[29 Pa.B. 399]

[Continued from previous Web Page]

   (d)  This section does not preclude the teaching of other planned instruction designed to achieve a school district's, including charter schools, academic standards.

   (e)  School districts, including charter schools, shall determine the most appropriate way to operate their middle level programs to achieve the purposes under subsection (b) and the academic standards in their strategic plans under § 4.13.

§ 4.23.  High school education.

   (a)  Instruction in the high school program shall focus on the development of abilities needed to succeed in work and advanced education through planned instruction.

   (b)  Curriculum and instruction in the high school program shall provide all students opportunities to develop the skills of analysis, synthesis, evaluation and problem-solving, and information literacy.

   (c)  Planned instruction in the following areas shall be provided to every student in the high school program. Planned instruction may be provided as a separate course or as an instructional unit within a course or other interdisciplinary instructional activity:

   (1)  Language arts, integrating reading, writing, listening, speaking, literature and grammar.

   (2)  Mathematics, including problem-solving, mathematical reasoning, algebra, geometry and concepts of calculus.

   (3)  Science and technology, including participation in hands-on experiments and at least one laboratory science chosen from life sciences, earth and space sciences, chemical sciences, physical sciences and agricultural sciences.

   (4)  Social studies (civics and government, economics, geography and history, including the history and cultures of the United States, the Commonwealth and the world).

   (5)  Environment and ecology, including scientific, social, political and economic aspects of ecology.

   (6)  The arts, including art, music, dance, theatre and humanities.

   (7)  Use of applications of microcomputers and software, including word processing, database, spreadsheets and telecommunications; and information skills, including access to traditional and electronic information sources, computer use and research.

   (8)  Health, safety and physical education, including instruction in concepts and skills which affect personal, family and community health and safety, nutrition, physical fitness, movement concepts, motor skill development, safety in physical activity settings, and the prevention of alcohol, chemical and tobacco abuse.

   (9)  Family and consumer science, including principles of consumer behavior and basic knowledge of child health and child care skills.

   (d)  The following planned instruction shall be made available to every student in the high school program:

   (1)  Vocational-technical education under §§ 4.3 and 4.31--4.35 (relating to definitions; and vocational education).

   (2)  Business education, including courses to assist students in developing business and information technology skills.

   (3)  World languages under § 4.25 (relating to languages).

   (4)  Technology education, incorporating technological problem-solving and the impacts of technology on individuals and society.

   (e)  College-level advanced placement courses may be offered as planned instruction in the high school curriculum.

   (f)  This section does not preclude the teaching of other planned instruction designed to achieve a school district's, including charter schools, academic standards.

   (g)  School districts, including charter schools, shall determine the most appropriate way to operate their high school programs to achieve the purposes under subsection (a) and the academic standards in their strategic plans under § 4.13 (relating to strategic plans).

§ 4.24.  High school graduation requirements.

   (a)  Each school district, including charter schools, shall specify requirements for graduation in the strategic plan under § 4.13 (relating to strategic plans). Requirements shall include course completion and grades, completion of a culminating project, and results of local assessments aligned with the academic standards. Beginning in the 2002-2003 school year, students shall demonstrate proficiency in reading, writing and mathematics on either the State assessments administered in grade 11 or 12 or local assessment aligned with academic standards and State assessments under § 4.52 (relating to local assessment system) at the proficient level or better in order to graduate. The purpose of the culminating project is to assure that students are able to apply, analyze, synthesize and evaluate information and communicate significant knowledge and understanding.

   (b)  Beginning in the 2002-2003 school year, students who attain a score at the proficient level or better on State assessments in reading, writing and mathematics administered in grade 11 or 12 shall be granted a Pennsylvania Seal of Proficiency. Students with disabilities who meet the required proficiency level on State assessments with appropriate accommodations shall be granted a Pennsylvania Seal of Proficiency.

   (c)  Beginning in the 2002-2003 school year, students who attain a score at the advanced level of proficiency on State assessments in reading, writing and mathematics administered in grade 11 or 12 shall be granted a Pennsylvania Seal of Distinction. Students with disabilities who meet the required proficiency level on State assessments with appropriate accommodations shall be granted a Pennsylvania Seal of Distinction.

   (d)  State Seals of Proficiency or Distinction shall be affixed to diplomas and noted on student transcripts.

   (e)  Each school district, including charter schools, shall describe in its strategic plan under § 4.13 how its planned instruction is designed to prepare students to meet the requirements of subsection (a).

   (f)  Children with disabilities who satisfactorily complete a special education program developed by an Individualized Education Program team under the Individuals with Disabilities Education Act and this part shall be granted and issued a regular high school diploma by the school district of residence. This subsection applies if the special education program of a child with a disability does not otherwise meet all requirements of this chapter. Children with disabilities who meet the required proficiency level on State assessments shall be granted the appropriate Seal of Proficiency or Distinction.

§ 4.25.  Languages.

   (a)  Every school district shall provide instruction in at least two languages in addition to English, at least one of which shall be a modern language, and at least one of which shall be offered in a minimum 4-year sequence in the secondary program (middle level and high school).

   (b)  World language instruction under subsection (a) may be offered beginning at any grade level, including the elementary grades.

§ 4.26.  ESOL.

   Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction.

§ 4.27.  Physical education and athletics.

   (a)  Physical education shall be taught as required under §§ 4.21(e)(5) and (f)(8), 4.22(c)(7) and 4.23(c)(9) (relating to elementary education: primary and intermediate levels; middle level education; and high school education).

   (b)  The physical education program shall be adapted for students who are unable to participate in the regular physical education program.

   (c)  The physical education program shall provide coeducational instruction, except that separation by sex may be permitted in courses involving contact sports. Separation by sex may not be used to exclude students of either sex from participating in any physical education instruction.

   (d)  In addition to physical education instruction under subsections (a)--(c), students of both sexes shall have equal access in interscholastic and intramural athletic programs to all of the following:

   (1)  School facilities.

   (2)  Coaching and instruction.

   (3)  Scheduling of practice time and games.

   (4)  Number of activities at each level of competition.

   (5)  Equipment, supplies and services.

   (6)  Funding appropriate to the sport.

   (e)  School districts may sponsor coeducational teams in interscholastic and intramural sports programs.

   (f)  Interscholastic and intramural teams playing contact sports may be separated by sex, but this subsection may not be used to exclude students of either sex from participating in a sport.

§ 4.28.  Special education.

   (a)  Under the Individuals with Disabilities Education Act and this part, children with disabilities shall be provided an education which enables them to be involved in and progress in the general curriculum under this chapter.

   (b)  Students who are gifted as defined in this part shall be provided an education that enables them to participate in acceleration or enrichment, or both, as appropriate.

   (c)  The educational program provided to children with disabilities shall be in accordance with their Individualized Education Programs under the Individuals with Disabilities Education Act and this part, even if the Individualized Education Program does not otherwise meet all requirements of this chapter.

   (d)  Planned instruction for children with disabilities shall conform to the requirements established for planned courses in § 4.3 (relating to definitions) as it relates to planned instruction.

§ 4.29.  HIV/AIDS and other life-threatening and communicable diseases.

   (a)  Instruction regarding prevention of human immunodeficiency virus (HIV) infection/acquired immunodeficiency syndrome (AIDS) and other life-threatening and communicable diseases shall be given for primary, intermediate, middle school and high school education and shall follow the requirements of subsections (b) and (c).

   (b)  Educational materials and instruction shall be determined by the local school district and be appropriate to the age group being taught. The program of instruction shall include information about the nature of the diseases, treatments and cures, methods of transmission and how infection can be prevented. The school district may omit instruction in the elementary grades on transmission of disease through sexual activity. Programs discussing transmission through sexual activity shall stress that abstinence from sexual activity is the only completely reliable means of preventing sexual transmission. Programs shall stress that avoidance of illegal drug use is the only completely reliable means of preventing transmission of disease through shared drug paraphernalia.

   (c)  A school district, including charter schools, shall excuse a pupil from HIV/AIDS instruction when the instruction conflicts with the religious beliefs or principles of the pupil or parent or guardian of the pupil and when excusal is requested in writing. Prior to the commencement of instruction, a school district shall publicize that detailed curriculum outlines and curricular materials used in conjunction with the instruction are available to parents and guardians during normal school hours or at teacher-parent conferences. Curricular materials, if practical, shall be made available by the school district for home instruction use by a parent or guardian of a student excused from the district's HIV/AIDS instruction.

VOCATIONAL-TECHNICAL EDUCATION

§ 4.31.  Vocational-technical education.

   (a)  Vocational-technical education courses shall be developed in the planned instruction format and shall be accessible to all high school students attending those grades in which vocational-technical education courses are offered. All students and their parents or guardians shall be informed of the students' rights to participate in vocational-technical education programs and courses.

   (b)  Vocational-technical education courses may be taught at AVTSs or other high schools.

   (c)  Vocational-technical education programs shall consist of a series of planned academic and vocational-technical education courses that are articulated with one another so that knowledge and skills are taught in a systematic manner. When appropriate, vocational-technical education programs may also include cooperative vocational-technical education and participation in vocational student organizations to develop leadership skills.

   (d)  Vocational-technical education courses shall include content based upon occupational analysis, clearly stated performance objectives deemed critical to successful employment and assessment of student competencies based upon performance standards. In listing planned instruction in its strategic plan under § 4.13 (relating to strategic plans), a school district or AVTS shall indicate which courses meet the requirements of this section.

   (e)  The record of a student enrolled in a vocational-technical education program shall include the student's educational and occupational objectives and the results of the assessment of student competencies under subsection (d).

   (f)  Safety education, consisting of safety practices, accident prevention, occupational health habits and environmental concerns shall be integrated into the instruction and practices in vocational-technical education programs.

   (g)  School districts and AVTSs administering vocational-technical education programs shall develop written policies regarding admissions. Course announcements, guidance materials and other communications shall convey the philosophy of equal access to students considering enrolling in AVTSs and shall include a description of admissions policies. The policies shall assure that when admissions to AVTSs must be limited, the admissions shall be on a nondiscriminatory basis.

§ 4.32.  Standards and reports.

   (a)  The Secretary is responsible for the promulgation of standards appropriate for implementing § 4.31 (relating to vocational-technical education). Present standards, to the extent that they are inconsistent, are superseded by this chapter.

   (b)  The Secretary will report annually to the Board on the status of vocational-technical education programs, including tech-prep and apprenticeship programs. Reports will include numbers and types of programs, numbers of students, post-program status of students, Statewide competency standards and assessment information.

§ 4.33.  Advisory committees.

   (a)  A school district or AVTS administering or planning to administer vocational-technical education programs shall appoint a local advisory committee. Membership on the committee shall consist of business and industry representatives, public sector employers, agriculture, labor organizations, community organizations, postsecondary education institutions and the general public. The appointed advisory committee shall meet at least once each year and shall give advice to the board and the administration concerning the program of the school, including its general philosophy, academic and other standards, strategic plans, course offerings, support services, safety requirements and the skill needs of employers. An advisory committee may serve multiple institutions where employment areas overlap.

   (b)  An administrative committee, composed of chief school administrators representing participating school districts, shall be included in the organization of each AVTS. The committee shall play an integral part in the development of the AVTS strategic plan under § 4.13 (relating to strategic plans) and advise the AVTS board and the administration concerning the educational program and policies of the school.

   (c)  An occupational advisory committee shall be established for each vocational-technical education program or cluster of related programs offered by a school district or AVTS. The committee shall meet at least once each year to advise the board, administration and staff on curriculum, equipment, instructional materials, safety requirements, program evaluation and other related matters and to verify that the programs meet industry standards and, if appropriate, licensing board criteria and that they prepare students with occupation related competencies.

§ 4.34.  Programs and equipment.

   (a)  A satellite vocational-technical education program may be operated by an AVTS board in conformity with a memorandum of understanding adopted with the participating school district's board of school directors.

   (b)  Certified guidance personnel in each secondary school and AVTS shall be assigned responsibility to provide pupils with vocational-technical guidance services.

   (c)  Equipment will be deemed appropriate if it is compatible, insofar as practical, to that used in occupations or households for which vocational-technical education is provided.

§ 4.35.  AVTSs.

   (a)  AVTS attendance areas shall conform to the plan of the State Board for Vocational Education. Boards of school directors may petition the State Board for Vocational Education for attendance area assignment or reassignment.

   (b)  The following provisions apply to the establishment of AVTSs:

   (1)  Where more than one district constitutes an attendance area, the appropriate intermediate unit may, and upon the request of any school district shall, call for an election by the boards of school directors within the attendance area to determine if an AVTS shall be established.

   (2)  A school district within the attendance area may elect to participate in the establishment of the AVTS.

   (3)  Where a single school district constitutes an attendance area, the board of school directors of that district may establish and operate AVTSs and be considered an AVTS board.

   (c)  The following provisions apply to articles of agreement for the establishment and operation of AVTSs:

   (1)  The boards of school directors of the school districts electing to participate in the AVTS shall enter into a written agreement setting forth rights and obligations of the participating school districts.

   (2)  No change will be made in the articles of agreement under paragraph (1) without the consent of each participating school district by the affirmative vote of each board of school directors.

   (3)  No school district may withdraw from the articles of agreement under paragraph (1) without the consent of each participating school district.

SCHEDULING AND LEARNING OPTIONS

§ 4.41.  Scheduling.

   (a)  Kindergarten programs shall provide each kindergarten student with at least 2 1/2 hours of instruction each day for the full school term unless the school district, including charter schools, obtains prior Department approval for an alternative kindergarten program.

   (b)  A school district, including charter schools, shall obtain approval of the Department prior to scheduling 1/2-day sessions other than in kindergarten under subsection (a).

   (c)  A school district shall obtain approval of the Department prior to establishing a new school or changing school organization.

   (d)  Planned instruction offered in summer school may be designed as credit or noncredit offerings.

§ 4.42.  Grade structure.

   This chapter does not require educational programs to be organized in traditional grades according to students' chronological ages or academic achievement levels.

ASSESSMENT

§ 4.51.  State assessment system.

   (a)  The State assessment system shall be designed to serve the following purposes:

   (1)  Provide students, parents, educators and citizens with an understanding of student and school performance.

   (2)  Determine the degree to which school programs enable students to attain proficiency of academic standards under § 4.12 (relating to academic standards).

   (3)  Provide results to school districts, including charter schools, and AVTSs for consideration in the development of strategic plans under § 4.13 (relating to strategic plans).

   (4)  Provide information to State policymakers including the General Assembly and the Board on how effective schools are in promoting and demonstrating student proficiency of academic standards.

   (5)  Provide information to the general public on school performance.

   (6)  Provide results to school districts, including charter schools, and AVTSs based upon the aggregate performance of all students, for students with an Individualized Education Program (IEP) and for those without an IEP.

   (b)  All State assessment instruments will be standards-based and criterion referenced and include essay or open- ended response items in addition to other item formats. The proportion of type of items will vary by grade level. Neither State assessments nor academic standards under § 4.12 shall require students to hold or express particular attitudes, values or beliefs. The Department will make samples of assessment questions, instrument formats, and scoring guides available to the public after each administration of State assessments. The criteria for judging performance on State assessments are as follows:

   (1)  Performance on State reading assessments shall be demonstrated by students' responses to comprehension questions about age-appropriate reading passages and by their written responses to in-depth comprehension questions about the passages.

   (2)  Performance on State mathematics assessments shall be demonstrated by students' responses to questions about grade-appropriate content and by the quality of their responses to questions which require a written solution to a problem.

   (3)  Performance on State writing assessments shall be demonstrated by the quality of students' written compositions on a variety of topics and modes of writing.

   (4)  Levels of proficiency shall be advanced, proficient, basic and below basic. In consultation with educators, students, parents and citizens, the Department will develop and recommend to the Board for its approval specific criteria for advanced, proficient, basic and below basic levels of performance.

   (c)  The Department will develop or cause to be developed State assessments based on academic standards in mathematics, reading and writing under § 4.12 and contained in Appendix A. In developing assessments, the Department will consult with educators, students, parents and citizens regarding the specific methods of assessment. To ensure that information regarding student performance is available to parents and teachers, State assessments developed under this section shall include student names. Individual test results shall be used in planning instruction only by parents, teachers, administrators and guidance counselors with a need to know based upon local board policy on testing and in reporting academic progress. The Department or other Commonwealth entities are prohibited from collecting individual student test scores, and may only collect aggregate test scores by school and district.

   (d)  The State assessments shall be administered annually and shall include assessments of the State academic standards in mathematics and reading at grades 5, 8 and 11 and in writing at grades 6, 9 and 11. The purpose of State assessments administered in 1999 is to validate assessment instruments and to provide initial information to teachers and schools to guide the redesign of curricula and instructional strategies to enable students to achieve academic standards.

   (e)  Students not achieving at the proficient level in the administration of State assessments in grade 11 shall be provided one additional opportunity in grade 12 to demonstrate a proficient level on State assessments.

   (f)  Expansion of the State assessment system will be authorized by the Board through a revision of this chapter.

   (g)  The Department will implement provisions for security of the State assessment system, including the following provisions:

   (1)  Action by a professional employe or commissioned officer which is willfully designed to divulge test questions, falsify student scores or in some other fashion compromise the integrity of the State assessment system as determined by the school district shall be subject to disciplinary action under sections 1259--1267 of the School Code (24 P. S. §§ 12-1259--12-1267).

   (2)  Cheating by students or employes other than those covered in paragraph (1) shall be subject to disciplinary action by the school district.

   (3)  Cheating or breaches of assessment security shall be reported to the Secretary as soon as detected.

   (h)  The Secretary has the authority to establish guidelines for the administration of the State assessment system.

   (i)  The Secretary will report each September to the Board and the General Assembly information and pertinent data relating to the State assessment system. The Secretary will also provide each school district (including charter schools) and AVTS information and pertinent data for the school district or AVTS and its students.

   (j)  Children with disabilities shall be included in the State assessment system, with appropriate accommodations, where necessary. As appropriate, the Commonwealth will develop guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in the State assessment as determined by each child's Individualized Education Program team under the Individuals with Disabilities Education Act and this part.

§ 4.52.  Local assessment system.

   (a)  Each school district, including charter schools, and AVTS shall design an assessment system to do the following:

   (1)  Determine the degree to which students are achieving academic standards under §§ 4.12 and 4.13(c)(3) (relating to academic standards; and strategic plans). The school district (including charter schools) or AVTS shall provide assistance to students not attaining academic standards at the proficient level or better and the assistance to be provided shall be indicated in the strategic plan under § 4.13.

   (2)  Use assessment results to improve curriculum and instructional practices, to guide instructional strategies and to develop future strategic plans under § 4.13.

   (3)  Provide information requested by the Department regarding the achievement of academic standards, which does not include student names, identification numbers or individually identifiable information.

   (4)  Provide summary information including results of assessments under § 4.52 (relating to local assessment system) to the general public regarding the achievement of students, which does not include student names, identification numbers or individually identifiable information.

   (b)  The local assessment system shall be implemented no later than 1 year after its strategic plan or revision is approved by the board of school directors under § 4.13.

   (c)  The local assessment system shall be described in the district's (including charter schools) or AVTS's strategic plan under § 4.13(b)(5).

   (d)  The local assessment system shall be designed to include a variety of assessment strategies which may include the following:

   (1)  Written work by students.

   (2)  Scientific experiments conducted by students.

   (3)  Works of art or musical, theatrical or dance performances by students.

   (4)  Other demonstrations, performances, products or projects by students related to specific academic standards.

   (5)   Examinations developed by teachers to assess specific academic standards.

   (6)  Nationally-available achievement tests.

   (7)  Diagnostic assessments.

   (8)   Evaluations of portfolios of student work related to achievement of academic standards.

   (9)  Other measures as appropriate, which may include standardized tests.

   (f)  Individual test information shall be maintained in a student's educational record in a manner consistent with section 438 of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C.A § 1232g) and 34 CFR Part 99 (relating to family educational rights and privacy).

   (g)  Children with disabilities shall be included in the local assessment system, with appropriate accommodations, when necessary. As appropriate, the school district, including charter schools, or AVTS shall develop guidelines for the participation of children with disabilities in alternate assessments for those children who cannot participate in the local assessment as determined by each child's Individualized Education Program team under the Individuals with Disabilities Education Act and this part.

SCHOOL PROFILES

§ 4.61.  School profiles.

   (a)   School profiles developed by the Secretary will include the following information, in addition to other information the Secretary deems appropriate:

   (1)  Results of State assessments under § 4.51 (relating to State assessment system).

   (2)  Results of local assessments under § 4.52 (relating to local assessment system), which may not include student names, identification numbers or individually identifiable information.

   (3)  School performance improvement goals based on State assessment results under § 4.13 (relating to strategic plans).

   (4)  Class size.

   (5)  Information about the instructional program.

   (6)  Percentages of students who graduate or who drop out and the status of graduates the year after they leave high school.

   (7)  Student attendance.

   (8)  Teacher attendance.

   (9)  Information about fiscal support of the school, school district or AVTS.

   (b)  In compiling school profiles under this chapter, the Department will provide school entities interpretive information to assist in using the profiles for strategic planning under § 4.13.

   (c)  The Secretary will prescribe procedures for reporting State assessment data to schools and communities.

   (d)  The Secretary will make available to the public, and report to the public with the same frequency and in the same detail as for children who are nondisabled, all data as required under the Individuals with Disabilities Education Act.

PROVISIONS RELATING TO OTHER THAN PUBLIC SCHOOLS

§ 4.71.  Certification by principal of nonpublic nonlicensed school.

   (a)  Elementary or secondary nonpublic nonlicensed schools, shall, within 30 days of beginning classes, file a notarized certificate with the Secretary as required by section 1327(b)(1) and (2) of the School Code (24 P. S. § 13-1327(b)(1) and (2)) in the form prescribed by the Secretary.

§ 4.72.  Credentials other than the high school diploma.

   The requirements for a Commonwealth secondary school diploma are as follows:

   (1)  The Commonwealth secondary school diploma may be issued to an applicant who is a resident of this Commonwealth and does not possess a secondary school diploma upon presentation of evidence of full matriculation and the satisfactory completion of a minimum of 1 full year or 30 semester hours of study at an accredited institution of postsecondary education.

   (2)  In addition to the provisions of paragraph (1), the Commonwealth secondary school diploma may be issued to an applicant who is a resident of this Commonwealth, does not possess a secondary school diploma and is not enrolled in a public, licensed private, registered accredited or licensed nonpublic secondary school upon earning a passing score as determined by the Department on the high school level tests of General Educational Development (GED). A person 18 years of age or older may qualify for GED testing upon request. A person between 16 and 18 years of age may qualify for GED testing upon the issuance of a court order or at the written request of one of the following:

   (i)  An employer who requires a high school equivalency credential for job opportunities.

   (ii)  An official of an accredited institution of postsecondary education which accepts applicants on the basis of GED test scores.

   (iii)  A recruiting officer of a branch of the armed forces that requires a high school equivalency credential for entry of new recruits.

   (iv)  The director of a State institution on behalf of residents, patients or inmates.

   (3)  The Department will not ordinarily issue a diploma until after the high school class of which the applicant was a member has been graduated. This restriction may be waived by the Department upon the recommendation of the school district for persons between 16 and 18 years of age who meet the higher education or GED requirements for the secondary school diploma.

§ 4.73.  Correspondence schools.

   An applicant 18 years of age or older will be issued a Certificate of Preliminary Education upon presentation to the Department of evidence of the issuance of a high school diploma by an accredited private correspondence school licensed or approved by the State Board of Private Licensed Schools.

§ 4.74.  Students in special situations.

   (a)  A foreign student without educational credentials may earn the Commonwealth secondary school diploma by meeting the requirements under § 4.72 (relating to credentials other than the high school diploma).

   (b)  A graduate of a secondary school in another state which is not on an approved list of secondary schools may earn an appropriate credential by passing an examination administered by the education agency of that state or by its designee or by meeting the requirements for the Commonwealth secondary school diploma under § 4.72.

   (c)  Credit granted by a public school in this Commonwealth shall be accepted by all public schools and institutions in this Commonwealth upon the transfer of a student.

ENFORCEMENT AND IMPLEMENTATION

§ 4.81.  Allegations of deficiencies.

   (a)  The Secretary will receive and investigate allegations of curriculum deficiencies from professional employes, commissioned officers, parents of students or other residents of a school district or AVTS.

   (b)  The Secretary will notify the school district or AVTS superintendent of allegations and may require the superintendent to submit one or more of the following:

   (1)  Relevant descriptions of planned instruction.

   (2)  A series of written articulated courses of instructional units.

   (3)  Relevant student assessment information.

   (4)  Information on staff assignments.

   (5)  Other information pertinent to investigating a specific allegation.

   (c)  If the Secretary determines that a curriculum deficiency exists, the school district or AVTS shall be required to submit to the Secretary for approval a plan to correct the deficiency.

   (d)  Within 1 year of the implementation of a corrective action plan under subsection (c), the Secretary will review the actions taken to correct the deficiency. If the deficiency remains uncorrected, the Secretary will send a formal notice of deficiency to the school district or AVTS board of school directors, and the notice shall be announced at the school board meeting immediately following its receipt.

   (e)  If the school district or AVTS does not take appropriate actions to correct the deficiency after the notice of deficiency is announced, the Secretary will take action under State law.

§ 4.82.  Exceptions.

   (a)  The Secretary may grant exceptions to specific provisions of this chapter when it is necessary to adapt them to the curriculum needs of individual school districts or AVTSs or to facilitate transition to the revised provisions of this chapter. Specific exception may be made for school districts (including charter schools) and AVTSs which develop or implement academic standards that are comparable to or exceed those found in § 4.12 (relating to academic standards). Exceptions may be granted under the following conditions:

   (1)  The request for an exception shall be in writing and shall include relevant information supporting the need for the exception.

   (2)  The exception shall be valid for a limited term not to exceed 2 years.

   (3)  The request shall be made prior to initiating the action requiring approval and shall have the prior approval of the board of school directors.

   (b)  The Secretary will report annually to the Board on the nature and status of requests for exceptions under this section.

§ 4.83.  Implementation schedule.

   (a)  The strategic plans under § 4.13 (relating to strategic plans) shall be developed by a schedule to be determined by the Department. Plans addressing the requirements of this chapter shall be on file with the Department by September 30, 2002.

   (b)  In the school year in which a school district (including charter schools) or AVTS submits its initial strategic plan under § 4.13, it shall implement professional development, curriculum development and assessment development activities identified in the strategic plan and shall receive technical assistance from the Department.

APPENDIX A

Academic Standards for Reading, Writing,
Speaking and Listening

I.  TABLE OF CONTENTS

Introduction
II.

THE ACADEMIC STANDARDS

Learning to Read Independently	1.1.
Purposes for Reading    Word Recognition Skills    Vocabulary Development    Comprehension and Interpretation    Fluency
Reading Critically in All Content Areas	1.2.
Detail    Inferences    Fact from opinion    Comparison    Analysis and Evaluation
Reading, Analyzing and Interpreting    Literature	1.3.
Literary Elements    Literary Devices    Poetry    Drama
Types of Writing	1.4.
Narrative    Informational    Persuasive
Quality of Writing	1.5
Focus    Content    Organization    Style    Conventions
Speaking and Listening	1.6.
Listening Skills    Speaking Skills    Discussion    Presentation
Characteristics and Function of the English    Language	1.7.
Word Origins    Variations    Application
Research	1.8.
Selection    Location of Information    Organization
Glossary	III.

II.  INTRODUCTION

   This document includes Reading, Writing, Speaking and Listening Standards:

   *  1.1.  Learning to Read Independently

   *  1.2.  Reading Critically in All Content Areas

   *  1.3.  Reading, Analyzing and Interpreting Literature

   *  1.4.  Types of Writing

   *  1.5.  Quality of Writing

   *  1.6.  Speaking and Listening

   *  1.7.  Characteristics and Function of the English Language

   *  1.8.  Research

   The Reading, Writing, Speaking and Listening Standards describe what students should know and be able to do with the English Language at four grade levels (third, fifth, eighth and eleventh). The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students' needs.

   The language arts--Reading, Writing, Speaking and Listening--are unique because they are processes that students use to learn and make sense of their world. Students do not read ''reading''; they read about history, science, mathematics and other content areas as well as about topics for their interest and entertainment. Similarly, students do not write ''writing''; they use written words to express their knowledge and ideas and to inform or entertain others.

   Because of the unique nature of the language arts, all teachers in a school will use the Reading, Writing, Speaking and Listening Standards. The standards define the skills and strategies employed by effective readers and writers; therefore, all teachers will assist their students in learning them through multiple classroom situations in all the subject areas.

   The Reading, Writing, Speaking and Listening standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators and community members become partners in learning success.

   A glossary is included to assist the reader in understanding terminology contained in the standards.

 

1.1.  Learning to Read Independently
1.1.3.  GRADE 3		1.1.5.  GRADE 5		1.1.8.  GRADE 8		1.1.11.  GRADE 11
Pennsylvania's public schools shall teach, challenge and support every student to realize the student's maximum potential and to acquire the knowledge and skills needed to:
A.	Identify the purposes and types of text (e.g., literature, information) before reading.	A.	Establish the purpose for reading a type of text (literature, information) before reading.	A.	Locate appropriate texts (literature, information, documents) for an assigned purpose before reading.	A.	Locate various texts, media and traditional resources for assigned and independent projects before reading.
B.	Preview the text formats (e.g., title, headings, chapters, and table of contents).	B.	Select texts for a particular purpose using the format of the text as a guide.	B.	Identify and use common organizational structures and graphic features to comprehend information.	B.	Analyze the structure of informational materials explaining how authors used these to achieve their purposes.
C.	Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.	C.	Use knowledge of phonics, syllabication, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking.	C.	Use knowledge of root words as well as context clues and glossaries to understand specialized vocabulary in the content areas during reading. Use these words accurately in speaking and writing.	C.	Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing.
D.	Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization headings, graphics, charts, and adjust reading rate).	D.	Identify the basic ideas and facts in text using strategies (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text.	D.	Identify basic facts and ideas in text using specific strategies (e.g., recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion).	D.	Identify, describe, evaluate and synthesize the essential ideas in text. Assess those reading strategies that were most effective in learning from a variety of texts.
E.	Acquire a reading vocabulary by identifying and correctly using words, (e.g. antonyms, synonyms, categories of words). Use a dictionary when appropriate.	E.	Acquire a reading vocabulary by correctly identifying and using words (e.g., synonyms, homophones and homographs and words with roots, suffixes, and/or prefixes). Use a dictionary or related reference.	E.	Expand a reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings. Use a dictionary or related reference.	E.	Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.
F.	Understand the meaning of and use correctly new vocabulary learned in various subject areas.	F.	Identify, understand the meaning of and use correctly key vocabulary from various subject areas.	F.	Understand the meaning of and apply key vocabulary across the various subject areas.	F.	Understand the meaning of and apply key vocabulary across the various subject areas.
G.	Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. *  Retell or summarize the major ideas, themes or procedures of the text. *  Connect the new information or ideas in the text to known information. *  Clarify ideas and understandings through rereading and discussion. *  Make responsible assertions about the text by citing evidence from the text.	G.	Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. *  Summarize the major ideas, themes or procedures of the text. *  Relate new information or ideas from the text to that learned through additional reading and media (e.g., films, audiotapes). *  Clarify ideas and understandings through rereading and discussion. *  Make responsible assertions about the ideas from the text by citing evidence. *  Extend ideas found in the text.	G.	Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. *  Make, and support with evidence, assertions about texts. *  Compare and contrast texts using themes, settings, characters and ideas. *  Make extensions to related ideas, topics or information. *  Describe the context of a document. *  Analyze the positions, arguments and evidence in public documents.	G.	Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. *  Make, and support with evidence, assertions about texts. *  Compare and contrast texts using themes, settings, characters and ideas. *  Make extensions to related ideas, topics or information. *  Assess the validity of the document based on context. *  Analyze the positions, arguments and evidence in public documents. *  Evaluate the strategies of the author. *  Critique public documents to identify strategies common in public discourse.
H.	Demonstrate fluency and comprehension in reading. *  Read familiar materials aloud with accuracy. *  Self-correct mistakes. *  Use appropriate rhythm, flow, meter and pronunciation. *  Read a variety of genres and types of text. *  Demonstrate comprehension (Standard 1.1.3.G.).	H.	Demonstrate fluency and comprehension in reading. *  Read familiar materials aloud with accuracy. *  Self-correct mistakes. *  Use appropriate rhythm, flow, meter and pronunciation. *  Read a variety of genres and types of text. *  Demonstrate comprehension (Standard 1.1.5.G.).	H.	Demonstrate fluency and comprehension in reading. *  Read familiar materials aloud with accuracy. *  Self-correct mistakes. *  Use appropriate rhythm, flow, meter and pronunciation. *  Read a variety of genres and types of text. *  Demonstrate comprehension (Standard 1.1.8.G.).	H.	Demonstrate fluency and comprehension in reading. *  Read familiar materials aloud with accuracy. *  Self-correct mistakes. *  Use appropriate rhythm, flow, meter and pronunciation. *  Read a variety of genres and types of text. *  Demonstrate comprehension (Standard 1.1.11.G.).
(Recommend: 25 books/year)		(Recommend: 25 books/year)		(Recommend: 25 books/year)		(Recommend: 25 books/year)

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