Middle States Association Of

MIDDLE STATES ASSOCIATION OF

COLLEGES AND SCHOOLS

COMMISSION ON

SECONDARY SCHOOLS

REPORT OF THE

ACCREDITATION FOR GROWTH

VALIDATION TEAM

CRESTWOODHIGH SCHOOL

MOUNTAINTOP, PA

May 4 – 7, 2010

DR. ROBERT M. FOSTER

CHAIR OF THE VALIDATION TEAM

CHRISTOPHER M. GEGARIS

PRINCIPAL

CHRISTOPHER M. GEGARIS

INTERNAL COORDINATOR

TABLE OF CONTENTS

Pages

Introduction 1-2

The Context of CrestwoodHigh School 3-6

The Planning Process 6-7

The Planning Team 7

Role of the Administration 7-8 Role of the Governing Body 8 Role of the Internal Coordinator 9 Communication and Awareness Activities 9-10 Action Plan / Implementation Teams 10

Annual Review10-11

The Plan for Growth and Improvement 12

Relationship of Plan to CrestwoodSchool DistrictStrategic Plan12

Mission12-13 Beliefs 14-15

Profile of Graduates16-19 Objectives 19-24 Action Plans 24-27

Standards of the Middle States Association27-69

Accreditation Recommendation 70

Next Steps71-72

Conclusion 73

Validation Team Roster74

INTRODUCTION

T

he Middle States Association of Colleges and Schools is a non-governmental, nonprofit, peer-administered organization of diverse educational institutions committed to the highest quality education for students. Its purpose is to ensure the continuous improvement of its member schools through effective leadership, self-study, peer evaluation, accreditation, exemplary programs, and supportive services. For more than 75 years, the Association has provided leadership in school improvement for its member schools in six states in the United States, the Caribbean, Europe, the Middle East, the subcontinent of Asia, and Africa.

Accreditation for Growth (AFG) is a unique accreditation process that uses strategic and site-based planning as vehicles for school improvement and growth in student performance. The process, developed by the Commission on Secondary Schools (CSS), Middle States Association of Colleges and Schools, provides linkages between district and site planning efforts. The primary determinants of progress are actual student results rather than the input of resources. AFG requires the school to base its objectives on a vision of a preferred future and thus is a future-oriented process. AFG provides for a continuous review of programs and services and allows diverse constituent groups to participate in charting the future of the school.

The Accreditation for Growth process requires that the school meets CSS standards. A school site plan, developed by a planning team of representative stakeholders from the school and community, should be consistent with the vision of the district’s strategic plan. It should contain the following components: mission, beliefs, two to four measurable student performance objectives, and action plans that detail activities, timelines, individuals/groups responsible, and resources provided to accomplish these objectives.

In addition, a planning process should be in place that will ensure that the school has both the capacity and the will to implement its action plans. The planning process typically includes an internal coordinator responsible for monitoring the plan, procedures for communicating planning activities to the school community, provision for annual reviews of the plan, and one or more action plan teams responsible for implementing the plans.

By choosing AFG, CrestwoodHigh School has made several commitments.

1)It has committed to focusing on the end result – improved student performance – as the primary priority for school improvement efforts.

2)It has committed to operating from a vision of where it wants and needs to go with the mission and beliefs serving as a unifying force for change.

3)It has committed to including a varied spectrum of stakeholders in the process of continually defining a preferred vision, in developing the means to get closer to that vision, and in implementing action plans developed by these stakeholders.

4)It has committed to a process where progress will be continuously reviewed.

5)It has agreed to participate in a peer review and external validation process by accepting outside visitors.

The Middle States Validation Team is a group of professional educators appointed by the Commission on Secondary Schools to visit a school using the Accreditation for Growth process. The purpose of the team visit is threefold. First, the team assesses the planning processes used by the school in developing the plan; the team determines the school’s adherence to planning requirements as outlined by the Commission as well as whether the planning processes will ensure continuous improvement and commitment. Second, the team reviews the content of the school’s plan to judge the validity and clarity of the plans along with the level of commitment to implementation. Finally, it is the team’s responsibility to review the school’s maintenance and implementation of the CSS standards.

The five members of the Validation Team to CrestwoodHigh School used the three and one-half day visit to review written documents regarding the plan and its development. The Team interacted with as many of the school’s stakeholders as possible regarding their knowledge, understanding and support for the plan. The groups interviewed included the internal coordinator, the Board of Education, staff, administration, student leaders, a randomly selected group of students, the external facilitator, guidance counselors, library staff, department heads, curriculum supervisors, implementation team chairs, the Planning Team, supervisor of buildings and grounds, student activities coordinator and class advisors. The Team concluded that it had a full and rich experience of the school leading to the following report and assessment.

CONTEXT OF THE SCHOOL

The CrestwoodSchool District rests on the western edge of the Pocono Mountains midway between the cities of Hazleton and Wilkes-Barre. The nine municipalities - the townships of Fairview, Wright, Dorrance, Slocum, Rice, and Dennison; and the boroughs of Nuangola, PennLakePark, and White Haven – cover an area of 109.5 square miles and have a combined population of 19,383.

Within the boundaries of the District exist several outdoor scenic and recreational areas. The rolling mountainous terrain is a spectacle of beauty throughout the seasons of the year. Individual spots, like the secluded, pleasant atmosphere of the IceLakes or the rugged terrain which invites white-water rafting and trout fishing where the Lehigh River runs through White Haven, display the opportunities of nature.

Outside the boundaries of the district, the cities of Scranton, Hazleton, and Wilkes-Barre provide a wider spectrum of cultural and entertainment attractions. The KirbyCenter for the Performing Arts, the Mohegan Sun Arena at CaseyPlaza, and the PNC Stadium attract high-profile entertainment and exciting athletic events. Plus, the Interstate Highways Routes 80 and 81 and the Pennsylvania Turnpike, referred to by business and industry as the I80 corridor, offer convenient links to larger cities.

The school district itself is the result of a jointure of the previously mentioned political entities during the 1961-1962 school year. The High School was opened in 1962, consisting of the principal’s office, the cafeteria, the gymnasium/auditorium, and the first and second halls. The first major renovation occurred in 1967 and included the south wing and third hall, the present auditorium, and the music suite. From 2000-2009, a 4.5 million dollar renovation plan was completed to update specific school facilities such as high school floors, heating system, hall lockers, locker rooms in the building, and artificial turf and lighting outside for the stadium. In this same time period, the greater Mountain Top Community experienced a “growth spurt” with a flurry of new single family homes built in family developments throughout the previously mentioned nine municipalities. Due to the revitalization of the area’s downtown section, CrestwoodSchool District began a formal feasibility study in the winter of 2006-2007. The feasibility study validated that CrestwoodHigh School is 123% over capacity, indicating the need to expand the Secondary Campus. Three building proposals were drafted as the expansion project was further explored by the Board of Education. Unfortunately, on February 3, 2009, voters clearly stated that they were not in favor of the proposed $55,750,000 expansion plan by voting “no” in the special election referendum.

Currently, the district consists of four schools: Fairview Elementary, Rice Elementary, the Middle School, and the High School. The elementary schools are located in the townships after which they were named, while the adjacent Middle School and High School are located on Route 309, also called South Mountain Boulevard. The elementary schools house grades Kindergarten through six, and the Middle School houses grades seven and eight. Also within the district, the parochial school, St. Jude’s Elementary School, includes grades kindergarten through eight and contributes students to the ninth grade.

The geographic size of the community suggests a diversity of socio-economic groups, and the variety of housing developments demonstrates this diversity. Houses range from below $100,000 to well above $500,000. In addition, homes throughout the district that have been inhabited for generations also demonstrate a wide range of value. Obviously, employment opportunities are not limited to the district lines, so many people are employed in nearby locations. However, within the district, the CrestwoodIndustrial Park provides employment opportunities from the level of executive to semi-skilled worker. Major plants include: Mission Foods, Inc., Certainteed, OfficeDepotDistributionCenter, Quaker Oats, and Cornell Iron Works.

In 2002-2003, discussions began about capitalizing on the presence of productive and vibrant business/industry partners. In the fall of 2006, preparations were realized with our first cohort of students experiencing a structured job shadowing experience. In conjunction with this initiative, CHS has partnered with the Northeastern Pennsylvania Tech Prep Consortium and Luzerne County Community College (LCCC) to join the Pennsylvania Plastics Initiative. The discussions that culminated in this unique partnership resulted in the creation of a formal internship portfolio and future plans to create Capstone internship (paid) experiences in the Health Sciences, Business Education, Family & Consumer Sciences, and Technical Education. CHS maintains the overall goal of creating a comprehensive career development framework to propel well-rounded, well-educated students into post-secondary transition, bolstering our local economy and ultimately making substantive contributions to society. Finally, with the growth of the area, the service industry and retail stores provide opportunities for employment. Data from the US Census Bureau reports that the Median Household Income for the Mountain Top Area was $51,655, the Full Market Property Value was $215,130, and that the percentage of Low Income Households was 14.5%.

Students attending CHS have a number of academic, athletic, and co-curricular programs from which to choose. In general, the offered curriculum includes: humanities, mathematics and science, business, fine arts, practical arts, physical education and career and technical education. Within these offerings, students may prepare for two- or four-year colleges, the workforce, or military service. Those students who want to pursue college are given a demanding academic load and offered advanced placement courses or Dual Enrollment at WilkesUniversity, King’s College, LuzerneCountyCommunity College, or MisericordiaUniversity. Students who are training in technical fields have options both at Crestwood and at Wilkes-BarreAreaCareer & TechnicalCenter, located thirteen miles to the north in PlainsTownship. Students in grades ten through twelve have the opportunity to pursue their interests by attending Crestwood for most academic classes and then traveling to the Wilkes-BarreAreaCareer & TechnicalCenter for courses in specific fields. Finally, the Special Education Department offers learning support classes and emotional support for identified students, as well as, special services such as, speech/language, physical, occupational therapy and vision support.

All classrooms are equipped with 21st Century technology. All faculty members have personal laptops, and our student management system was upgraded in 2008. All students have access to three modern computer laboratories including a lab that is designed specifically for mathematics and reading remediation. In addition, students have opportunities to pursue interests related to Integrated Technology Concepts (ITC) at Crestwood or through articulation agreements with PennState, WilkesUniversity and LuzerneCountyCommunity College. In addition, CHS features a state of the art pre-engineering program.

The athletic tradition at Crestwood is well-known. The CHS Field Hockey team known, for decades as the “Big Red Machine,” is a dominant force in the WyomingValley and throughout the State of Pennsylvania. The field hockey program has captured four state championships, while being crowned District 2 champions in 2003, 2004, and 2009. The CHS boys’ basketball team has amassed District 2 gold medals in 1999, 2004, 2005, 2006, 2007, and 2009. Additionally, over the last decade our wrestling team has crowned twenty District 2 champions, seventeen regional place winners, and thirteen state qualifiers. Seven of those qualifiers earned a PIAAState medal.

Co-curricular activities provide students with varied avenues to develop and display talents and skills. The Science and Mathematics Departments encourage many students to participate and excel in the Pennsylvania Junior Academy of Science. The School newspaper,The Comet Connection, the English Department’s literarymagazine, andthe annual school play providestudents with a means of expression. The Music Department has both vocal and instrumental year-long programs. In addition to the traditional roles of the marching band at football games and parades, Crestwood boasts both a Concert Band and a Jazz Band. The choral group performs at two concerts annually and selects singers to perform in the regional and state choruses.

Since 2004, CHS has been heavily invested in developing relationships with educational partners including but not limited to the Greater Wilkes–Barre Chamber of Business and Industry, the Luzerne/Schuylkill Workforce Investment Board, Northeast Pennsylvania Manufacturers and Employers Council, Inc., and Partners In Education. CHS believes in the power of teamwork in our quest to provide comprehensive career development activities to students prior to graduation.

The school’s accomplishments are apparent not only in the programs and test scores, but also in the presence our students and graduates have established in the larger community. The alumni of the school lists doctors, lawyers, mechanics, teachers, nurses, and business persons, professional and non-professional leaders and workers, and members of the military and of the clergy, leaving the footprints of excellence, respect, integrity, community, and teamwork throughout their journey.

THE PLANNING PROCESS

The 2004 Middle States Association (MSA) Accreditation of Crestwood High School (CHS) inspired careful planning, a creative approach, and detailed organization in the planning process. The Planning Team consisted of a broad representation of the school and community. The self study report shows twenty-eight meetings beginning in August 2009 and concluding with a meeting two weeks prior to the Validation Team’s visit.

A considerable effort was made to educate the faculty and external stakeholders about the Middle States Association AFG process. At every benchmark in the planning and review process a detailed presentation was created for all. A power point presentation was posted on the district web site and, according to the principal, “will remain there to remind us of what is left to be done.” A monthly summary of accomplishments and “next steps” were included in this Self-Study Document reinforcing CHS’s planning ethic.

In preparation for the 2009 – 2010 re-accreditation process the planning team was introduced to some new terminology. Two new terms were introduced specific to their planning needs. The references to “internal stakeholders” are those members of the planning team from within the actual school buildings and “external stakeholders” are those members from outside the actual school buildings. The power of partnership has become extremely valuable at CrestwoodHigh School. Furthermore, all members of the planning team will be informed of all progress of CHS’s action teams through a system of reports. The Validation Team encourages the Planning Team to celebrate successes and remain true to the proposed Action Plans. The Crestwood Planning Team is to be commended for its “commitment to ‘striving for excellence’” through its effort to sustain the dialogue that includes “a culture of systematic review” of progress and data related to their AFG Plan.

The leadership at CrestwoodHigh School has stabilized and the involvement of the Central Office and Board of Education in the MSA/AFG accreditation process has dramatically increased since May 1, 2003. Documentation verifying Crestwood High School Board of Education approval of all MSA/AFG required documents can be found in the CHS Document Portfolio prepared for the May 2010 Validation Team visit.

The MSA Validation Team is satisfied that every effort was taken to involve all the stakeholders in the process and commends the internal coordinator, Mr. Christopher M. Gegaris for his collaborative efforts.

The Planning Team

CrestwoodHigh School’s Planning Team involved a broad range of stakeholders. These included three members of the Board of School Directors, five administrators, eleven faculty members, four community members, two educational partners, and eight students. The Validation Team respects the effort taken to involve a broad spectrum of members of the Crestwood family. The school’s AFG Plan reflects the diversity of representation to its Planning Team. Those interviewed by the Validation Team felt that differing opinions were heard and respected. Students took pride in being asked to participate; they took their duties seriously. With regular reports to the staff and the collaboration of department chairs, information about progress has been and will remain accessible.

Role of the Administration

CrestwoodHigh School’s administrative team was deeply involved in the evolution of the AFG document. Acting as Internal Coordinator, Principal Christopher Gegaris, advanced the planning process from inception to conclusion. Without the support of assistant principal Bonnie Gregory, the effort would not have progressed in what one stakeholder identified as “an efficient, orderly fashion.” This team served as a model of organization that inspired the Planning Team to customize and promote stakeholder ownership in the school’s AFG Plan. Parents, elected officials, staff and community members universally acknowledged Mr. Gegaris’ leadership in developing the plan. The Validation Team encourages a shared leadership approach and recommends that an additional Internal Coordinator--representing one of the non-administrative stakeholder groups--be added. Doing this will relieve Mr. Gegaris of many of the tasks associated with this role and allow another individual the opportunity to direct the implementation of the Crestwood AFG Plan.