MIDDLE STATES ASSOCIATION OF

COLLEGES AND SCHOOLS

COMMISSION ON

SECONDARY SCHOOLS

REPORT OF THE

CONTINUOUS SCHOOL IMPROVMEENT (CSI)

FIVE-YEAR VISIT TEAM

Pen Argyl High School

Pen Argyl, PA

September 27, 2006

John L. Plesha, Ph.D.

Associate Director-Middle States Association

FIVE-YEAR VISIT REVIEWER

Mr. John Smith

PRINCIPAL

TABLE OF CONTENTS

INTRODUCTION

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 85 years, the Association has provided leadership in school improvement for its member schools in six states in the United States, and the Caribbean and various regions overseas.

Continuous School Improvement (CSI) is a unique accreditation process that uses a reflective process of self-examination and long range planning as vehicles for school improvement and growth. The process, developed by the Commission on Secondary Schools (CSS), Middle States Association of Colleges and Schools, provides linkages between individual learning areas, the accreditation standards applied to all schools, and future needs of the school. CSI engages the school in a comprehensive examination and evaluation of every aspect of the school, including the community it serves, the institution’s underlying philosophical underpinnings, each area of the curriculum, and a variety of resources such as finances and facilities. The twelve MSA standards demonstrate the critical role that inputs such as curriculum, instruction, assessment, school culture, facilities, and student services play in creating the conditions necessary to promote improved student performance and organizational improvement.

The five-year visit and report is the construct by which schools can renew accreditation through a systematic review and presentation of progress without engaging in the comprehensive self study process that is applied once every ten years. The five-year report gives the school the opportunity to “step back” and review its progress, make appropriate plans for the second half of the ten year cycle, share those findings with Middle States visitors, and gain insight from an external perspective through the feedback provided in this written report.

The Middle States Five-Year Reviewers are professional educators appointed by the Commission on Secondary Schools to visit a school using the Continuous School Improvement process at the middle juncture of the ten-year cycle. The purpose of the five-year review is found in five major areas.

· It is the Reviewers’ responsibility to review the school’s continued maintenance and implementation of the MSA accreditation standards. The Reviewers assess the progress made on recommendations made by the accreditation team that visited the school five years ago. There is an expectation that the school will have made reasonable progress on these recommendations or can adequately articulate any obstacles to progress.

· The Reviewers determine how well the school has responded to recommendations of the previous Visitation Team provided in each learning area originally surveyed by the school in its comprehensive self-study.

· The Reviewers examine the progress made by the school on the initial improvement plans presented to the previous Visitation Team. Middle States expects that the school will have implemented and adjusted action plans developed to reach the objectives set forth at the time of the visit. The school is expected to show school growth through achievement of the goals.

· The Reviewers assess the school’s latest Improvement Plans to judge the validity and clarity of the plans along with the level of commitment to implementation.

· Finally, the Reviewers offer an accreditation recommendation to the Commission.

The visit took place during the course of a single academic day and allowed the school to demonstrate and share evidence of the information provided in the comprehensive five-year report that is included as part of this final written document. The Reviewers interacted with as many of the school’s stakeholders as possible regarding their knowledge, understanding, and support for the plan and gain greater insight into the school’s ability to meet Middle States standards. The groups interviewed included the Internal Coordinator, steering committee and sub-committee members, department chairpersons, selected teachers, technology coordinator, building-level administrators, members of the central office staff, students, and parents. This report of the findings of the Reviewers will be forwarded to the Commission on Secondary Schools, which will make a decision on the renewal of the accreditation of Pen Argyl High School.

Key to the ability of the Reviewers to accomplish their task in so brief a time is the thoroughness with which the five-year report is completed by the school and the extent to which the improvement plans are understood and endorsed by the general school community. Pen Argyl has enabled the Reviewer to be efficient and effective during his time at the site, and served as collegial hosts to a fellow educator representing the Middle States Association.

CONTEXT OF THE INSTITUTION

Institution Name:

Pen Argyl Area High School

Mailing Address:

501 West Laurel Avenue

Pen Argyl , PA 18072

Dates of Last Full Team Visit:

March 21, 22, 23, 2001

Dates of Subsequent Accreditation Visits or Reports:

October 28, 2003

Date of Submission of Five-Year Report:

December 22, 2005

Year First Accredited:

2001

Name of Director/Head of Institution:

Mr. John Smith

8a-b

Was this person in this role at the time of the Full Team visit?

Yes

If not, how long has this person been in this role?

At the time of the last Team Visit:

Student Enrollment was:

583

Grade ranges were:

9-12

Unique Student Body Characteristics:

Majority is multi-talented and involved in numerous school activities.

Other Characteristics of note:

Student body and faculty are relatively small and close-knit. Students know most of the administration, faculty, and support staff. Faculty knows most of the students.

At the submission of the Five-year Report:

10a

Student Enrollment is:

651

10b

Grade ranges are:

9-12

10c

Unique Student Body Characteristics:

Student body is relatively small. Students know everyone in their class, and they know all of the teachers in the building. The majority of the students are involved in many activities.

10d

Other Characteristics of note:

Students feel comfortable discussing problems and issues openly with the staff and administration.

11a-d

Number or percentage of faculty whose highest degree level is

Bach

Mast

PhD/EdD

12a-c

Number or percentage of faculty who have been with the school:

0-5

yrs

6-14

yrs

15+ yrs

Governance structure

Pyramid

Institution Comments:

The faculty is small and close knit and takes pride in their students’ as well as their own accomplishments. Over the past 5 years, the staff has actively contributed toward the accomplishment of the goals established in Phase I. The administration and staff have conscientiously assessed the needs of the school and have compiled realistic goals for Phase II. Building renovation has been completed since submission of Phase I goals. More classrooms have been added, more courses have been added to the curriculum, a technology lab has been installed, and the library has been expanded and updated.

Reviewers’ Comments:

Pen Argyl High School is a school where students feel safe and where they are challenged to learn and do their best. Teachers know the students and their families by name and are willing to go beyond regular classroom responsibilities to help their students succeed. As their leaders and supporters, the school’s administrative team is very organized, knowledgeable, enthusiastic, and aware of the challenges that face the school. As a result, staff members and administrators have been actively involved in maintaining a focus on the school’s future as well as developing, analyzing, and evaluating programs, curricula, and strategies that are aimed at fulfilling their mission, philosophy, and goals.

PROGRESS ON RECOMMENDATIONS FOR

MIDDLE STATES STANDARDS FOR ACCREDITATION

16.	Summary of School’s Responses to Recommendations at the Five-year Stage
		Number at the Five-year stage	Percentage at the Five-year stage
Completed		19	38%
In Progress

Pages

Introduction 3-4

Context of Pen Argyl High School 5-6

Learning Media Services and Technology

INTRODUCTION

Governance structure