Shady Grove Elementary School (SGES) has a clearly written mission statement, a set of guiding beliefs, measurable objectives, and an action plan designed to promote growth. Our mission statement displays our commitment to the high quality education of our students in a respectful climate. Our shared belief statement, with its seven guiding principles, promotes dedication to preparing our students for their successful future as productive citizens. Our objectives and action plan focus on the acquisition of communication and technology skills/strategies that will ensure that students are prepared to meet academic and societal expectations of the 21st century. The action plan will support the Wissahickon School District goals of improving upon communication and technology skills. The staff, faculty, and parents of the Shady Grove community are dedicated to providing our children with a sound education, which will prepare them for the future. The Standards Surveys that were administered reflect a positive attitude toward the educational experience implemented for the students at Shady Grove Elementary. The staff believes the standards are being met adequately, but are not without some areas of need. It is our belief that the action plan will strengthen our current program.

STANDARD: EDUCATIONAL PROGRAM

Shady Grove has a sound and multifaceted educational program. It is designed to provide our children with experiences that meet their needs and stimulate their learning in all developmental areas. Resources, interactions, and activities are organized to develop the students' positive attitude toward learning. SGES's high quality, integrated program addresses the unique needs and potential of each student in order to promote a love for lifelong learning. Our curriculum serves the broad goals for learning by teaching students to apply academic skills through an interdisciplinary approach, placing emphasis on performance-based and product-oriented activities. Throughout our curriculum, we make a concerted effort to: 1) teach to mastery; 2) extend the curriculum; 3) integrate all subject areas; and 4) plan future instruction based on research and assessment. Within each classroom, flexible groupings (i.e., cooperative, heterogeneous, and ability groups) are used along with differentiated instructional strategies. Many projects and lessons combine skills and information from a variety of disciplines. Activities involve the writing process, research skills, information processing, technology, oral and multimedia presentations, class discussions, and projects. Our librarian incorporates lessons involving research/study skills. The Internet is used for primary source information throughout our curriculum. For each curricular area, ongoing staff development is provided to update and enhance our programs. Assessment results at SGES are used as indicators of students' needs as we plan instruction and class placement (See School Context).

Reading/Language Arts Our performance standards are based on the Academic Standards for Reading, Writing, Speaking, and Listening as provided by the Pennsylvania Department of Education. We meet these standards through a wide variety of ways: literature-based activities, direct instruction, cooperative learning, multimedia presentations, class activities, projects, technology/Internet usage, daily writing/editing and reading, instruction and reinforcement of the writing process, questioning based on Bloom's Taxonomy, library lessons, multi-grade level activities, and the promotion of independent reading. Among the resources utilized are Houghton Mifflin's The Literature Experience and English, Heath's Reading Series, Lindamood-Bell™(to address phonemic awareness, sight word development, and comprehension), 100 Book Challenge™, Wilson, Soar to Success, and Specific Skills Series. School-wide read-a-thons are utilized to promote the love of literature. Sustained Silent Reading and reading/writing workshops further develop fluency. Parents support our language arts program by volunteering as tutors, serving as guest readers, running a publishing center, sponsoring annual book fairs, and organizing a Family Reading Night. Reading support is also offered through building and Title I services. Software programs that we use include: The Living Book Series, Discis Book Series, School House Rock, Reader Rabbit, NFL Reading, and Supersolvers Spellbound

b. Mathematics Performance standards in math are based on the Academic Standards for Mathematics, as provided by the Pennsylvania Department of Education and the National Standards developed by the National Council of Teachers of Mathematics. Instruction involves: daily problem solving (i.e., Problem of the Day), computation, explanation of methods, real-life situations, logical reasoning, Continental Math League competition, journals, manipulatives, learning and challenge centers, multimedia projects, and differentiated instruction. Parent support of our mathematics program includes tutoring and Family Math Night. Among the resources utilized are Houghton Mifflin's Math Central, and Scott Foresman-Addison Wesley's Math. Software programs currently being used are Math Workshop Deluxe, Math Blasters, The Cruncher, Treasure Math Storm, Logical Journey of the Zoombinis, Myst, Graphers, Mighty Math, and Graph Club.

c. Science Our performance standards in science are based on the National Science Education Standards, in addition to our school district's curriculum guidelines. We are utilizing activity and inquiry-based learning in conjunction with text-based programs. Thematic kits include: animal studies, weather, sound, chemical tests, and electrical circuits. Students work individually, in pairs, or in cooperative groups. They analyze, hypothesize, predict, and investigate science concepts. An example of the extension of our science curriculum is SGES's fourth grade partnership with the Wissahickon Valley Watershed. On a monthly basis, the students visit the watershed to conduct authentic stream studies. In collaboration with Philadelphia Electric Company (PECO) and NBC-10, all SGES teachers participated in professional development on the use of the WeatherNet, an interactive network of four thousand sites that collect international weather data for use in authentic science learning. The weather instruments are installed at SGES and the software program is on all school computers for daily use. To heighten community awareness of SGES's unique science initiative, one of NBC-10's meteorologists, Glenn "Hurricane" Schwartz, presented a school-wide assembly. Parent support of our science program includes staffing and maintaining of our science lab, volunteering to assist classes during experiments, and coordinating Family Science Night. Class trips to the Franklin Institute, Academy of Natural Sciences, Philadelphia Zoo, and Lankenau Hospital enhance the curriculum. Software programs that we use include: Eyewitness Science, Destination Rainforest, San Diego Zoo's The Animals, One Small Square Seashore and Backyard, Dinosaur Adventure, National Geographic's A World of Plants, Magic School Bus Series, Widget Workshop, A.D.A.M., and The Way Things Work.

d. Social Studies Our performance standards in social studies are based on the National Standards for Social Studies, in addition to our school district curriculum guidelines. Social studies is taught through interactive projects, field trips, literature, guest speakers, assemblies, use of parent resources, and textbooks. We focus on history, geography, map skills, social awareness, and higher level thinking skills. Parent support of our social studies program includes serving as guest speakers, coordinating the Millennium and Future Day celebrations, and organizing Heritage Festivals. Through a partnership with several local corporations, the Junior Achievement program enhances the social studies curriculum at all grade levels. An example of the extension of our curriculum at the fifth grade level is the Gingerbread Cookie Company economics project. During the study of this unit, students learn the basics of starting and running a business by creating a company, buying shares in the company, baking and selling cookies, and sharing in the profits. SGES students take field trips to Hope Lodge, Historic Philadelphia, Fairmount Park's Native Lands, Ellis Island, the Statue of Liberty, Crayola Crayon factory, Valley Forge National Park, Peter Wentz Farmstead, Coatesville VA Medical Center, and Pennsbury Manor. Software programs that we use include: Oregon Trail, CD Maps and Atlases, Where in the World is Carmen San Diego?, Where in the USA is Carmen San Diego?, If Your Name was Changed at Ellis Island, World Book Encyclopedia, Microsoft Encarta, Portraits of American Presidents, and Cartopedia.

e. The Arts Students participate in art and music classes a minimum of once a week. The projects complement and extend our curriculum. Utilizing multimedia technology, projects are introduced which integrate subject areas. For example, in conjunction with our third grades' study of the Kwakiutl Indians, students create totem poles in art class. In fifth grades' study of Egyptian art, wooden sarcophagi are created. A variety of media are used across the grade levels in art activities, including plaster cast molds for face masks, pen and pencil drawings, clay for ceramics, printers' ink for print-making, and oil paint. The art teacher also coordinated the school-wide creation of our 20th century Millennium Wall collage, located at the end of our Hall of History. This large mural consists of photographs, news articles, and personal memorabilia divided by the decades. In the district's yearly art show, every SGES student is represented with an art piece. Parents receive invitations for attendance to the show. Integrating art and music, artwork is created for the spring and winter concert covers. Scenery is painted for our school musical plays. Our students design yearbook and promotion book covers for the fifth grade. Parent volunteers present Art Goes to School, sponsored by the Philadelphia Art Museum. This program fosters an appreciation of art history. Students design posters, which are hung in our school's hallways, to promote the many family activities that we hold. Art software programs that we use include: Kid Pix Studio, Print Shop Deluxe, Art Gallery: The Collection of the National Gallery of London, and With Open Eyes: Images from the Art Institute of Chicago. Music is also integrated into the curriculum and school initiatives. For the last two years, the winter and spring musical concerts focused on the environment and our celebration of the millennium and future. Directly relating to the fifth grade study of American History, each year the students perform the musical, Shh, We are Writing the Constitution. As part of the study on recycling, third grade students create recycled instruments, which they play at our Science Night. As part of our commitment to our community, SGES students sing at local retirement and nursing homes. Our intermediate and upper grade level students have the opportunity to participate in band and string lessons during the summer. They also play at special school events such as the Veterans' Day assembly and Field Day. f. Foreign Languages SGES is the designated school in Montgomery County to house elementary level hearing impaired students. We have a unique opportunity to utilize our interpreters and hearing support teachers to instruct non-hearing impaired students in sign language. Our students have become competent in basic sign language techniques, including the alphabet, common expressions, and daily vocabulary words. Students with normal hearing can effectively communicate with hearing impaired students. As a result, all students feel a greater belonging to our school community. Foreign languages are also introduced as part of cultural studies in the classrooms. For example, during the first grade study of Mexico and third grade literature study of Latinos, students learn conversational Spanish. In fourth grade, students learn Swahili in conjunction with their study of Kwanzaa. Introductions to foreign languages are also offered as part of our After School Workshops, including Japanese, Spanish, and sign language.

In terms of our Educational Programs, our diverse student population requires the implementation of differentiated instructional programs. Our faculty participates in staff development programs in order to stay current with educational requirements, to explore areas of interest, and to address areas of concern to the school community. One shared interest that was an outcome of the Standards Survey is the need for ongoing consistent common planning time between the special education and regular staff education staff to support individual, small group, class, and school wide activities.

STANDARD: LEARNING MEDIA SERVICES

SGES has excellent media facilities and services, which is a point of pride. Approximately ten percent of the building budget is used to support our library program and the purchase of quality information resources. SGES has also been the successful recipient of numerous grants, which have provided funding for additional instructional materials. Title VI has provided funding for our video expansion to enhance curricular instruction. Our Library Media Center serves as a hub of information gathering and processing for our school. At the center of our library is the gazebo, which houses four multimedia computers. The main library computer is equipped with the automated circulation/catalog system and access to the Internet and electronic search tools, including Electric Library. An LCD projection device is also available for demonstration lessons. Resources are made available to teachers and students for gathering, analyzing, and evaluating information. Our library houses twelve thousand books that represent a wide variety of genres, magazines, professional periodicals, videotapes, reference materials, and CD-ROM bundles to support the curriculum. One thousand items per week are circulated to our staff and students. A full-time librarian and library assistant are available to collaborate with staff members in planning and implementing curriculum related lessons and support school wide initiatives, such as recognition of famous authors. In addition, library bulletin boards and showcases display the research efforts of students. With the librarian's/staff support, students participate in Children's Book Week, National Library Week, National Poetry Month, Young People's Poetry Week, Reading Olympics, and Turn Off T.V. Week. Families have the opportunity to purchase celebration books in honor of special, personal events. Each fall, the staff and community are introduced to the new materials, which are selected with teacher, student, and parent input. These materials are displayed at Book Bites, an informal morning gathering.

The library was recently renovated with new carpet, bookshelves, and a fully computerized circulation and catalog system. The learning media resources are properly cataloged, housed, and maintained. Many new titles have been added to the library collection over the past few years and our collection is updated on a continual basis. Our computer lab was recently renovated with state of the art furniture to enhance the learning environment. The lab is equipped with two scanners, an LCD panel, and twenty computers. Two areas of concern are staff development in the area of technology and employment of a full time computer specialist.

STANDARD: STUDENT SERVICES

Wissahickon School District supports a wide-variety of services in order to ensure success for our students. SGES is fortunate to have a full time guidance counselor who provides class instruction as well as individual counseling sessions. In addition, we have the daily services of a nurse who administers to the health needs of the children as well as giving a full battery of health screenings. The school nurse offers nutritional counseling, as well as addressing a myriad of medical concerns. She works actively with parents to ensure that routine, as well as serious medical needs are met. A database is maintained to keep medical records current, and the Internet is used to obtain up-to-date medical information. A school psychologist is actively involved, spending time on site at our facility, as well as being on call for any emergencies or special issues. Early identification of students with special needs begins with the evaluation of students in Head Start and other community preschool programs by our school psychologist.

The Instructional Support Team consisting of teachers, parents, guidance counselor, principal, and psychologist meet regularly. The school has many additional support services, including: reading, speech and language, special education, sign language, occupational/physical therapy, and enrichment. Identified students also receive reading instruction in the Orton based multi-sensory reading program, which is taught by our trained staff. Through the Montgomery County Intermediate Unit, services are provided to students with hearing impairment and autism.

The principal, counselor, home and school visitor, nurse, psychologist, as well as members of the crisis intervention team, work with a plethora of organizations and agencies to gather information to determine how best to meet the needs of our families. We work closely with health and welfare agencies; police and fire departments; and local organizations such as day care services, community groups, and homeless shelters. Emotional/counseling assistance is available for both in-school child support and out-of-school family support. The school counselor helps families with many concerns ranging from routine matters to emotional and coping issues. Our social worker and home and school visitor further support the bridge between home and school. The Big Brother and Big Sister programs are made available to families in need as well. Whenever a family needs a ride to school, staff is made available to provide transportation.

The Ambler YMCA sponsors an after-school care program, which is housed at SGES. Provisions are also made for before-school care. Parents can take their children to a nearby elementary school for the before-school program. The students then ride a district bus to SGES. Through the Home and School Association, special events are planned throughout the year, such as Donuts with Dad/Special Friend and Munchies with Mom/Special Friend, which promote stronger ties between families and the school. Every year, an extensive holiday giving occurs at SGES, which benefits our families who are in financial need. Students take an active part in collecting canned goods for this giving. With the support of local foundations, SGES also provide new toys and clothes for the students to help ensure a happy holiday. Many recipients have expressed deep appreciation of this initiative.

To determine and address the developmental needs of students as they move from grade to grade, SGES utilizes several assessment tools (see School Context). In order to ensure success for all students, an in-depth process is in place to provide appropriate class placement. Every spring, the grade-level teams, specialists, guidance counselor, and principal participate in a series of meetings to discuss each student's developmental strengths/needs. In order to create an optimal learning environment, placement is determined by considering many factors including: learning styles; parent input; emotional, social, behavioral, and academic needs. Prior to the start of the school year, families receive welcoming letters from the principal, classroom teacher, and special area teachers. Throughout the school year, there is an open-door policy for prospective families moving into the SGES community. Each family meets with the school principal to discuss individual student needs. They receive an informational packet as well as a personalized tour of the school. The principal encourages teachers to review all cumulative folders, psychological and medical reports, and Individualized Education Programs (IEP). Schedules for additional services are carefully coordinated to maximize academic time in the classroom.

Developmental needs of SGES students are continually monitored and reassessed. Preschoolers are screened for kindergarten readiness. The reading specialists screen students for potential reading difficulties. Speech and language specialists screen students for communication disorders at the request of teachers or parents. Remedial, enrichment, English as a Second Language (ESL), and IST interventions are available for students who require these services. Appropriate developmental programs are designed for any student with an IEP. To ensure that student needs continue to be met during the move from fifth grade at SGES to sixth grade at Wissahickon Middle School, a transition plan is in place. Students, teachers, parents, and the principal visit and tour the middle school. The sixth grade counselor and several former SGES students visit the fifth grade and bring a video, which portrays student life at Wissahickon Middle School. Guidance counselors from SGES and the middle school meet to discuss students' developmental needs. Staff members of the receiving school are invited to IEP meetings for any student who transfers.

Retention at SGES is rare and only occurs in unique situations, after ongoing collaboration between parents and staff who interact directly with that child. Curriculum and performance based assessments are used to evaluate students in relation to grade level requirements. When necessary, programs are adapted on an individualized basis to meet student needs and better ensure success. These modifications may be developed in three ways: by the classroom teacher; through the IST/IEP processes; and in collaboration with other specialists. Programs are designed to help develop each student's skills to his/her highest potential. Teacher observation, parent input, and curriculum assessments help to determine if a child is in need of enrichment, learning/emotional support, or other services.

Teachers and parents meet to discuss possible interventions based on needs and targeted goals. The interventions are then implemented for a trial period. After this time, the student's progress and the effectiveness of the interventions are evaluated. Adjustments are made to best meet the needs of the student. The interventions are continuously revisited and modifications are made as needed throughout the school year. If needed, a team decision is made for further individualized testing, which is done by our school psychologist. The purpose of this testing is to gather more information about a student's learning style. A CER is developed and reviewed with the parents. An IEP meeting follows the CER meeting if the child is deemed to have exceptional needs. If a child needs additional support prior to the next school year, summer school and tutoring programs are made available. For example, this past summer several of our students received individualized reading support by SGES teachers trained in the Wilson program.

The Standards Survey reflected that the staff feels that increased time is needed for individual and small group guidance sessions.

STANDARD: STUDENT ACTIVITIES

SGES offers a wide range of activities to complement our academic curriculum and provide opportunities for our students to have well-rounded interests and skills. These programs are designed to enhance student leadership abilities, promote community service, and help students develop as individuals who are prepared for their successful futures. All students are encouraged to participate in co-curricular activities and arrangements are made for students in financial need. Our music program includes a chorus, band, and orchestra and offers instrumental lessons to students in the intermediate and upper elementary grades. Concerts and musical plays are performed at school, throughout the community, and at locations such as the Music Pier in Ocean City, New Jersey, and the Reading Phillies Stadium. Our school participates in a district art show in which each student's artwork is represented.

After school workshops led by teachers, parents, high school students, and community members provide the opportunity for students to learn new crafts and games, foreign languages, sports, and hands-on/consumer sciences. Approximately sixty-five percent of our student population participates in these workshops. Our student council, yearbook committee, and Cheetah Peer Tutoring programs provide an opportunity to apply classroom skills to authentic situations. Students write articles and take photographs for publication in school and local newspapers. They also videotape school events, which are aired on WTV, our district's community cable channel. Through participation in these activities, students develop higher-level thinking/problem solving skills, responsibility, leadership ability, as well as become well-rounded individuals.

These programs are supported enthusiastically by students, staff, and the Home and School Association. The majority of the school community assigned a score of 5 in this area. However, they also commented that many students are unable to attend school activities before or after school due to transportation limitations.

STANDARD: SCHOOL FACILITIES

The facilities of SGES contribute to the achievement of planned learning outcomes and compliment the services provided to the students and is equipped to allow for the implementation of our mission, beliefs, objectives and action plan. The school, which was originally built as a junior high in 1958 and later remodeled as an elementary school in 1989, now accommodates about 450 students. Shady Grove houses a classroom for each teacher in addition to the library, computer lab, resource rooms for special services, band room, gymnasium, cafeteria, two stages, athletic fields, and faculty lounge. A variety of spaces are available for teaching, recreational, and community activities (See Student Context). As a result of a class size initiative by the School Board several years ago, class size in kindergarten and first grade ranges from 18-22 students; class size in grades two and three ranges from 22-25 students; and class size in grades four and ranges from 25-28 students. Qualified District employees, including a full-time Building Supervisor, maintain our facility and grounds on a routine basis.

In order to meet the needs of students, staff, and SGES community members with disabilities, many accommodations are available. These adaptations are also in accordance with state and federal laws. The exterior of our facility features a cutout curb leading to a ramp for wheelchair accessibility, outside steps with handrails, handicapped parking, oversized doorways with Americans with Disabilities Act (ADA) approved handles, and paved walkways around the perimeter of the building. The interior of our two-story facility includes an elevator, a stairway wheelchair lift, emergency strobe lights for the hearing impaired, an ADA compliant computer station in the school's multimedia center, directional signs written in Braille, wheelchair accessible bathroom facilities, and emergency lights in bathrooms and hallways. Other specially designed resources include Telecommunications Device for the Deaf (TDD) and amplified phones, transportable FM systems, closed captioned T.V.s on each floor, carpeted classrooms, interpreters, calendar of school events on cable television, books on tape, large print texts, special medical services (i.e., suctioning, medications, oxygen storage, nebulizer treatments, blood pressure or other vital sign monitoring devices).

Currently, every available space is being utilized creatively to implement the stated philosophy and objectives of the plan. However, more space may be needed in the science lab for the implementation of the science curriculum. Provisions for the health and safety of students/staff as well as for the maintenance of the facility are under review with concerns including poor air quality, clogged sinks, and mice.

STANDARD: SCHOOL STAFF AND ADMINISTRATION

The Wissahickon School District has experienced tremendous growth and evolution within its administration. Well-qualified, highly respected administrators have recently brought to Wissahickon a sense of professionalism and strong leadership. Teachers and administrators are well-qualified and bring strong backgrounds of knowledge and experience to their work.

As part of our commitment to SGES's mission to prepare our students for their successful future, we recognize the importance of continuous professional development to ensure optimal student growth. Our staff members are active participants and presenters in the district's ongoing professional programs. At the beginning of each school year, two days are devoted to district and building in-service meetings. Throughout the school year, several in-service days that are planned by administrators and teachers, are also used for training and updating information, such as Web-Quests, PSSA Math Assessments, Content Area Reading Strategies, Guided Reading, and Inclusion. Staff can select workshops that meet their professional needs. We are given release time to attend conferences, workshops, and to make school visitations.

Release time is also offered for training in the Breakthrough to Literacy program, to attend assistive technology workshops given by the Montgomery County Intermediate Unit, and provide professional consultations to staff members in other district schools. Substitutes are utilized to cover the teachers' classes. Through the Wissahickon Institute and Link to Learn, ongoing technology workshops are offered. Many of the SGES staff participate in and/or lead workshops in the Wissahickon Professional Development Council's summer programs. The District offers financial reimbursement to staff members who take higher-level education courses, including county in-service and graduate classes. Built into SGES's schedule is grade level common planning periods and duty free lunches, which ensures quality time for facilitating collaboration among staff. SGES has established partnerships with Chestnut Hill College, and other local colleges that further enhance our professional development.

We also collaborate with colleges/universities (e.g., Penn State, West Chester, Cabrini, Temple, LaSalle) as a site for providing opportunities to student teachers. These college students participate in our professional development programs as well. As a result of being recipients of the State's Read to Succeed grant, our teachers are being provided with staff development in effective reading strategies over the next several years. A consultant from Lindamood-Bell™ is helping to implement in-class multi-sensory reading techniques to develop phonemic awareness, sight word, and comprehension development. This year we have added training in the 100 Book Challenge, a guided sustained silent reading program, which promotes independent reading. Through the District's curriculum supervisors, ongoing workshops and courses are also offered to our staff, such as Wilson, Math Their Way, and Science Kit trainings. To foster global understanding and knowledge in research and learning, our staff are members in many local, state, and national/international professional organizations, such as the Association of Supervision and Curriculum Development, International Reading Association, American Speech-Language-Hearing Association, and National Councils of Teachers of English and Mathematics.

The District and SGES recognizes that student assessment, staff evaluation, and school review are critical elements in both student and school improvement. This past school year, a database was established, which will provide us with the tools to effectively analyze student progress and plan instruction. Throughout the school year, teachers carefully review student cumulative folders and meet with the special educators to review IEPs, in order to tailor instruction to enhance student success. As a result of these careful reviews, staff development programs are created to better serve indicated student need areas. For example, the building level initiatives, differentiated instruction, and training in multi-sensory approaches, resulted from the understanding that we are dedicated to improve all student achievement. Because of our commitment to improve Pennsylvania System of School Assessment (PSSA) scores, building level PSSA workshops in reading, math, and writing have also been implemented. Based on staff and community feedback on the desire to improve cultural sensitivity, many SGES teachers participated in the REACH training for cultural sensitivity.

On a daily basis, SGES's building principal visits classrooms to observe teachers. Through an annual formal evaluation, all temporary professional employees receive two observations/evaluations each semester by our principal, as well as evaluations by curriculum supervisors. Professional employees are formally observed/evaluated once each year. As a result of these observations and evaluations, professional development opportunities are created. The SGES's principal acknowledges professional accomplishments in many ways, such as personalized notes and announcements at faculty meetings.

A continued concern has been expressed for an increase in the number of qualified support staff to meet the needs of the total education program. Of particular concern is the support and coordination needed between the District and our school to provide additional available funding and resources necessary to hire qualified specialists and implement relevant staff training. There is a need to have more opportunities for professional growth, collaboration with specialists, and qualified personnel to facilitate inclusion. As a result of our new Superintendent's initiative, this area of adding staff development personnel to each building is currently being addressed.

STANDARD: FINANCE

Sufficient financial resources are available to fund most existing programs. The District's Business Office (see Attachment A) in accordance with written policies and sound business practices appropriately manages resources. The Business Office is accountable to all segments of the school community. The principal prepares the school budget, based on prioritized needs, after conferencing with the staff. The budget is then turned in to the Central Administration for review and refinement before it is submitted to the School Board for approval.

In addition to adequate funding spent per student to achieve our objectives (See School Context), additional educational resources in the school and surrounding community are utilized to provide curricular extensions for the students, teachers, and families as well as hands-on, culturally enriching activities. Through the District's Wissahickon Educational Opportunities Foundation, guest speakers provide information to parents on effective parenting topics. Scholarships are offered to families in financial need with children who would benefit from our summer reading program. The Home and School Association brings assembly programs to the students using members of the immediate and surrounding communities. Artists, actors, musicians, writers, scientists, and entrepreneurs help to support the curriculum. Home and School Association also provides mini-grants to staff, which enables us to extend learning.

As we prepare our students for their place in the rapidly changing world, they are exposed to a wide variety of opportunities and experiences, bringing the world to the classroom. All of our stakeholders have benefited from these valued partnerships. Many corporate partnerships support SGES programs. In the area of reading/language arts, Aetna U.S. Healthcare and Pizza Hut provide guest readers and reading incentive programs. Scholastic Book Club helps to sponsor Family Reading Night. Through the Junior Achievement program, sponsored by multiple corporations, each grade level participates in extended, hands-on activities, based on our social studies curriculum. The Tastykake Corporation offers the Gingerbread Economics program to our fifth grade students. Merck Pharmaceuticals sponsors the Sky Lab program, which provides students a first hand understanding of the constellations.

STANDARD: SCHOOL LEADERSHIP AND GOVERNANCE

The administration of SGES acts fairly and ethically when dealing with parents, students, staff, and the school community. Parents are encouraged to participate as partners with the governing body and administration. They provide appropriate opportunities and training sessions so that all members understand their responsibilities and roles. The role of the leadership is to establish and maintain clearly formulated policies and practices stated in the strategic plan and long-range goals of the Wissahickon School District.

Leadership roles at SGES are diverse and shared by administrators, teaching staff, support staff, Home and School Association, and students. We, as educational leaders, move towards our mission of creating a community of life-long learners and well-rounded citizens by creating the framework to continuously guide, mentor, and instruct in an environment that promotes respect, self-esteem, and success for each child. We are committed to the successful development of each student in the areas of academic, behavioral, and emotional growth. In conjunction with the District, SGES is committed:

a. To deliver to each student the highest quality integrated programs, which address the unique needs and potential of each student. b. To develop community-wide technological, cultural, scientific, and educational partnerships. c. To promote lifelong learning so that each individual can contribute in full measure to the health, safety, welfare, and prosperity of the community and each of its generations.

As part of the commitment to providing a caring, productive learning environment that promotes student success, the SGES principal is a visible and active member of the school. She greets students in the morning, visits classrooms on a routine basis, and attends special student activities. As an instructional leader, she encourages staff attendance at conferences and regularly shares valuable educational research with the SGES staff. In addition, educational research articles are posted on staff bulletin boards and discussed at faculty meetings. Through our principal, the SGES staff is made aware of new teaching strategies, workshops, courses, and conferences

SGES continually engages internal and external stakeholders in leadership and decision-making. The collaboration of all school stakeholders in the goal-setting process results in involvement and commitment in the success of SGES. Throughout the year, goals are set by teachers, administrators, and parents. Meetings are held to evaluate existing goals to determine if they should be continued as written or revised for the following school year. Individual staff, grade, building, and district goals are also developed annually, consistent with student needs and our district strategic plan. Adaptations are designed as needed. The district and building goals are communicated through the district calendar, quarterly community newsletters, Town Meetings, the district's cable television station, and monthly School Board reports. SGES's staff development committee and faculty develop topics, based on established goals, such as new directions in special education and updating technology. Time is allotted after the school day to plan and work together on new projects.

The relationship among our principal, staff, students, and community stakeholders is one of mutual respect, cooperation, and collaboration. Activities and projects within the SGES community include: volunteer tutoring in a local community institution; computers on loan; soda can tabs for dialysis; holiday gift/food distribution to SGES families; and partnerships with Coatesville VA Medical Center, Pennies for Peace, Jump Rope for Heart, Inter-Faith, Ambler Food Cupboard, local senior centers and retirement communities. The spirit of caring and giving on behalf of our SGES students reaches far beyond the walls of our building. We continually involve our community stakeholders in our goals and decision-making process in order to enhance and enrich the lives of our students. When members of the school community have issues or concerns, they are encouraged to become part of the problem solving effort.

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