The Windber Area School District Curriculum and Assessment is to aim in providing each student with appropriate instructional materials and strategies in order that the student may achieve proficiency and reach his/her potential in a well-rounded educational program. To this end, each staff member within the department is committed to promote high academic expectations for every student; to offer leadership and skill in the selection and implementation of curricular materials, instructional strategies including the use of technology, effective assessment tools, and procedures for reporting and analyzing student progress; and to provide to staff members effective professional development related to each of these areas. The success of this mission is achieved through the coordination of all resources. Members of the Curriculum Department work closely with building principals, Elementary Curriculum Specialists, Reading Specialists, Librarians, Music and Art teachers, teachers of English as a Second Language, and secondary department chairs. In addition, they collaborate with Supervisors of Special Education in the delivery of curriculum and instruction for students with special needs.

 

No Child Left Behind (NCLB)
In 2001, the federal government passed the No Child Left Behind Act (NCLB Act). This law reflects a framework on how to improve the performance of America's elementary and secondary schools while at the same time trying to ensure that no child is trapped in a failing school. The NCLB Act incorporates increased accountability for States, school districts, and schools; greater choice for parents and students, particularly those attending low-performing schools; more flexibility for states and local educational agencies (LEAs) in the use of Federal money; and a stronger emphasis on reading, especially for the youngest children. 

For further information on, or a synopsis of, the No Child Left Behind law, please go to the Federal NCLB site

Adequate Yearly Progress (AYP)
Adequate Yearly Progress is the minimum annual performance level of improvement that states, school districts, and individual schools must achieve each year. For the 2006-2007 school year, 54% of students in grades 5, 8, and 11 must score proficient or above in reading; 45% of these students need to be at the proficient level or higher in math. The state requires each school district to disaggregate PSSA test data for several groups of students, provided the district has at least 10 students in each group. The groups include race, ethnicity, gender, disability status, migrant status, English proficiency, and economically disadvantaged. In addition, school districts must show improvement in attendance rate (for kindergarten through grade eight buildings) and graduation rate (for high school buildings). Graduation rate is calculated by the number of students who begin high school in ninth grade and graduate with their class. If a category is not listed, the district has less than 10 students in that category and cannot report disaggregated data on that group. These groups include: Hispanic, black, Asian Pacific, migrant status, English proficient, and in grade eight, students with disabilities.

 

The Mission of the Curriculum Department

is to assist in providing each student with appropriate instructional materials and strategies in order that the student may achieve proficiency and reach his/her potential in a well-rounded educational program. To this end, each staff member within the department is committed to promote high academic expectations for every student; to offer leadership and skill in the selection and implementation of curricular materials, instructional strategies including the use of technology, effective assessment tools, and procedures for reporting and analyzing student progress; and to provide to staff members effective professional development related to each of these areas. The success of this mission is achieved through the coordination of all resources. Members of the Curriculum Department work closely with building principals, Elementary Curriculum Specialists, Reading Specialists, Librarians, Music and Art teachers, teachers of English as a Second Language, and secondary department chairs. In addition, they collaborate with Supervisors of Special Education in the delivery of curriculum and instruction for students with special needs.