Before the new school term began with its own goals, Parkland School District administrators looked at the 2011-12 objectives to see what was achieved the previous school year.

Assistant Superintendent Rodney Troutman presented a report to the board at its Aug. 21 meeting.

"We are again proud of our accomplishments," Troutman said. "We are striving to get better all the time."

He noted the year was "an extremely challenging time" for curriculum and instruction.

The new kindergarten through grade 12 science curriculum was fully implemented in the 2011-12 school year.

Instructors from all grade levels worked together to refine best teaching practices for the new course of study.

A committee comprised of teachers and administrators concentrated on aligning math courses with the National Common Core Standards.

This applied to fifth- and sixth-grade math, as well as high school courses, such as algebra and geometry.

Preparation for Scholastic Aptitude Tests was added to the 11th grade English curriculum, with a weekly focus on vacabulary.

Troutman reported the Parkland Cyber Learning Program expanded from 93 to 117 course offerings and served 56 Parkland students last term.

An academic intervention program was implemented to help the cyber students who were faltering.

"When students get behind, we have a safety net for them," Troutman explained. "We bring them in for help."

Parkland's cyber students had an 86 percent proficiency rating on the PSSA tests, well above the state average of 40 percent.

Troutman said the Parkland Cyber Learning Program offers academic choices and a meaningful education with a Parkland diploma.

It also prevents loss of funds that would follow students to cyber schools elsewhere.

Troutman said the goals for assessment and data analysis centered on a team approach to analyze achievement data and to respond with instructional programs to meet the needs of all students.

The assistant superintendent reported it is an ongoing challenge to prepare special education and economically disadvantaged students for the state tests under the No Child Left Behind program.

Each year, the Adequate Yearly Progress targets increase, and more is demanded from every student regardless of ability.

However, Troutman affirmed the district remains committed to all students, monitors their progress, and offers support for the skills necessary to demonstrate proficiency on the tests.

Troutman reported the district's professional development program had a great year with numerous workshops, study groups, and demonstration sites provided to meet staff needs.

Opportunities were given to support staff and directed to their needs, including options for updating their certifications.

Under the student services goal, Troutman said, the district implemented the School Wide Positive Behavior Support program at Schnecksville and Parkway Manor elementary schools in the 2011-12 term.

The remaining six elementary schools will begin the program this year.

Team leaders for the program discussed principles of behavior, reviewed an online discipline referral system, prepared lesson plans for behavior instruction, and established a positive reinforcement plan.

Looking at human resources, Troutman reported administrative staff faced the challenge of meeting budget demands while also supplying staffing for student needs.

"It was a difficult budget year and therefore the staffing process was challenging but successful," Troutman said. "The principals did a great job of hiring talented new staff to fill the limited jobs available."