juniata county school district newsletter · 2017-04-21 · juniata county school district tech...

Juniata CountySchool District

2015NEWSLETTER

Hello Juniata County School District Community,Thank you for viewing the Juniata County School District’s first bi-annual newsletter. You can look forward to receiving this new line of communica-tion from our District every Fall and Spring to provide open lines of commu-nication from our schools to your homes. I would first like to say how delighted I am to be the newest superintendent of the Juniata County School District. I can see bright futures for our students and outstanding accomplishments from our staff.In this first newsletter, I would like to highlight the technology that is being used across the District. Technology assists us to learn in a variety of ways as well as aids us to communicate data points with each other to drive our instructional practices. It energizes our teaching techniques and captures the imaginations of our students in the classrooms. Technology enables teachers to reach students who at one time were hard to reach while at the same time allows other students to excel in areas that we can only dream of.I hope that you enjoy reading our first issue of the Juniata County School District Community Newsletter.

DISTRICT TECHNOLOGY OVERVIEWThe Juniata County Technology Department has seen progress and growth overall in the last couple of months. We have also seen a change of faces in the department as well. Ryan Marker has stepped into the role that was vacant when Preston Goss had resigned. We have also recently hired Matt Berrier to fulfill the open position at System Technician in the district. The technology department has also wrapped up a lot of projects within the last few months that I will go more in detail below.

The first project that was completed would be the deploy-ment of iPads to Juniata High School. There were approximately 60 iPads that were purchased with a grant for the high school. The iPads were deployed to the high school for everyday classroom use.

Some examples of how they are used would be for virtual biology dissections and doing research for classes. I am sure there are many other ways they are using them that I am unaware of. The second project that was completed would be the complet-ed deployment of the Chrome-books for both Juniata and East Juniata Agriculture classes. These were deployed early in the year and are used for student research and also typing up papers or documents using Google Docs. Each kid that uses the Chrome-books has their own personal email through the school district that they can save documents too and share with teachers and class-mates. The Chromebooks also have other functions such as being used for testing. East Juniata High School has utilized the option to set them up to be used for PSSA testing as well. Once the PSSA testing is over they will be reverted back to regular Chromebooks. The third project that we recently completed was the deployment of Smartboards to Fermanagh

Elementary. These are great interactive learning tools for the kids. They smartboards that were purchased are dual touch boards. Instead of the traditional single touch boards these have the capabilities of having two students writing on the board at the same time. 2 of the boards that were purchased also have short throw projectors which mean the kids can stand in front of the board and not be in the way of the projector as it is mounted directly above the students. The final project that is half com-pleted would be our new web filtering device. The web filter is set up and working fine with the computers in the district. We are finishing working out some final items that will allow students to bring personal devices from home and be able to login to the Wi-Fi at school and everything be filtered. This will allow students to save work on personal computers or tablets and then work from them from home also.

Thank You

Sincerely,Keith YargerSuperintendent

Juniata CountySchool District TECH

Do not let the LEGO logo fool you The EV3 is not a toy but rather a powerful robotics platform. Students in East Juniata’s program-ming class are able to learn the basics of robotics construction and programming through an interface that is less intimidating than writing code.

EV3 kits come with 2 large motors, a small motor, and color sensor, touch sensor, ultrasonic sensor and a gyroscopic sensor. Students are able to build a variety of vehicles, and/or robotic arms with the kit utilizing the motors and sensors. The vehicles can be programmed to move, sense their environment, follow directions and retrieve data. The software used is easy to understand and uses icons, instead of text, to program commands to the devices. This

makes it much more accessi-ble for young minds and

lets them get to the programming aspect of robotics quickly. Students can even download an app and control the robot from your apple device!

Ultimately EV3 trains our future generation to problem solve and teaches basics of

programming and

engineering. Although there are free versions of the software, with only one kit available in our school, there are limitations to the scope of what we can do. We would like more kits eventually and develop this course further.

Arduinos (below) are another new addition to technology education at East Juniata. These are processors that students can learn the basics of electronics and writing code. Each kit comes with a processor, software, wire leads, a breadboard to make wiring easy, resistors, LEDs, and an array of other electronic components. By follow-ing the tutorial provided, our students learn to program light, pressure, and other sensors to trigger commands with in the Arduino processor board.

We begin with simple programs such as an LED being lit when a hand passes in front of the sensor and eventually move toward more complex programs. Arduinos have practical potential because once they are programmed they do not need to stay attached to the computer that programmed it. For example, the 3d printers used in our school use Arduino units to control them. The programming skills required are just right for our senior high students. Arduinos are especially good as showing students the differentiation between digital and analog data and how it is managed by microprocessors.

Pre/Post Technology Question-naire. Using information from the initial survey, monthly sessions are provided with participating teach-ers to introduce, instruct and provide materials for hands-on learning opportunities using a variety of web-based technologi-cal resources. The instructors help participants navigate through the web-based resources while partici-pants brainstorm new ways for implementing technology and meeting student goals through their own course content. Mrs. Graybill and Mrs. Baney have pursued team-directed growth by

keeping a portfolio of lessons, projects, and assessments devel-oped by participants document-ing the implementation of each web-based technology.

The impact and benefit of the project will be the integration and implementation of technology resources into the East Juniata High School curriculum, which can help teachers reinforce and expand on classroom content, motivate students to learn, and help teachers respond to a variety of learning styles.

The teachers that are involved include

Laura Toth, Cory Benner, Rod Shoop, Justin Harshberger, Nora Houser, Josh Varner, Katelyn Alderfer, Michael Zendt, Tom Devine, Wendy Williams and Ashley Cameron.


Tech Sessions Teachers at East Juniata High School are learning how to incorporate more technology into their own classrooms.

The sessions have highlighted web-based technologies for the classroom including Blendspace, Wordle, Thinglink, Quizlet, Pikto-chart, and Prezi.Teachers at East Juniata have been excited to attend the train-ings and have shared some posi-tive messages. Cory Benner tells us- "These sessions have been very helpful in expanding my techno-logical horizons. As a veteran teacher, I am always looking for ways to update my teaching methods and to stay current and relevant in today's ever-changing technological society. Students readily use Power Point, Prezis,

Piktocharts, and other very cool technologies in my classroom which helps them, and me, stay fresh and constantly moving forward.” Mrs. Houser who teach-ers Social Studies at EJ shares, “The Tech Sessions have opened my eyes to internet websites that I never explored before, complete with internet-based project- orient-ed laboratories for student creativi-ty adaptable to many subject matters and age groups! The sessions give us glimpses into what is "out there" to keep our students computer literate in an ever-changing cyber world.”


Submitted by Dr. Carissa Bowersox, School Psychologist, Psychologist Resident

Several educators are using technology to imple-ment positive behavior interventions and supports in

the classroom. At the elementary level, some teachers are utilizing an application called ClassDo-

jo, which is freely available for use on laptops, smartphones, IPads, and any Android or iOS

devices. With ClassDojo, teachers can instantly acknowledge

positive student behaviors and create positive

climates in their class-rooms. Teachers can

award feedback points for specific

behaviors and skills with a

single click. Data are

continuously organized

and stored by the appli-cation, and customized graphs can

be devel-oped. Ongo-ing behavioral

data can be displayed in the

classroom to provide immediate

visual feedback to students (e.g., on an

interactive whiteboard). Displaying data helps shape

positive student behavior and increase academic engagement. Teachers can even

create student accounts and assign various avatars for students. The application automatically gener-

ates a “behavior and skills report” every Friday, which can be shared with parents by email. Below is

an example of a customized weekly report devel-oped within ClassDojo:

Mrs. Walter, kindergarten teacher at Thompsontown-Delaware Elementary School: “ClassDojo is a real-time online tool that focuses on encouraging positive behavior. It can be used on the classroom computer, as well as by using an app

for a tablet or a cell phone. I love being able to reward my students with points inside the classroom, as well as outside the classroom. It allows parents to check throughout the day to see their child's progress. I frequently use the messaging system that ClassDojo offers to communicate with my students' parents.”

Mrs. Berkheimer, teacher at Tuscarora Valley Elementary School, 1st grade classroom:

“I would recommend ClassDojo to every classroom teacher. It

allows me to instantly reward my students with positive

praise for classroom behaviors such as

following directions, whole body listen-

ing and staying on task. I love that this free app allows for easy communication with my parents through instant messaging. ClassDojo also provides parents and

teachers with weekly reports to

keep track of student behaviors

and progress. Students love earning

their daily points and parents love that they can

check in on their child's day through laptops at home or the

Dojo app on personal cell phones. The app can be used in any classroom, through

any device. At the beginning of the school year I used Dojo through my classroom laptop, and now I have the pleasure of displaying ClassDojo daily on our classroom Smartboard. In either scenario I saw student success. I plan to use this technology for years to come.”

Additional resources such as a training packet, parent letters, and video tutorials are available at www.classdojo.com.

80%POSITIVE

Participating

Helping OthersCompleted Homework

Sitting Quietly

Raising Hand

Great Listener

Hitting

Bathroom Behavior

Off Task

Talking Out of Turn Following Direction

Positive 16 Needs Work 4

Working Hard

modality that would motivate students. The

iPads allowed tactile (or touch screen) interactive learning that focused on 3-dimensional concept teaching, development and learning activities that were not accessible with our regular com-puters or laptops. This year JHS took another step to address technology as a learn-ing tool within the classroom. Additional iPads were purchased due to much appreciated dona-tions from Empire Kosher and JHS budget funds; 60 more iPads were

integrated for implementa-tion and utilization by

‘all’ subject areas. Trainings have been provided by HIG ( districts IT technical support) for


Elmo’s in the classroomWhat is an Elmo?

We are not talking about the furry lovable red monster from Sesame Street but instead a presentation device that is used to instantly capture images and then project that image to a larger screen. Document cameras provide a simple and effective way to quick-ly peak a student’s natural imagi-nation and intelligence. Elmo is the brand name but the device is actually called a document camera. Since the document camera is capturing the image in real time, a user can write on the document allowing teachers to model writing and thinking strate-gies for their students. Elmo’s have the capability to link to a wireless tablet and allow the teacher to

walk around the classroom and instruct as they write on the board. One teacher reports, “Our Elmos have been invaluable! I have used mine for three major purposes. First, it is the perfect way to illustrate the living process of writing. I can write while they watch - scribbling out, inserting, going off of tangents, etc... Secondly, it is invaluable for displaying student writing. For example, today, I am taking some examples from a recent prompt and putting them up for us to read and discuss. Additionally, as students write, you can pull their work up, as they are in the process of writing it, and discuss and correct it at any point. Thirdly, Elmos allow you to put any text up for examination - books the students are using, articles you

want to share, etc. I use my Elmo daily; it is very convenient and extraordinarily useful.” We current-ly only have two at Tuscarora Junior High but think that they are a worthwhile investment for the future.

JHS iPadsBy Edward E. Apple- Juniata HS Principal Three years ago, Mr. Dan Smith, JHS Bilogy teacher, researched, requested purchase, and integrat-ed iPads into the Juniata Biology classroom. Since that time, Mr. Smith and other science and math teachers have utilized and imple-mented iPads into various daily, weekly and unit curriculum lesson plans. The emphasis and goal was

to allow students a learning

teachers to gain more knowledge of operation and possibilities of instruction with the iPads. Teachers have also attended Intermediate Unit and PA Department of Educa-tion trainings for technology integration for use in today’s classrooms. The core subjects of science, English, social studies and math are attempting to integrate and implement iPad utilization the most. Biology/Science teacher, Mrs. Johnna Towsey, utilizes the iPads for concept teaching, reinforcement, and exploration of various concepts and topics. English teachers, Mrs. Emily Wagner (11th Grade) and Mrs. Jackie Heidenreich, (9th,12th Grade and AP English 12) are supplementing their written curriculums with sites such as ‘Curriculet’, which allows students to explore their topics with both written extracts and audiolo-gy supporting components. Social


Studies teacher, Mrs. Angie Sieber has both Psychology and POD/Econ students researching concepts with ‘free apps’ that can be download-ed onto the devices. Again, the emphasis is to engage students with today’s technology devices while supplementing and detailing our subject curriculums as never before. In conclusion, the use and engagement for introduction, reinforcement and exploration of conceptual learning is growing. Teachers and students are continually finding the technology to be supportive of educational concepts and research needs.

Use of iPads in Speech and Language TherapyIPad are being used with some of our most severely communicatively disabled students to assist in facilitating expressive communica-tion. Students are using two apps on the iPads-Verbally and Sonoflex Lite. “Sono Flex Lite” has pictures with it and words. “Verbally” is all words and phrases. Students selected to use the iPad demon-strated good spelling ability and good ability to navigate the internet which is another benefit for use of these two programs. We have been using the iPad application Verbally to work on turn taking with simple introduc-tions. We are taking turns with simple greetings, including “Hello”; “how are you” and then I say and type I am fine so students makes a

response; then nice to see you; how was your day and then I type and say it was a good day; During Speech and Language sessions, we have used a monthly thematic approach for vocabulary where students are provided approximately ten vocabulary words, i.e for February the vocabulary included: card, candy, Valentine, February, Lincoln, Washington, etc. Students are provided the opportunity to point to, name, type, answer choice questions, “Do you want ___or__” and then opportunity to write simple sentences. They are given the opportunity first to answer verbally and second to

respond on the iPad. Answering on the iPad is the preferred mode of response.Currently, the iPad is just being used in the therapy setting, but plans are being made to train staff so that transfer to the classroom can be made and then eventually transfer to day to day activities. We are excited to see the response of our students as these iPads become their modes of expression

Smartboards, which are interactive whiteboards that are used by touch manipulation and through the computer mouse, are located in many classrooms throughout the district. Students and teachers use Smartboards on a daily basis to enhance instruction. Teachers at Walker and Fermanagh shared how they use their boards in their classrooms. • I use my Smart Board on a daily basis across all content areas. The phonics program that I am piloting this year has a Smartboard component that introduces each daily lesson and gives students an opportunity to participate in the lesson each day in a variety of ways, giving them more practice than if

we were only using the workbooks.• The smart board in my classroom allows me to do so many things that were previously impossible or much more difficult! Students use the board to interact with the lesson. They see it and can move things by using their hands on the board.• Teachers can scan student pages so the class can follow along together for lessons. This is a huge help with primary students. • Previous lessons can be saved and brought up again for discussion.• Students are engaged because it is visually friendly, it appeals to today’s learning style. Kids are excited to follow along with the lesson so they can use the board.• One benefit is there is no more chalk dust over everything!

allow district controlled curric-ulum and progress of students, we created our own online virtual school. It was our

mission to provide an alternative education at an effective cost to the district to service our students so that they can be educated to the level of high school graduate, creating a well educated citizen. These graduates receive a Juniata or East Juniata public high school diploma, classified by the state of Pennsylvania as a Tier 1 level diploma rather than a Tier 2 level delivered by cyber or charter schools, placing them on the same level as a GED.Along with graduating students,


• We use the board for brain break activities and study island whole group lessons.• We use our Smartboard on a daily basis to project classroom lessons. We especially enjoy the interactive lessons and games from Scholastic News. Watching video clips, reading about current events, learning vocabulary, and playing interactive games are a highlight of our week.• We are using the Smartboard for a station in guided math. Every day we also use the website mathbuddy.com to answer 5 word problems to begin math class. During guided math the Smart-board is used for the small group lesson and for repetition and practice using the website adapted-mind.com.• In the second grade classroom, we use the smart board for interactive math lessons. Our Math series has a CD of the math concepts and we use that on the smart board as well.• We use the board for grammar and writing practice to get the students involved with respond-ing to questions.• Our math series' website has many resources to use. Displaying them on a large screen for whole class direct instruction gives us opportunities to use place value manipulatives, introduction videos for the math lesson, math songs with the words displayed for reading reinforcement, and a math facts game that all students can participate in at the same time using their whiteboards.• I can pull up books from WeGiveBooks.org or Tumblebooks and give a whole class reading lesson. We choral read, or I'll highlight a difficult word and teach strategies for decoding. • Content areas like Social Studies or Science sometimes present things that the kids need a visual.

• When we do stations in Math Daily 3, we use the Smartboard. I put in an interactive computer game and the kids can play together in small groups. Currently, we have telling time game and a fraction game that we've been using.• We use the Smartboard to write on/have students write on, show pictures/videos, and play educational games. There are some good games/-lessons on ismartboard.com. I find a lot of other lessons and materials from random schools putting them online.

Ask your students how they use the Smartboards in their buildings!

Juniata County Virtual AcademyWhen we saw hundreds of thou-sands of dollars leaving the district to pay tuition to outside cyber or charter schools and saw the faces of parents and students when they re-enrolled at our brick and mortar schools, only to find that the students were far behind in credits and behind in grade levels, Junia-ta County School District knew we had to do something. The adminis-trative team came together to create our own Juniata County Virtual Academy (JCVA).

Wanting to provide an alternative quality education which would

we use the virtual school in many ways. We are able to use the program to provide flexibility of scheduling. There are times that it is impossible to give a student all the classes that he/she has select-ed. Our Virtual Academy allows us to create that schedule. We can also create a blended environ-ment for a student, allowing both on-line classes and brick and mortar classes. This scenario is especially appealing to our voca-tional students and home school clients. Also, our Virtual Academy has allowed us to provide the opportunity for summer school. Students can now complete recovery classes from home for a


fee. At the other end of the spec-trum, we can provide even more Advanced Placement classes than we have available in the brick and mortar environment. The opportunities abound.

In the six years that we have been creating and tweaking JCVA we have created many benefits for students in our district. We have provided another choice for our students. Using our teachers as instructors in the program has allowed us to track attendance and academics. Assigning our teachers to our students helps to aid struggling students. They have the opportunity to come into the

school to work one-on-one with their local teachers. This program also provides seamless transition back into the classroom for non-traditional students if they choose to return. It also provides all the opportunities of Juniata County School District students such as extra-curricular activities, dances, proms, field trips, clubs, etc. They have all the rights and responsibilities of all JCSD students. Most importantly, it allows students to graduate from Juniata County schools in a non-traditional environment. At present we have approximately 60 students working through this virtual educational process.

With individual students’ needs in mind, JCSD has created a non-tra-ditional learning environment through the use of Juniata County Virtual Academy. Whether due to medical issues, family situations, scheduling issues, or simply choice, our children have the opportunity to choose an alternative educa-tional style, and we have the opportunity to continue to school and oversee education for our children. They will become the future citizens of our community.

Pennsylvania’s Electronic Teacher Evaluation Portal, known as PA-ETEP, allows administrators to maintain narratives and data for teacher observations, differ-entiated supervision, walk-through informal observa-tions, Student Learning Objectives(SLO), and evalua-tions. The web-based program computes evalua-tion scores and stores information from year to year. Administrators and teachers communicate through PA-ETEP as the various steps of the evaluation com-ponents are completed. E-mail notifications are sent and received through the portal for teachers and administrators to review, respond, and approve in PA-ETEP prior to meetings for the observation

process. The portal has secure passwords for teach-ers and administrators and guides each user through the steps of the state’s evaluation process. Adminis-trators can open an observation, review the teach-er’s pre-observation questionnaire, collect evidence during an observation, review the teacher’s self-as-sessment rubric and post-observation questionnaire, then complete a post-observation conference and summary. The observation is authenticated by the teacher and administrator through electronic signa-tures. The document management PA-ETEP provides helps to streamline the filing and mainte-

nance of documents for supervision. The cost to the district up to this point has been $7150.00. A demon-stration of how PA-ETEP works is available at https://www.-paetep.com/


Tech in JCSD 2015Many teachers don’t have access to the more advanced technologies such as Smart Boards, ceiling mounted projection, Chrome books, etc. on a regular basis or access at all. Even with the limita-tions, they make use of the basic projectors and a laptop to provide the abundance of information that is available through sites specific to Science and Social Studies topics. They have researched sites that are specific to topics such as battles of the Civil War, Gettysburg in particular, in preparation for field trips. Information is far more specific than what our textbooks can provide, with the text being more of a reference than the main source of materials. Many of the topics or sites are even found by the students themselves. They watch live sites of bird nests, background information that supports our “Trout in the Classroom” projects, Science experi-ments, and many others. Below is just a small sample of what the students and faculty are using, with additions being found all of the time. Even with the most basic technology, instruction can be expand-ed and the internet provides a wealth of informa-tion, free and seemingly limitless.

Sites,Trout in the Classroom Program- http://www.pa-troutintheclassroom.org/ProgramResources.aspxBald Eagle nests- http://www.iws.org/interac-tive_nestchat_allUstream.htmlHanover, PA nesting cam- http://hdontap.com/in-dex.php/video/stream/bald-eagle-live-camPA Falcon cam- http://pacast.com/players/fal-con.aspUnited Streaming / Discovery Learning Videos- http://www.discoveryeducation.com/(you need a password to access the united stream-ing video library) see me if interested in viewingCivil War (Gettysburg)- http://www.civilwar.org/bat-tlefields/gettysburg.htmlReadworks.org is a new one I am experimenting with this year that several teachers use. I know Beth has been using it most of the year. I like that it is an easy site to view and use. http://www.readworks.org/-books/passages

WIKISPACESWikispaces pages allow students to converse about their books and their writing, in a mode that they are comfortable with, whether they are in school or out of school. Mrs. Fitzgerald uses it two ways in her 8th grade English Language Arts classes. First, she uses it as a vehicle for book discussions. Secondly, she uses it as a place aspiring writers could post ideas and get feedback, often anonymously.

Gone with the Wind post example 1Post

(Basically the whole book)

briannagraybill Oct 23, 2014 The most irritating thing is that even though Scarlett knows that her beloved Ashley is going to be married, she still believes that he loves her as much as she loves him. I'm pretty sure Ashley could speak for himself and tell Melanie he doesn't want to marry her if he truly didn't want to, but Scar-lett thinks that Ashley just married Melanie because he HAD to. Where I'm at in the book, she STILL thinks he loves her after he married Melanie. "It's complicated" ;p

In the book clubs, they were required to post comments or observations about the sections they have read, and then they had to respond to other students' posts. This digital conversation helps clarify sections, provided a platform for personal thoughts and helped foster a sense of "reading community" and additionally, (as most students were able to access this on their phones, at home, at school, etc.) allowes for a sched-ule convenient to the students

For her aspiring writer's, it was a safe place to try out ideas. Other students could give feedback, ask questions, etc. at their leisure. This helps the writers analyze and fine-tune their compositions.https://fitzela.wikispaces.com/Sample wiki’s are provided:

Writer’s Club Post Example 1Opinions? i have to warn you that this is not the beginning nor the end or a story, but somewhere in the middle. i would just like to knoenehat everyonr thinks of this excerpt, and how it could be improved.

fortunately_anonymous Oct 22, 2014 I wake chilled to the bone in nothing but my boxers, arms wrapped around myself in a weak attempt to stay warm. Everything is blurry until the sound of a far off woodpecker catches my attention. I sit up, rub my eyes, and look around to see only corn, corn in every direction except for up, where the sky is gray and looks miserably ready to fall on me at any given moment. The fuzziness in my head from last night is more than a buzz. And that's when I realize there is much

from last night that I don't remember, and begin to wonder. Only two questions enter my mind: What did I do last night? And where am I?

carliblair13 Oct 24, 2014 I really like it!!

carliblair13 Oct 24, 2014 You should write more!!

chloezendt Oct 26, 2014 I like it! Although it is in the middle, it would be a good beginning too. Then their could be a flashback of what actually happened.

ColinM77 Oct 28, 2014 It's pretty good, if you could i would like to read on


Julia_Rice Oct 24, 2014 The poor girl is in denial. She had basically every man within 3 counties at her feet, so its quite a change for her and it's going to take a while for her to get over Ashley. (Dont mind me defending Scarlett i just feel really bad for her.)

vishaka_k Oct 24, 2014 Julia, I understand your pity for Scarett but I think its quite annoying that Scarlett is still thinking that Ashley loves her. Maybe Scarlett is right...what if Ashley was forced to show affection for Melanie and had to marry her also.....Just a guess.

Gone with the Wind post example 2

Chapter 12Julia_Rice Oct 24, 2014 Alright, now its my turn to tell about which character i cant stand. RHETT BUTLER. This man is so decieving and impolite and he likes being that way! He uses his rudeness to his advantage and practically brags about his flaws. i have never known someone so good at reverse phsycolo-gy. Itrs seems like there is no way to insult that man or make him feel uncomfortable. He is so rude to Scarlett that i dont even know how she stands to be around him Also, im kind of confused as to what being "received" means. It mentions how Rhett Butler can no longer be recieved many times throughtout the last few chapters and im a bit clueless. I also still am confussed about what the difference is between a beau and beaux. (if thats how you spell them.)

briannagraybill Oct 24, 2014 Yeah and the only person who still receives him is Scarlett, Melanie and Miss Pitty...so i'm just guessing that being received means still being able to be in someone's home...?

nickthebomb.com Oct 24, 2014 I'm pretty sure beaux is plural of beau but I can't tell and received I'm clueless on as well
















Measure of Academic ProcessThe Juniata County School District began using the Measures of Academic Progress (MAP) during the 2013-2014 school year. The Northwest Evaluation Association (NWEA) developed the MAP online assessment to create an individual assessment experience by adapting to each student’s learning level. The teachers and staff have access to student’s data within 24 hours. This data allows the teachers of Juniata County School District to differ-entiate, providing necessary information which allows our teachers to meet students where they are academically, not matter what level. Kindergarten and 1st grade students are assessed using MAP 3 times a year in Reading and Mathemat-ics. Elementary students between 2nd and 6th

grade are assessed in Reading, Mathematics, and Language usage. • Reading: Word Recognition, Structure and Vocabulary, and Reading Informational Texts • Language usage: Craft Structure and Evalua-tion, Grammar and Usage, and Writing Conventions• Mathematics: Algebra, Geometry, Measure-ment, Problem Solving, Reasoning, and ProofsMAP data is being used by teachers and administra-tors to determine students who need additional support or enrichment within the regular education curriculum. MAP assessments are able to make projections to determine the appropriate amount of academic growth. This is another resource school teams can use to determine if current interventions are being effective.

juniata county school district newsletter · 2017-04-21 · juniata county school district tech...

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