. The seminars proved to be enlightening for those in attendance who then reported back to their classes.

Kittatinny is involved in raising money and collecting food for a number of charitable organizations. The Annual Penny Race raises over $1000 each year for the Student Council state charity. Each November, the National Honor Society sponsors a canned food drive. At the end of the week, the food is donated to Manna House in Newton which feeds the poor and homeless. During the holidays, many of our students also volunteer their time to serve food at Manna House. The goal of these activities is not only to be aware of those less fortunate but also to inspire our students toward continuing their acceptance of these differences among people and the importance of volunteering their services throughout their lives.

Kittatinny strives to prepare those students for success who plan to enter the workforce directly from high school. Our 7th and 8th graders are enrolled in Introduction to Vocations (IV) classes that may serve to help them find areas of interest for electives in the high school and to tap areas of talent and interest that they may pursue in the future. These seven week cycles combine creative arts and business curricula in areas such as art, business, computer literacy, graphic arts, introduction to technology, woodworking and home economics. Our child care and child development classes run a nursery school for sending district preschool children. Our Cooperative Industrial Education program (CIE) meets the needs of students going directly into the workforce from high school. This program is a combined effort of the school and the community to help students reach their goals of competing successfully in the workforce directly from high school.

B2. Successful schools offer all students opportunities to engage with significant content. How does your school ensure that students achieve at high levels in the core subjects?

Each level of instruction within our 7-12 English curriculum emphasizes reading comprehension and expository and narrative writing. Students are required to produce quality essays at each grade level and pertinent instruction is provided to enable students to progress toward skillful, sophisticated, and productive writing. The essay structure for the EWT and HSPT tests is taught and practiced at each of the corresponding grade levels. This year, as a result of communication with graduates, a 10th grade reaction paper has been developed to enhance critical thinking skills. Higher order thinking skills are addressed through our literature based curriculum, requiring students to address and react to the various genres and situations. Student reaction and analysis is required both verbally and in writing. In nearly all literature based classes, a strong correlation between real life circumstances and fictitious situations with fictitious ones are achieved.

Throughout the curriculum, English integrates with other content areas. At the 7th and 8th grade levels, not only do the English and reading teachers coordinate activities and instructional aspects, but science, math, social studies and support personnel also contribute to the child’s total learning experience. The teams collaborate in the use of thematic units to foster an interdisciplinary connection. At the freshman level, English and World History have been block scheduled to enable teachers to work collaboratively by providing extended learning periods and integration of materials. Tapestry, our literary magazine, integrates graphic arts, writing, and artwork. English III students study the Leni-Lenape Indian Culture, write related English reports, and develop appropriate social studies and creative arts projects. Unique features of our English curriculum include our requirement that all students use computers for word processing, and Internet research. Separate literature and language arts classes at the junior high level, and a largely elective program at the 12th grade level build a strong foundation and foster diversity.

The Mathematics curriculum begins with the identification of students’ needs. All students may elect to have more than one math class, enabling them to continue to achieve at their own pace. In addition, math help is available to students in need. In some instances this is achieved with an in-class support teacher, while in others, students are placed in a pull-out class from a non-academic elective course. The use of computer technology to enhance the classroom setting is a unique aspect of our math curriculum. The geometry classes have set up computer labs to use Geometry Sketch Pad as well as computer aided graphics into the classroom. Graphing calculators have been integrated in the trigonometry and calculus courses. The exceptionally gifted math student may advance a year, study AP statistics independently, or take more than one math course. The math curriculum integrates reading, writing, and thinking skills in a variety of ways. In each of the math classes, word problems as well as HSPT and SAT type questions appear as either initiating or review activities or questions on tests. The integration of reading and writing skills can be seen in this endeavor. At the beginning of each Algebra 2 class, SAT questions are presented. At the Junior High level, reports on famous mathematicians are written in math class while the English classes follow up by writing poems about the mathematicians. Math classes design quilt squares and hang a "Geometry Quilt" in the hall. Coordination between the junior and senior high level teachers takes place to ensure continuity in the math curriculum. At the high school level, departments meet to coordinate the integration of HSPT questions on tests and quizzes. The high school is well ahead of the U.S. Goals for 2000. With almost 80% of our students taking the SAT, the math department sequences students toward Algebra 2 and remains above the average of state and national SAT scores.

The scope and sequence of the science curriculum follows inquiry based instruction, giving a student a well rounded examination of science. At the 7th grade level, Earth Science introduces areas such as geology and meteorology, while 8th grade emphasizes the life sciences. Next is Introduction to Physical Science (IPS) where students are given experience in developing abstract ideas from observable experimental data. In 10th grade, biology is studied through problem solving and critical thinking. A study of the basic principles of chemistry in 11th grade is followed in 12th grade with physics, the study of the interaction of matter and energy. Students may choose varying levels of each course with elective options at the 11th and 12th grade, such as Environmental Science with an emphasis on ecological relationships or Science in the Marketplace, where the scientific method is used to analyze consumer products.

With inquiry-based instruction, students use inductive reasoning to develop key concepts through problem solving and hands-on laboratory experiences. Every lab experience requires a written report which becomes more sophisticated as students advance. Students are also involved in preparing written reports, assignments and research papers. Book reports are conducted in Biology 2 Honors, debates in Environmental Science and a variety of research projects in other classes.

The science department maintains a collegial atmosphere of cooperation. Teachers have multiple teaching assignments across subject and grade areas which encourages articulation. Science courses encourage the use of the scientific method in investigation, utilizing the English department’s standard research writing outline, as part of the thematic approach to investigation at the junior high level. From 7th to 12th grades, students are actively engaged in science projects. From the 7th grade research project, to the 8th grade PowerPoint presentation, to "Mole Fudge", chocolate chip cookie chemistry, and a physics "Vector Hunt," students investigate and participate in the learning process. Lab assistants are junior/senior students who work closely with individual teachers to assist in preparation of science lessons, putting ideas into practice.

The 7th grade social studies program introduces regional world geography. This is followed by a half year of civics and half year of ancient world history. At the 9th grade level, students continue the world history program, studying the Middle Ages to modern times. At the 10th and 11th grade levels, students study United States history from foundation to modern day. Seniors may elect to take Sociology, Current Issues in America, or General Anthropology. Students are placed in heterogeneous groups with in-class support at most levels, but may be recommended for honors and AP programs. They are encouraged to develop their writing, research and time management skills through essay writing and research papers. Students are taken to computer labs and the library to research historical background, utilizing technology in preparing charts and graphs for inclusion in the final product.

The Foreign Language curriculum covers French, Spanish, and German for four levels, each sequence building on previously learned material. The department integrates and enhances grammar, written communication, listening and speaking skills, language structure and the analysis of literary works. Foreign language clubs provide students with the opportunity to help our sending districts by providing elementary school students with an introduction to the language at an early age. All languages integrate the study of culture, geography, art, music, history and politics throughout the year. French 1 and 2 currently use an interactive computer program, and Spanish and German programs will soon be added. French 3 and 4 use the Internet to research projects on French artists followed by a written French report and Power Point presentation. A visit to the New York Metropolitan Museum of Art is conducted to view the original works of the artists. Students in each language prepare culture and food booths for a foreign language festival held in the spring.

In the area of the Fine and Creative Arts, students may take band and chorus at the junior high level and are introduced to art, graphic arts, technology design and clothing classes through seven week introductory programs. At the high school level, students are required to take six creative art and business electives in four years. These electives can be chosen from concert band, concert choir, furniture design, machine woods, graphic arts, visual communication, studio art, art foundations, clothing, creative foods, parenting and child, research and design, CAD, architecture, design presentation and technology communication. Students are immersed in technological instruction while being encouraged to explore their creative side. In the arts, students are required to analyze and evaluate art work, both professional as well as their own. Concerts are held as are competitions to encourage proficiency and skill in music. All students have the opportunity to develop skills and confidence in verbal and visual presentations.

Our Health and Physical Education and Business Departments play key roles in our school. The Health and Physical Education curricula focus on providing the students with knowledge and skills needed for lifetime learning and enjoyment. The upper grades promote a significant number of courses that allow for individual preferences within a challenging environment. Students experience a mixture of required and elective courses which change every four weeks. From health and driver education to weightlifting, aerobics, team games, dance, and net games, the courses follow a progression of fundamental skills, rules, strategies.

The Business Department is instrumental in preparing our students for the technological world as well as the world of work. With three computer labs located in the business area, students are taught skills from computer keyboarding to computer programming. Beginning with computer keyboarding, students work their way up to office systems, learning how to operate office machines. Emphasis on reading comprehension and mathematical skills are stressed. An accounting simulation that was designed with the Assistant Comptroller of the National Bank of Sussex County provides the students with experience in worker needs, employer practices, and budgeting. In addition, students may choose independent study or become office assistants within the school to gain real life experience. The CIE Coordinator provides outside work experience for those students who desire it. In addition, community college credit can be earned for students taking Computerized Keyboarding, Notetaking for College/Business, and Advanced Information Processing due to cooperative agreements with the local community college. Through the Business and Education Together (BET) program, the Business Department works cooperatively with community businesses to develop long-term work projects and experience for students.

* Business, Creative Arts, Music

** Foreign Language included

Teachers work individually and in small teams to update and improve their curricula as student needs change and as the need for improvement is perceived. Changes are often suggested by teachers who notice student interest in a particular area for which there is no designated course. After assessing student needs and interests as determined via a survey, new courses are instituted. Other curricular changes at the high school level occur through teacher and administrative evaluation of current courses, a continuous process that encourages faculty input. The Creative Arts department created a new course titled, "Problem Solving Through Design", which targets 9th and 10th grade students. This course is especially beneficial for students who need to strengthen their academic skills. The course was created and adapted so that all members of the Kittatinny student community would have access to the technology offered in the school. We are currently addressing two main areas of curriculum renewal: one focuses upon aligning the required, state mandated Core Curriculum Content Standards with our existing courses of study, while the other major focal point is on including authentic assessment throughout the curriculum.

B6 How do you ensure that diverse learners (e.g., students with disabilities, gifted and talented students, limited English proficient students, migrant students and students placed at risk ) all have the opportunity to learn challenging content and achieve at high levels?

Students with disabilities are placed in the least restrictive environment which is very often the regular classroom. Our academic classes in the junior high and high school are supported by special education teachers who assist students in need of extra help. This is also beneficial to any student in those classes needing assistance. Tests are modified to meet the needs of students with perceptual impairments or other learning disabilities without lowering the objectives of the curricula.

The higher achieving students are also challenged in the junior high by being given varied assignments within the curricula, as well as being further challenged in our gifted and talented program. High achieving students are also offered a chance to try out for academic competition such as Math League, Science League, and Academic Bowl in the junior and senior high.

Our "at risk" students are identified by input from the faculty, administration, and guidance. We have adventure-based counseling programs designed for potentially at risk students. Programs conducted after school incorporate the low and high ropes courses to address issues of trust and raise self esteem. School support personnel meet with parents to formulate a plan of action to address academic and social needs. During this time, tutorial services may be provided for students to maintain academic standing.

C. Active Teaching and Learning

Our teachers utilize a variety of practices in order to address the many learning styles of our students. The English curriculum develops inference skills as well as the inductive reasoning skills necessary for critical thinking. With small group instruction, the teacher acts more as a facilitator, guiding the students to discoveries based on students’ knowledge and efforts. Specifically, in the Creative Writing Course, students write, peer edit, illustrate and then present a children’s story to the elementary students. This highlights collaborative learning, technology, integrated curriculum and authentic assessment, as well as New Jersey Core Curriculum Content standards. The "Salem Witch Trials Revisited" integrates English and social studies curricula with a mock trial of the judges of Salem. Utilizing critical thinking skills and multiple intelligences, teachers present word etymology with a hands-on approach. Using placards with prefixes, suffixes, and root words, students shuffle around to form words, then sentences, and they develop mobiles that emphasize different parts of speech. English teachers require research papers, analytical papers and criticism of literary work to be completed on the computer. Students at the junior high level edit and produce a newspaper using computer-related skills. Portfolio Assessment, journal writing, and research and creative projects all enhance authentic assessment data.

The mathematics curriculum stresses cooperative learning and the use of technology to develop critical thinking skills and problem solving techniques. In the Advanced Mathematics course, students are placed on a team to solve a problem. They present the solution to the class, thereby developing the cooperative skills to draw on each other’s knowledge and present information orally to a group. At the eighth grade level, manipulatives are used to increase critical thinking skills and inductive reasoning. "Critical Thinking Fridays" extend mathematics to the home, where students are given problems to discuss with their parents and then report back to the class on Monday. The use of hula hoops help pre-calculus students understand angles. Technology use through the Geometry Sketch Pad computer program is established in laboratory situations as well as classroom demonstrations. Two overhead projectors have been outfitted for calculator use so that students can use the discovery approach to learning. Through the Internet, students test themselves on nationally based tests.

In our science program, the prevalent teaching practice is an inquiry based model which is used to develop inductive reasoning through hands-on experience. Students are taught problem solving and critical thinking skills by applying knowledge to new situations. The freshman IPS course is entirely inquiry based. Students build a model of atomic structure based on information they have derived from their laboratory experience. As we consider multiple intelligences, performance based assessment and cooperative learning, we find specific examples of each throughout the science experience. The science curriculum is built on multi-sensory learning. In physics, students engage in a "vector hunt". Not only must students hide their objects, but they must develop clues, posters and rewards for other students who find them. In chemistry, stoichiometry (the relationships between parts of a chemical substance) is taught with the baking of chocolate chip cookies. Students are given a fraction to use for their recipe and must calculate the amounts for all ingredients. They perform the experiment and compare their results using the scientific method to present their findings. Biology students use anatomy coloring books to develop an understanding of human body systems. In environmental science, several plots are set up on campus to take physical measurements of rainfall and soil content, which are contributed to the international Project Globe Internet data pool.

C2. Using the three courses from C1, why are the practices/experiences appropriate for your students?

Kittatinny, a semi-rural community, strives to provide learning experiences appropriate for all of our students. English teachers enhance communication skills necessary to compete in today’s society by integrating the Internet with the curriculum. Students gain the knowledge and skills appropriate for world wide interaction as evidenced by scores on standardized tests.

Nearly 80% of our students take the SAT and score above both the national and state averages. Our mathematics program helps give our students a competitive edge. Their proficiency in critical thinking is demonstrated by their ability to meet challenges in everyday life. Our students are consistently successful.

Through our science courses, our students are learning the process involved in the scientific community for data collection. Not only do they learn content, but also skills needed for the New Jersey Core Course Proficiencies, Core Curriculum Content Standards and Cross Content Workplace Readiness Skills. In addition, collaborative skills and performance-based assessment, both of which are needed in today’s college and work worlds, are taught through laboratory work. By addressing all modalities through a multi-sensory approach to learning, we find that students are having fun learning science. Our 12th grade elective program serves over 120 out of 150 seniors.

The front lobby of our school makes a distinct statement about our approach to the educational process at Kittatinny Regional High School. Trophies, plaques, game balls, newspaper articles, and other symbols of student achievement greet the visitor and confirm our commitment to, and pride in, student-initiated learning. While this type of display may not be uncommon to school settings, the fact that the showcases that house the displays were built entirely by students is truly unique.

The Social Studies Department makes use of the concept of active student participation in the learning process by promoting activities and projects devoted to "living history." Throughout the school year, students assume the role of reporters by interviewing family and community members who have first-and knowledge of historical events.

Our English Department sponsors several "Coffee Houses", during which students share their creative abilities in the form of original poetry, stories, and musical compositions. This event fosters a genuine respect and appreciation for each others’ talents. Another innovative vehicle for student-centered learning is the interdisciplinary project. Our English and Technology programs have teamed together on a number of occasions to enhance reading and writing skills through active learning. The students create public service videos depicting a personal issue that greatly concerns them.

Another interdisciplinary approach to learning was used in the Foreign Language Department where students created a board game to reinforce French language and culture. Students accessed information from the Internet to create questions and graphics related to the "Tour de France". The board game was designed and produced in the technology lab and subsequently played by students in the French classes. The Foreign Language Department also hosts a Foreign Language Festival, for which students prepare foods, activities, and costumes to promote multi-cultural awareness to the entire student body and the surrounding community.

The Creative Arts Department has traditionally been associated with active learning styles. Our woodworking students have constructed numerous attractive and functional buildings on the campus. In the pre-school program run by the Family Living classes, students act as teachers, aides and caretakers while they plan, teach, and review daily lessons. The Clothing Construction classes hold an annual Spring Fashion Show to model their original creations.

The Computer Science classes develop software programs that are utilized by faculty members for various functions, such as class attendance, room scheduling, and compilation of data. Students interview the teacher requesting the software, analyze their needs, create the program, and write the operating instructions.

C4. As students and teachers engage in active learning, how are resources made available for gathering information and sharing the results of their work?

The librarian and the classroom teachers work together in planning research projects that utilize the resources and services of the library. At the start of many such projects, the librarian will go to the classroom to discuss the research process the students will utilize and the resources they will need to complete their assignments. By having the librarian go to the classrooms, the link between the library and the classroom is reinforced. Students are aware of the resources that will help them meet their information needs, and they know they can depend on the classroom teacher and the librarian to assist them.

In order to provide information beyond the school’s library, we have joined the Highlands Regional Library Cooperative, which provides our students and faculty with full access to materials from across the country. The school’s library has twenty-five networked computers available which provide access to the Internet. The library is open before school, throughout the entire school day, and after school. The scheduling of classes is completely flexible, as is the sending of individual or small groups of students to the library throughout the day. The circulation system is fully automated with more than 11,000 items circulated last year.

In the process of providing seniors with the skills and abilities to access information from college and university libraries, students are taught efficient and effective methods for utilizing those resources. They also receive information detailing evaluative criteria used by college professors as they grade students’ research papers..

The library is ideal for the display of students’ work. For example, every year junior high students display their science projects in the library, and give a brief verbal explanation about their projects to classmates. Additional projects displayed throughout the year include paintings, ceramics, photographs, architectural models of houses, clothing, woodworking, and models representing scenes from such literary classics as Charles Dickens’ Great Expectations. Many activities are held in the library during and after school and into the evening, providing a number of opportunities for students, faculty, parents and community members to view these outstanding projects.

C5. What questions about teaching and learning has the introduction of education technologies raised in your school and how have you addressed them?

More than six years ago, the Computer Technology Committee was formed to address the issue of educational technology. From its inception the committee has focused on utilizing technology as a catalyst to unite the school, and to enhance learning. All proposals, policies and purchases concerning educational technology are brought before this committee to ensure maximum utilization of resources, encourage school-wide communication, prevent duplication of services, and maintain a vision for the future.

When the first major commitment to educational technology was made, the committee had two major concerns: first, how to educate the entire staff so that they were knowledgeable enough about the new technology to gain maximum benefit from it, second, that they incorporate it appropriately into their instructional programs.

The committee felt that if the staff was properly educated in the use of the computers and related technologies, their professional judgment and teaching expertise would minimize our second concern. Encouraging the entire staff to re-educate themselves was the first priority. The committee had representation from each department so that any apprehensions or concerns were immediately known. It was stressed that although this endeavor was meant to encompass the entire school community, the individual commitment was voluntary.

The Kittatinny Academy for Teachers, or KAT, became the major vehicle used to educate the staff. Teachers who were knowledgeable in software applications trained others. Incentives to take KAT classes ranged from a new chair upon completion of five courses to movement on the salary guide. The content and emphasis in all KAT classes was based upon how the technology could be incorporated in the classroom to improve instruction and enhance the learning process. Over the last four years almost every staff member and administrator has taken classes in the academy. The interaction and communication generated among the faculty continues to be very positive. The Academy has become so successful that it has broadened its scope to include non-technical courses that help make the staff more effective in the classroom. Our faculty and administration are firm believers and practitioners in the concept that learning is truly a lifelong experience.

The premise that technology should enhance the learning process, not supersede it, was addressed in a number of ways. The committee stressed that software should be selected to strengthen the existing curriculum. Each discipline reviewed their various course contents, goals, and objectives before submitting proposals to the committee for their short and long term technology plans. The focus in all technology-based instruction is on the basic concepts of how a task is accomplished. The school has multiple programs that perform similar tasks so that the students will be able to transfer their knowledge when they leave the school and encounter different situations. The hardware and software are constantly being upgraded and we have found that this provides both staff and students with a vital experience in learning to adjust and grow with the one guaranteed constant of the future: change.

The main computer lab is open until five-thirty every day allowing student and staff access. Through evening adult classes, the facilities are also made available to members of the community.

D. School Organization and Culture

D1. How does the culture of your school support the learning of all its members?

As a general population, the school culture represents a community of learners. It supports the learning of all members by engaging them in collective inquiry, reflection, and responsible decision making. The acceptance of students into peer groups, although always an issue with adolescents, is becoming less of a problem within our school. When new students come into the building, their introduction to the school community is fostered by pairing them with Peer Leaders, as well as through new student-centered activities.

As a result of all of the programs that are in place to identify students with special needs, whether special education students or gifted and talented, all students are given the opportunity to learn. The student centered programs, both in the curriculum and extra-curricular, allow the students to take the initiative to decide what in their learning is most important to them. Our programs, as discussed in A1, offer students decision making opportunities to effect change within the school building, which in turn affects their education. Habits are fostered within the classrooms which enable students to focus on thinking skills directly related to "real life."

The atmosphere is generally upbeat and positive, as demonstrated in school pep rallies, sporting events, and other extra-curricular events. The school environment, over the years, has been positive enough to encourage eight graduates to return and teach at Kittatinny Regional High School. We offer a wide variety of activities to allow students to become involved, since there are only a few local community-based activities for teenagers. Because we are a seventh through twelfth grade regional high school, students are able to create bonds with other students from our sending districts, making lifelong friends. Special events organized in school such as Sensitivity Day, Culture Fair, Black History Month, and Love of Reading Week work to present important issues to students, which encourage them to make critical decisions that can affect their environment. Our extensive facilities and program offerings are available to all our students, forming a cohesive student body.

Many of the programs, described in A3, work to help other students, nurturing relationships between all of their participants. Activities are provided to foster these relationships. Cross-Age Teaching occurs during the school day in the form of field trips, bringing students and advisors to the elementary schools. After school, students can meet with teachers for extra help in particular subject areas, and late buses are available for students at 3:30 and 5:30. Teacher in-service days allow for an exchange of ideas among faculty that time does not always permit while school is in session.

Students and adults at Kittatinny Regional High School are able to initiate and sustain relationships through a variety of activities. Peer Leadership, Quest, and Peer Support all have adult facilitators interacting with students. Peer leadership includes adults and students, from both the high school and junior high, allowing for a diverse sharing of ideas and experiences. During Activity Nights students and faculty play basketball or volleyball together, and participate in other planned activities. Faculty Class Advisors, who work directly with students in a particular grade toward fundraising goals for class trips, proms, and other activities are closely connected to students and work with them outside the confines of the classroom on a regular basis. The Student Council, advised by a faculty member, is very involved throughout the school, since it fosters relationships among students, faculty, and administration. The faculty supports clubs, athletics and other co-curricular activities through a sizable commitment of time and effort. The Student Liaison Committee meets monthly with representatives from the administration and faculty to discuss appropriate concerns.

b. How does your school promote a healthy peer climate among the students?

Positive interactions are fostered through previously described programs because the level of participation serves to model positive, healthy relationships among people. One concern that was especially relevant to our school was the inclusion of the seventh graders and how to make them feel a part of the entire school community. The Peer Leadership program was developed for this purpose. Peer Leadership participation requires a commitment to a three day summer program. Peer Leaders, along with the Peer Facilitators, (the volunteer faculty members), and the seventh graders, meet throughout the year to foster team building and help them adjust to a new learning environment.

D3. How is your school organized to reflect differing student needs within the school’s goals, priorities, and curriculum?

Teaming exists in the junior high, as mentioned in D1, which involves heterogeneous grouping established by the junior high guidance counselor and junior high assistant principal. This contributes to an optimum learning environment since potential problems or social conflicts can be identified and addressed before they occur. An individual’s performance helps to determine his or her class schedule for the following year. Also, new courses are incorporated into the curriculum based on student interests and needs. In the 1997-98 school year, six new courses were added to the curriculum, offering students a more diverse list of classes and opportunities for growth. This structure allows students to be prepared for jobs, colleges, and careers after high school.

D4. How are teachers hired in your school? How are teacher assignments made?

Applications are received and reviewed by the department supervisors. Teacher candidates are interviewed by the principal, department supervisor, and superintendent. Finalists are asked to teach a lesson based on a pre-determined topic before a panel of teachers and administrators. Each new teacher is mentored by an experienced colleague.

Teaching assignments are determined in a variety of ways. In the English Department, teachers are given courses based on their ability to work with a certain type of student who may need extra help or special attention, either at a low or high level. Other teachers are given courses based on their experience and training derived from in-services, professional development conferences, under graduate, or graduate course work. The math department has teachers who specialize in certain areas, and the level of courses are spread throughout the department, giving them all diversified schedules. In the science department, teachers are limited in what they can teach as permitted by their certifications, for example, biology, chemistry, or earth science. This is also true of the foreign language department. The art department, because it includes a wide range of creative abilities, is scheduled by interest and specialty. Social studies teachers are given a survey, asking them what courses they would prefer to teach. Their preferences are accommodated as closely as school scheduling permits. The physical education department assigns courses partially based on certifications, such as Driver’s Education and Aquatics, but also based on strengths and the sport offerings with which P.E. teachers are most comfortable. Overall, teachers are given course assignments based upon their interests, expertise, and strengths.

D5. What constraints does your school face in creating a community of learners? How does your school maintain a safe, orderly, and drug-free environment?

Our school’s concern with these issues of safety and drug-free assessment has been addressed through a variety of programs and methods. The Peer Support system and Peer Leadership, as discussed in A3, D1,and D2 work very well in dealing with most of the above mentioned issues, since the programs foster the building of self- esteem and open communication. Other programs include guest speakers to address various issues, drug abuse, stress, peer pressure and the importance of self appreciation. The discipline committee addresses issues related to our discipline policy and works directly with administrators, faculty, and students to resolve issues. Teacher committees, such as the Pupil Assistance Committee and CORE, focus on and intervene before students encounter the corrective and punitive process. Class management strategies are addressed more efficiently through teaming because the teachers handle problems throughout every class as a unit, rather than as individuals. This form of proactive teacher intervention led to a reduction of administrative disciplinary actions. Articulation committees with the sending districts in regard to school discipline and safety have improved our school environment by working together toward the same goals. Current overcrowding in the school is being addressed through careful scheduling which maximizes classroom utilization, diligent student supervision and support. These existing issues lead us to engage in constructive problem-solving by a concerted effort among staff, administration, students and community.

E. Professional Community

1. What opportunities do teachers and other staff have to build professional community(ies) that enhance their collective capacity to work together to support student learning?

The junior high faculty has interwoven concepts such as heterogeneous grouping, portfolio assessment, and inclusion into a successful educational program. Teachers share common preparatory periods during which they discuss individual students’ needs and brainstorm methods of dealing with students who are experiencing academic or disciplinary problems. Portfolio Closure Night provides the invaluable opportunity for students to explain to their parents why each piece of work merited inclusion in their individual portfolios. During this activity, parents are also offered the opportunity to interact with teachers as they evaluate their students’ work against a rubric they, the parents, helped to create. This atmosphere of sharing ideas and, most importantly, praising the work that has been accomplished by all parties involved, validates the community concept.

Comments from parents in support of teaming have prompted the administration to expand this student-centered method of instruction to the high school through a pilot program pairing an American Literature teacher with a United States history teacher. This example of collaborative education serves to illustrate the community building efforts of the district.

Several programs which focus directly on professional development of the faculty and staff include the Kittatinny Academy for Teachers (KAT), in-service presentations, and preparatory and conference periods. The most impressive statistic regarding the KAT program is that it has a very high percentage of faculty participation.

Another aspect of Kittatinny’s collegiality is evident in its use of preparatory periods for conferencing. Several times during the school year all teachers are required to attend a conference during one of their prep periods. Although there is an agenda for these conferences which contains topics the faculty must discuss or problems that must be resolved, there is also an atmosphere which encourages the honest expression of new ideas, old problems, or current concerns. In conjunction with the conferencing, Kittatinny’s faculty also actively participates in its in-service programs. Each year the in-service committee concentrates on a theme which has been selected by the faculty at large. Guest presenters are invited to the school to address the theme on two of the scheduled in-service days. During the remaining professional development days, the faculty itself provides the in-service programs.

E2. How does a coherent approach to professional development for teachers and other staff ensure their ongoing learning? How do organizational arrangements such as time and teaching assignment, and school norms and culture make professional development a priority? Is there a long-term plan?

Teachers teaching teachers is the norm at Kittatinny. The Kittatinny Academy for Teachers (KAT) was formed in 1993 to provide on-site professional development courses to help teachers and staff become proficient in the use of computer technology. Initially, two staff members were given time to conduct classes during the school day to ensure that everyone had the opportunity to become computer literate. Elimination of travel time, and the collegial atmosphere of courses customized to the specific needs of subject area teachers made the academy a success. Fifteen of the Academy courses dealt with computer technology, but over the next few years, courses were added in the areas of Attention Deficit Hyperactivity Disorder, Adventure Based Learning, and Sign Language. At the conclusion of the Academy’s fourth year, over 700 credits have been earned by the staff and 34 different courses have been taught.

Each spring a faculty survey is conducted to assess needs and interest for professional development. Professional development provides for tuition reimbursement to faculty who complete approved graduate-level courses at public and private colleges and universities. Additionally, planning for in-service staff development is a collaborative effort that results in monthly small group meetings which provide training and support on topics chosen by the staff. "Good Ideas in Education" grew from this planning and features our own teachers presenting short, "good ideas" sessions to their colleagues in a day-long in-service.

The school participates in the Sussex County consortium for Professional Development. Education experts and teachers throughout the county present a variety of lectures and workshops with teachers selecting topics of interest related to their field in this day long multi-site collaborative effort. Teachers are also granted professional days to attend conferences and to write grants.

E3. How does the school tailor professional development and support to take account of differences in career or professional responsibility ?

With a wide range of age and experience among our staff members, our school clearly realizes the necessity to adjust professional development to the needs of individuals. New teachers are scheduled for a two day orientation before the school year begins, and they also attend monthly support meetings during the year. Experienced teachers serve as mentors for these new teachers, holding weekly meetings with them.

Opportunities for teacher leadership also exist in the numerous committees led by teachers, such as the Discipline, Grading, and In-service committees. The Computer Technology Planning Committee was initiated by teachers and consists of members representative of every academic department. Our school is a contributing member to the Sussex County Education Technology Training Center, a consortium in partnership with Sussex County Community College which provides Technology training at no cost to teachers and staff.

E4. How does your school use the processes and results of student assessment, staff evaluation, and school review to support professional growth ? How has teacher professional development improved teaching ?

Although it may seem unfair to judge professionals on the performance of children, essentially education does just that. Schools are compared with one another by standardized measures such as CTBS, SAT scores or HSPT results. Kittatinny has taken proactive measures toward assuring multi-faceted evaluations of students as well as faculty.

In addition to formal professional development, Kittatinny uses the teacher evaluation process as a means of improving teaching performance. The department supervisor and one or more of the administrators of the school complete formal observations. This process includes pre-observation and post-observation meetings which delineate goals and assess outcomes. Written observations are then reviewed with the teacher by the observer. A technique for evaluation that is beginning to become commonplace at Kittatinny is peer review. This method of observation requires teachers from other disciplines to observe a fellow teacher, not only provide feedback, but to recognize strategies that may be incorporated into his or her own classroom. This technique is effective because an atmosphere of trust pervades the faculty. One self-evaluative technique which has gained much support at Kittatinny is the audio and video taping of a teacher presenting a formal lesson. This method of self-evaluation gives an educator concrete examples of what he or she is actually doing in the classroom.

The administration makes it their responsibility to acknowledge faculty members who perform in an outstanding manner. Kittatinny accomplishes this task in many ways. Through the Teacher of the Year award, Kittatinny offers one teacher a year an opportunity to gain recognition at the local, state and national level. The ‘Golden Apple’ award, recognizes one teacher per marking period for superior duty. The ‘Unsung Hero’ recognition goes to teachers and staff members whose achievements might have gone unrecognized. Acknowledging excellence is an ongoing priority for this administration, resulting in high morale among faculty and staff.

F. Leadership and Educational Vitality

F1. How does leadership move your school towards its vision? How is the instructional leadership role defined and implemented? What other leadership roles are considered important and how are these defined and carried out? How are resources aligned with goals?

Every teacher is empowered to move his/her students along the continuum of learning resulting in students attaining the school’s vision of becoming self-sufficient and capable members of society who are able to continue learning independently long after formal education has ceased. Incorporating a shared leadership mode, the vision is attained through a cooperative effort among administrators, department supervisors, teachers, counselors, committee members, parents and students. Each department has a five-year plan that is evaluated annually. Our leadership roles, because they are not limited to administrative roles, are directly aligned with the school’s vision because many of the leaders are in the classrooms on a day-to-day basis, and are able to incorporate aspects of our goals directly into student learning. The instructional leadership role is implemented throughout our school by teachers whose practices are recognized as excellent and are aimed at our vision. Many of our classroom teachers have been honored on local, state, and national levels because of their teaching practices. Our resources are aligned with our goals through a variety of technologies that are utilized in our classrooms, allowing students to become familiar with many programs and preparing them for computer and technology use after high school. Teachers are also familiar with this technology and are able to advise and help students reach their potential in both traditional and innovative methods of learning.

Professional development opportunities, as discussed in E1 and E2, provide avenues through which teachers develop as "new leaders." The combined leadership of committees continually contributes toward realizing our vision. The school leadership assures the direct alignment of our resources with our goals through extensive funding of technology, staff development, increased staffing, innovative/collaborative teaching programs, and maximizing instructional space.

F2. Who participates in the leadership of your school? How does the school engage its internal and external stakeholders in leadership and decision making? What is the relationship between the principal and stakeholders?

The leadership style of the school is based on collaborative decision making, site-based management, and teacher/staff empowerment. Leadership roles in our school are shared among the principal, the two assistant principals, the five department supervisors, as well as the chairpersons and members of various committees. The majority of these committees include not only staff members, but also members of our community, including parents and students. The Student Liaison Committee is another avenue allowing students to participate in decision making as does the student representative to the board of education.

Leadership in Kittatinny Regional High School is a team effort, resulting in recommendations being acted upon in a timely manner and generating alternatives within the school. Through a variety of committees, such as, computer, curriculum, discipline, grading, block scheduling, in-service, K-8 articulation committees with the sending districts, and middle level articulation, teachers and administrators work together creating an efficient and well-managed school. These committee and group efforts have resulted in significant change: the Mid-Level Articulation Committee’s recommendations resulted in a decision to engage an interdisciplinary teaching approach for instruction in the seventh and eighth grades; the Computer/Technology Committee’s recommendations resulted in Kittatinny being chosen the Technology Education Demonstration Site Project of New Jersey by the Technology Education Association of New Jersey. Many innovative ideas, which lead to educational efficiency come directly from suggestions of the faculty. Parent committees, such as Parent Network and Cougar Club are an integral part of our school leadership and support network.

The principal’s role in the leadership of Kittatinny is primarily that of a facilitator who assures that communication and progress among these varied entities is maintained. The principal sits on nearly all of the committees and presides over the administrative council meetings. Long range goals, as mentioned in F1, are presented through departmental five-year plans, which are evaluated and updated at the beginning of each school year.

F3. What kind of school improvement process is in operation at your school? How was the Self-Assessment for the Blue Ribbon Schools Program developed and how did this initiative relate to other school improvement and planning efforts?

Our five-year departmental and school-wide goals are assessed and revised annually. The evaluation process looks at what has been accomplished, our current status, and the direction in which we should proceed. Our curriculum assessment is especially important as a change in curriculum affects changes in student learning. As a result of ongoing curricular assessment, we continue to revise and establish new courses based on student needs.

Our goal, to achieve Blue Ribbon School status, really began almost five years ago when we placed a priority on infusing state-of-the-art technology throughout our educational program. This effort revitalized and initiated positive changes in professional development, curricular revisions and the manner in which we prepare our students for life in the 21st century. In 1995, Kittatinny was recognized by the New Jersey Technology Association as having the High School Technology Program of the Year. In addition, the International Technology Association presented Kittatinny with the Technology Program Excellence Award. Over the past two years, three teachers have received New Jersey Best Practice Awards. Last year, Kittatinny Regional High School was one of only 10 schools in the state recognized as a State Star School. These awards led directly to our overall school assessment for Blue Ribbon status. The Blue Ribbon evaluation process is directly linked to other school improvement and planning processes requiring us to examine our school as a whole and to determine whether we are reaching each student to the best of our abilities, and in as many ways as possible. Reaching all of our students means more than adding and replacing technology; it means engaging our students in analytical thought, allowing them to synthesize their knowledge through practical application, and producing a product, whether it be an invention, computer assisted designs, a geometry project or an evaluative essay. Constant evaluation of our school as an entity gives us a checks and balances system with which to evaluate our work and success.

F4. How does your school leadership use the most current information about education to promote continuous improvement in your school? How does such evidence influence decision-making?

The technology available throughout the district enables the school community to access the latest, most current information about education. This, in turn, provides relevant information which allows for evaluation and continued improvement. Members of the administration and faculty are involved with professional associations, the accessing of up-to-date educational research and practices, and continuing professional development which lead to efficient and effective decision-making policies. For example, as a result of research and our K-8 articulation committees, we have successfully implemented heterogeneously grouped teams in the seventh and eighth grades. Currently, we are implementing authentic assessment strategies, including portfolio assessment. These advancements in educational practice have come from research and have been instituted through committee work. We are currently reviewing our curricula to evaluate core curriculum content standards, our school to career program, and the efficacy of the team concept in the high school. School testing data and student course work has affected our policies and fostered the institution of supplemental instruction programs and in-class support services. Obviously, the evidence from research and correspondence with other schools has greatly influenced our decision-making, as we address the needs of students by investigating new methods.

As described in C5, we have already attained significant integration of technology throughout our school. We are continually addressing innovative ways to incorporate educational technology into our existing programs, as well as the appropriate training requirements. With our fully staffed computer labs and networked computer stations in every classroom, we are afforded access to worldwide Internet information. Each classroom is wired for data, voice, and video equipment. Computer grading programs are used extensively, allowing updates on grades to be given to students or sent home more frequently. The Guidance Department uses computers to do course scheduling, report cards and attendance. In the Special Education Department, Individual Education Programs (IEPs), statistical information, and other relevant data pertaining to students is now generated through a computer program. Our voice mail system has improved communication between teachers and parents. The use of computers has improved efficiency in generating lesson plans, updating tests and study guides, has streamlined the day-to-day central office operations, as well as allowed us to create more professional looking products. Our web site offers interested people the opportunity to see and learn more about our school. Our technology improves our overall management efficiency through maintaining student and administrative records electronically, communicating with the State Department of Education through the Internet, as well as providing access to the holding of the library electronically. Our computer applications are utilized in every office and every classroom in our building, allowing greater communication, and greater effectiveness in the running of the school.

Other advances in efficient technology use are planned in the following areas: utilization of multiple channels of the existing video network to distribute in-house video; distance learning using the Internet and video/voice communication; constant evaluation of new software and hardware to determine if and when upgrades are needed. Additional training through KAT courses is offered to allow the staff to have the appropriate knowledge of the software.

The biggest problem that we must overcome regarding technology is achieving a consensus on upgrade paths, and the allocation of limited funds. Outside connectivity remains very expensive and we are therefore taking a leadership role in implementing a county-wide technology plan.

The two primary conditions that have contributed to the overall success of Kittatinny over the past five years are changes in leadership philosophy and technological advances.

Supportive, optimistic leadership and well-placed talent at the top have had a profound trickle-down effect on the morale of the entire staff of Kittatinny. The top administrator responded to a 1990 school-wide survey on school climate by assigning responsibility among administrators who, in turn, delegated certain areas of decision-making to committees and teams of teachers.

Key committees have included the following: Discipline Committee that assists the assistant principals in establishing a consistent policy of discipline; Computer Committee that evaluates and implements updates in technology; Distance Learning Committee that examines possibilities for more extensive use of cable television; (PAC) Pupil Assistance Committee that facilitates the educational progress of struggling students; Public Relations Committee that submits information to the media; In-Service Committee that addresses professional development needs of the faculty and plans for in-service programs; School-to-Career Committee that encourages vocational involvement before graduation; and Authentic Assessment Committee that investigates the incorporation of authentic assessment throughout the curriculum.

These committees are made up of veteran teachers, who bring a solid base of experience and teaching techniques to discussions, and a new wave of young, highly qualified teachers whose energy, intelligence and fearlessness have revitalized the classroom. For all committees, the philosophical drive to excellence has been the common goal with such tangible evidence of success as the achievement of Star School Status in New Jersey in 1997, teachers officially recognized for their Best Practices and their overall contributions to education, grant awards, and the highest standardized test scores in the school‘s history.

In addition, grouping five junior high academic teachers with a special education teacher into teams has been highly effective for introducing seventh graders to the transition experience that prepares them for high school. Inclusion of special needs students in regular classes with in-class support has resulted in successful compliance with the least restrictive environment mandate. Because of the strength of teamed teachers working together, statistics show far fewer discipline cases in the assistant principal’s office and an increase in the number of students on the Honor Roll

Another change of great significance to Kittatinny is the development of the technology program. Computers are networked throughout the building and the technology staff has kept abreast of changes and needed updates. The KAT offers opportunities for learning new programs and integrating them through our curricula. National as well as state-wide recognition of individual students in the technology classes and the Creative Arts Department as a whole, attest to the success of the technology programs. The Board of Education has demonstrated a willingness to support new technological directions as the school continues to move forward.

Another change that has impacted the success at Kittatinny has been the addition of a full-time Student Assistance Counselor who is experienced in working with troubled students, as well as in-servicing our staff to do likewise. A Time Out Room has been established which gives troubled students a chance to de-escalate anxiety or anger levels and reintegrate themselves quickly back into the classroom.

F7. What do you consider the major educational challenges your school must face over the next five years and how do you plan to address them?

Our school’s major educational challenges over the next five years include dealing with limited building space, keeping up with advances in technology, establishing additional classroom space for multiply handicapped students, addressing drug and alcohol abuse among teenagers, and keeping education a priority for all students. To address these issues, faculty members, administrators and members of the community have formed a number of committees. The Building Expansion Committee, is addressing overcrowding, space utilization and possibilities for building expansion. Simultaneously, we have engaged an outside agency to evaluate our present building use. To maintain and upgrade our technology , the Computer and Technology Committee constantly evaluates our equipment and makes recommendations for future developments for the computer labs, classrooms, and the entire school building. As explained in A3, in order to address ongoing concerns of drug and alcohol abuse among teens, awareness programs focusing on prevention have been instituted. Finally, to deal with the challenge of keeping education a priority, we are constantly seeking new ways to keep students interested, motivated, and involved in the learning process. We strive to offer a comprehensive range of interesting activities that provide students with choices for involvement both during and after school. As the face of our semi-rural community changes, we are constantly working to adapt to the needs of our students and community as we enter the 21st Century.

G. School, Family, and Community Partnerships

G1. What are the goals and priorities of your school, family, and community partnerships? How have your school and community improved as a result of these partnerships and how did you measure the improvements?

One avenue our school uses to identify goals and priorities is by having each academic department chairperson institute a five-year plan. This plan is updated and re-evaluated not only by the department chairs, but by the members of the department as a whole, through several department meetings each year focusing specifically on the five year plan. In addition, The Parent Network meets monthly in an effort to share ideas with those who are working most closely with their children.

Common goals of the school and the community are to have all members in this partnership become effective and responsible decision makers and problem-solvers. This alliance also stresses the understanding and appreciation of the unique roles individuals must accept to participate as family members. A specific example of this understanding of roles is evident in our Safe Homes Program. This program requires a pledge by students and parents alike stating that no unsupervised gatherings of students will take place in their homes, while the student pledges that he or she will not engage in activities that would put themselves or their families at risk. The Parent Network has compiled a directory that lists the names, addresses, and phone numbers of all participating families in the Safe Homes Program. This directory assures concerned parents that any function occurring at a Safe Homes residence will be properly supervised. The obvious benefit of the Safe Homes Program to the student body is the increased vigilance which this proactive effort maintains. The school has also benefited by fostering greater trust with the parents of their students specifically, and the community in general. By identifying a common goal, the safety of the student body, the school has taken a positive step towards achieving harmony among the community, students, families and the faculty.

Since its inception in 1973, the Kittatinny Regional School District has been a community based district which relies heavily on the input, participation, and communication of parents. When parents sit on The Teacher of The Year Selection Committee, or help construct a storage shed, they choose to play an important role in the education of their children.

Kittatinny involves families in their children’s education through the multi-faceted system of support known as The Parent Network. The all-volunteer Parent Network is comprised of parents, faculty, administration, and board of education members. They identify areas of concern and collectively seek avenues to solve potential problems. Monthly scheduled meetings keep lines of communication open, therefore, providing constant interaction among members. The Parent Network Newsletter, published monthly, keeps families apprised of pertinent issues, up-coming events, and committee summaries. Key players within the Parent Network are the Student Assistance Counselor, who informs parents of potential problems such as substance abuse and clinical depression and the School Social Worker who conducts parenting classes.

Keeping students safe is another priority shared by the school-family partnership. The Project Graduation Committee has provided students with clean, safe post-graduation fun since its inception in 1990. Parents and teachers provide the supervision of this annual event while local and regional businesses provide the entertainment , food, and recreation.

Several years ago, parents voiced concern over the fact that Junior High students at Kittatinny were possibly too immersed in the High School environment. As a result, the Junior High team concept was born. "Teaming" generates a localized environment within a particular wing in the building that allows junior high students to engage in activities appropriate to their age and learning levels. Currently, four teams exist at Kittatinny allowing teachers to reach out to parents via the Junior High Team Night, team class trips, team culminating activities such as student prepared dinners, creation of a time capsule, and Team Newspapers. Parents can become involved in student learning at home through the "Explorer Homework Line", a voice mailbox, which provides daily updated assignments to those who call in.

Not only are families within the Kittatinny District informed of our students’ accomplishments through the Principal’s Newsletter, the Superintendent’s Newsletter, and The Junior High Newsletter; the whole of Sussex County is informed through the Public Relations Committee. This committee is made up of teachers who live within the district and are committed to attending functions while supplying the local newspaper with news articles and photographs highlighting those functions and activities.

Kittatinny Regional addresses the needs and concerns of families on various levels. One basic need, nutrition, is met by the cafeteria opening every morning to allow students to purchase breakfast. The Menu Advisory Committee, comprised of parents, faculty, cafeteria staff, students, and administration acts to ensure proper nutrition. Financial needs are met through informational sessions held in the evenings regarding college aid. Mini College Day also invites families to examine college opportunities exist at a variety of levels including cost, location, majors, and facilities. The academic needs of families are addressed through a variety of methods, including constant parental contact, parent conferences held in the morning prior to the school day, and through the Adult Education Program. The emotional and social concerns of families are priorities of the School Nurse, School Psychologist, School Social Worker, Child Study Team, Student Assistance Counselor, and Guidance Counselors.

In October, Kittatinny will sponsor the Health Promotion Program which is a day long activity where local health organizations, service groups, and co-curricular activities will inform and educate students and parents on the importance of student involvement. The theme of our program is, "An Ounce of Prevention is worth a Pound of Cure." Our overall philosophy is that student involvement is essential for a healthy lifestyle. Research has indicated that students who actively participate in community and school related activities are less likely to have direct involvement with the criminal court system.

Kittatinny Regional is in constant collaboration with community based organizations for the benefit of students and their families. As a result of that collaboration the community as a whole benefits. As co-members in the Sussex County English Alliance, Kittatinny and Sussex County Community College meet twice per year to determine what curriculum is relevant to the current generation of students. Not only have both high school and college curricula been altered , but methods of presenting that curricula have also been revised. Kittatinny teachers have recognized the need to address areas of authentic assessment and multiple intelligences by taking courses and incorporating these concepts in their classrooms

With the advancement of a technological society, our communities have become global in scope and Kittatinny recognizes the need to annually send students to participate in The World Affairs Leadership Conference at the University of Wisconsin in Whitewater, Wisconsin. Kittatinny’s participation in the conference would not be possible without the financial help of the local sponsoring Rotary Clubs. Together, Kittatinny and Rotary International continue to emphasize the concept, "Service Above Self." This is most evident in the fact that four members of the Kittatinny administration and teaching staff have been honored with Paul Harris Fellow Awards, Rotary’s highest recognition bestowed upon citizens for service to the community.

The role of community business and industry has been clearly defined within the Kittatinny environment. The Sussex County Chamber of Commerce provides collaboration within the educational realm through the Business and Education Together (BET) program. Here, teachers link with members of the business community to write unit plans or modules to be experienced inside and outside the confines of the classroom. Students visit the workplace for the hands-on experience that is seldom found inside the school.

During the past school year, the Public Broadcast Network WNET (Channel 13) and the Health Insurance Plan of New York awarded a grant to one of our Social Studies teachers, for her project involving the breakdown of stereotypes within the population. This teacher, in collaboration with one of our parents, designed and facilitated a county-wide multicultural conference which resulted in a better understanding of school subcultures through communication and sharing

Kittatinny students are regular participants in preparing and serving holiday meals at Manna House, an interdenominational sponsored soup kitchen located in the community. This effort continues to reinforce the commitment of "giving back" to the community that has given so much to its students.

For the past twelve years, Kittatinny Regional has sponsored K3D, an event where Kittatinny students and developmentally disabled adults, ranging from 20 through 70 years of age, from the Sussex County Association for Retarded Citizens Employment Centers, join together for a day of fun, recreation, and socialization. Participating students attend mandatory training sessions where they are educated by county health agency staff. A large portion of the school population is involved in this activity. Community, businesses, health agencies and school vendors donate money or merchandise to this cause.

A strong partnership exists between Kittatinny and the Red Cross. For the past twenty years blood drives have been held at the school involving upper classmen, faculty, staff, administration, and community.

Last year, students at Kittatinny expressed an interest in organizing a club which would work closely with law enforcement officials. As a result of that interest, the Trooper/Teen Alliance Coalition was born. Under the direction of The New Jersey State Police’s Community Affairs Division, Trooper Wendy Cooney holds monthly meetings where students explore career opportunities within the criminal justice system, discuss how laws impact their lives, and explore avenues for student involvement within the community. Kittatinny then sends a student representative to participate in Trooper Youth Week, which is a simulated training week held at their headquarters in Sea Girt, New Jersey.

Both school and community have benefited from various drug awareness programs as mentioned in A3. In all of these endeavors, both community and school benefit since the total development of the child is equally shared by the home, school, and surrounding community; insuring the future stability and survival of our democratic society.

G5. How are educational resources in the school and the community used to extend learning opportunities for students, teachers, and families?

In a rural community, the responsibility for making facilities available to the public for extended learning is of the utmost importance. An equally daunting task in this secluded environment is to seek out appropriate venues which offer educational opportunities to our students.

A restored colonial village, Millbrook, lying on the outskirts of a Kittatinny sending district, Stillwater Township, provides an opportunity for teachers and students to experience a realistic depiction of eighteenth century American life. A similar, but more expansive location, Waterloo Village, is located within a short driving distance. Students do not simply view restored artifacts, but actually interact with blacksmiths, artisans, and other members of a working canal community. Over the years these sites have provided authentic instruction not only from a historical standpoint, but from a social, economical, and artistic one as well.

Newton Theater has provided several rare opportunities for students to view important productions. Two recent examples are ‘The Crucible" a recent film adaptation of Arthur Miller’s timeless play, and ‘Schindler’s List’ a retrospective on the horrors of the holocaust. In both instances the theater opened their doors during the school day and showed these films to our students exclusively. The cost of these opportunities was defrayed by a teacher’s generous donation of funds which had been awarded by the New Jersey Best Practices panel.

Kittatinny’s opportunities for the community are not restricted to the school year. Several summer programs have existed for the betterment of the district as a whole. Foremost among these are the Kittatinny Summer Sports Camps program. Week long day camps are offered in sports such as soccer, field hockey, swimming and basketball. These camps are available for boys and girls, and they span a wide age range, from elementary school to high school. Another summer program which is offered to a select group of students is Peer Leadership Training. An intense two-day, overnight workshop instructs new members of the program in communication skills, self-esteem, and conflict resolution. Recognizing the needs of all students, Kittatinny offers a six week summer school program at the junior high school level. The school provides remediation in English, science, social studies, and math to keep less motivated students on task and focused on the upcoming school year.

Opportunities also exist at Kittatinny for developing a strong work ethic, training on the job, and exploring career choices. The CIE program at our school is an opportunity for students who are interested in job placement while also pursuing their educational goals.

Not only does Kittatinny explore what the community has to offer, our school doors are always open to the public in an attempt to share our vast resources. A vital component of Kittatinny is its state of the art technology department. Technology has become a crucial part of Kittatinny’s day to day operations and the school is eager to share those resources with community groups. One such group, the 4H club, devoted several hours a week to learning the wide array of programs available on our vast network.

The media center is located in the heart of the our building and is just that, the heart of Kittatinny. Programs which feature guest authors bring the arts to life for the students and the community in general. A multimedia computer bank also gives students access to a variety of research materials within the media center, as well as linking us to the world through Internet access.

As well as serving the school in the traditional physical education and co-curricular capacities, Kittatinny’s gymnasium hosts the annual community blood drive and community sporting activities which include events as varied as basketball, wrestling, baseball, and cheerleading. Abutting the gymnasium is Kittatinny’s natatorium. This structure serves our school, our community, and our neighboring districts. Schools in this area which would not be able to provide a swimming program take advantage of our facility by holding their practices and swim meets regularly at our site.

The Kittatinny Adult School brings education to the people of the community in a traditional setting. The importance of lifelong learning, a skill which a serious educational community must value, is taught year after year as the rosters of the Adult school continue to expand. A sampling of offered courses include: ballroom dancing, water aerobics, investment planning, and computer usage.

Another enriching experience which reinforces the school community partnership is an activity known as Kittatinny After Hours. Various guest speakers from within the region are presented to broaden the artistic and cultural awareness of the children and their families. Students and parents are invited to attend lectures and demonstrations, which in the past have included historical re-enactors, photo-journalist, bonsai artists, musicians, professional photographers, martial art demonstrations, and wild life management professionals.

H. Indicators of Success

H1. What is the overall philosophy and approach to assessment at your school ? What are your assessment methods and how do these align with your educational mission and curriculum ? Is there a balance among multiple methods ? What question about the assessment program is your school currently addressing as you seek continuous improvement ?

Kittatinny strives for "Excellence in Education" with focus on educating our students in the present for their future. This is an on-going process for both students and staff. The infusion of computer technology into the entire curriculum has been successfully implemented.

Authentic Assessment is used in classrooms, seeking to measure the students’ achievement and integration of concepts. Portfolio assessment is also utilized. Report cards are issued each quarter with progress reports being sent to parents in the middle of every marking period. Annually, standardized and state tests are administered at every grade level, measuring students’ growth against the norms of the nation and state. We balance our assessment methodology so that all types of intelligence and aspects of learning can be measured. Our school seeks to learn about the development and readiness of students within a grade level and to predict their continued success in succeeding levels. Current issues include revising report card grading, and more effective remediation methods for those who fall below norms indicated in both standardized and state testing. Our future direction is the full implementation into the high school of the teaming concept, which has been so successful in our seventh and eighth grades. We have begun with ninth grade, and will add grade levels as the program succeeds. We will be revising our curriculum as state standards are defined into the next century.

Our assessment tools have multiple functions. From them we have created criteria for placement in our honors program and for the identification of students in need of remediation. A pull-out program has been instituted in the junior high for those students who need extra support in math, reading and writing skills as indicated by the performance on the state Early Warning Test. In addition, skills classes are provided in ninth, tenth and eleventh grades to aid students in their successful performance at their grade level. In our teaming concept, the teachers on each team have a common planning and conference period daily. Weekly meetings are held by each team of teachers to discuss lessons to be taught and student progress in each academic area. Parent conferences with all academic teachers of their child and individual student meetings are also routinely scheduled.

Among the data used to assess the progress and growth of our students are attendance, grades based on authentic and portfolio assessment, final examinations in all subjects, standardized testing (California Test of Basic Skills) in seventh, ninth, and tenth grades, State testing in eighth and eleventh grades; and PSAT/SAT testing in eleventh and twelfth grades. The purpose of these are to better understand and measure student growth, to refine and improve our programs designed for meeting the needs of our students, to identify those in need of remediation and to recognize, commend and reward the progress of our students and their teachers.

The primary purpose of the communication of assessment data is information sharing with students, parents, and the community. Therefore, the results of all this data is provided to the public in the form of statistics in the Superintendent’s and Principal’s Newsletters that are mailed regularly to all taxpayers. Newspaper articles also report data as a comparison of achievement among local school sy