Welcome to the
Office of The Assistant Superintendent
DASD, Students, Staff, Parents, and Community:
My name is Dr. Patricia Maloney and on February 20, 2018 I was named the Assistant Superintendent for the Dover Area School District. My education includes a Bachelor’s Degree in Special Education,a Master’s Degree in Counselor Education from Millersville University, and a Doctorate from Temple University in Educational Administration.
After teaching special education for 5 years for IU #13 in Lancaster County, I joined the Ephrata Area School District where I spent 17 years. After serving as a high school guidance counselor for 2 years, I became the assistant high school principal and spent 5 years at the building level. I also served as the Coordinator of Pupil Services and the Assistant Superintendent. In 2007, I joined the York Suburban School District and spent 10 years as the Assistant Superintendent. Curriculum, instruction, and assessment have been the primary focus of my work for the past 18 years. Throughout this time period, I have also had the opportunity to work with aspiring administrators as an adjunct professor for Temple,Penn State Universities, and Cabrini College.
It was an absolute pleasure to have served as the Interim Assistant Superintendent from late October 2017 through late February 2018 for the Dover Area School District. It was through the interactions with the amazing student body, hard working staff, and supportive community that helped me realize that my experiences and skill set are a great fit for the needs of the school district.
It is an honor to be a part of the Dover Area School District’s initiative to improve student achievement by focusing on “every student, every day” and being a part of the overall school community.
Thank you for this opportunity!
Assessments serve two major purposes, the first being to inform instruction and provide supports to students. The second purpose of assessments is to provide accountability. At Dover Area School District (DASD) we incorporate standardized, summative, formative, and benchmark assessments, which together provide date to inform our instructional decisions.
Standardized assessments include the Pennsylvania System of School Assessment (PSSA), Keystone Examinations, Pennsylvania Alternative Systems Assessments (PASA) ACCESS assessment for English Language Learners (ELL), and National Occupational Competency Testing Institute (NOCTI). These assessments measure growth of individual students and are reported on our district report card.
Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period. Typically summative assessments are at the end of a project, unit, course, semester, program, or school year.
Teachers complete formative assessments in the classroom during the learning process in order to modify teaching strategies and learning activities to improve student achievement. Formative assessments include formal, informal, and diagnostic assessments to ensure we are meeting the needs of the individual student.
Benchmark Assessments are given periodically during the school year to provide a "snap-shot" of students' progress and provide information to teachers. This information can help the teacher to predict how a child might perform on the summative assessments and then be used to adjust instruction to support an individual’s learning. Additionally, looking at the combined student results on these assessment can help the school system adjust curriculum or improve instructional materials or strategies across the grade level.
Dover Area School District has an updated and approved Comprehensive Plan for July 1, 2016 thru June 30, 2019 in order to meet the Pennsylvania’s Department of Education (PDE) requirements.
The six sections of the Comprehensive Planning (CP) process is a continuous process designed to ensure that all students are successful and reaching high standards of achievement. Our Comprehensive Planning team completed the CP process used to develop our plan for continued growth.
Please note, this area is under revision and,as new curriculum is approved by the DASD School Board of Directors, the documentation updated and added to this section of the website.
Grades K - 6
- Kindergarten (Approved 2018-08-14)
- 1st Grade (Approved 2018-08-14)
- 2nd Grade (Approved 2018-08-14)
- 3rd Grade (Approved 2018-08-14)
- 4th Grade (Approved 2018-08-14)
- 5th Grade (Approved 2018-08-14)
- 6th Grade (Approved 2018-08-14)
- 3rd Grade (Approved 2019-01-15)
- 4th Grade (Approved 2019-01-15)
- 5th Grade (Approved 2019-01-15)
- 6th Grade (Approved 2019-01-15)
- 7th Grade: Academic 1 (Approved 2018-08-14)
- 7th Grade: Academic 2 (Approved 2018-08-14)
- 7th Grade: Pre-Algebra (Approved 2018-08-14)
- 8th Grade: Academic 1 (Approved 2018-08-14)
- 8th Grade: Pre-Algebra (Approved 2018-08-14)
- 8th Grade: Algebra 1 (Approved 2018-08-14)
- 9th Grade (Approved 2019-01-15)
- 9th Grade Honors (Approved 2019-01-15)
- 10th Grade (Approved 2019-01-15)
- 10th Grade Honors (Approved 2019-01-15)
- Algebra I (Approved 2019-01-15)
- Algebra IA (Approved 2019-01-15)
- Algebra IB (Approved 2019-01-15)
- Algebra II (Approved 2019-01-15)
English Language Learners
Ensuring academic excellence through language acquisition instruction is our primary strategic concentration at Dover Area School District. By focusing on service alignment, an academic delivery model that is grounded in language acquisition through the application of the PA Core, PA Standards, and English Language Proficiency Standards we will ensure excellence in every classroom for each of our ELL student across our 6 schools.
At Dover Area School District, we participate with the Lincoln Intermediate Unit #12 as part of a consortium for our Title III funds that directly impact our ELL programming.
What is an English Language Learner (ELL)?
- Between the ages of 3 and 21
- Enrolled or preparing to enroll in an elementary or secondary school
- Not born in the United States or whose native language is a language other than English
- Comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency;
- Has difficulties in speaking, reading, writing, or understanding the English language sufficiently so it denies the individual:
- the ability to meet the state’s proficient level of achievement on state assessments
- the ability to successfully achieve in classrooms where the language of instruction is English
- the opportunity to participate fully in society.
22 PA. Code §4.26 states: 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.
How are English Language Learners identified?
Students who meet the criteria of ELL are identified through the Home Language Survey completed at the time of enrollment.
Once identified how does an ELL student exit the program?
Once a student is identified as ELL/LEP he or she cannot exit the program until achieving FEP (Full English Proficiency) on the ACCESS for ELLs test.
What happens when a student exits the program?
Once a student passes the ACCESS test he/she will be monitored for two years. The ELL teacher will communicate with the student’s classroom teachers to check on the student’s academic progress. If needed, additional supports may be considered. Once a student exits the ELL program accommodations on standardized tests can no longer be afforded.
The Dover Area School District (DASD) teacher induction program is a two-year process that provides a systematic structure of support for beginning teachers or mentees. As part of your entry into DASD, you are required to complete an Induction program as required by the PA Dept. of Education:
Educator quality is the largest single factor influencing student learning. Therefore, a high quality educator induction program is an essential first step to facilitate entry in the education profession and the teaching of Pennsylvania’s high academic standards. Support for mentees increases retention rates and those who participate in intensive induction programs are more likely to:
- Use instructional practices that improve student achievement;
- Assign challenging work to diverse student populations;
- Use standards-based curriculum frameworks; and
- Accomplish the goals of the curriculum.
School districts, intermediate units, charter schools, and area vocational-technical schools in Pennsylvania have been required by the Pennsylvania Code (22 Pa. Code §49.16 and §49.83) to have a state-approved teacher induction plan for first-year teachers since 1987."
The Induction Process is created and approved by a team of stakeholders, updated every six years and approved by Pennsylvania Department of Education (PDE). Also, the teacher induction program is an element of DASD comprehensive plan that is approved by the Dover School Board of Directors and PDE every four years.
The Dover Area School District (DASD) induction plan provides support for all mentees in their two-year program. In the first year the mentor serves as the immediate contact and throughout the second year the building principal fulfills that role. Throughout both years a mentee can expect support from central administration, building administration, and colleagues.
The purpose of the professional development provided at Dover Area School District is to provide staff members with the goal of improving student learning and achievement through organizational development and professional learning. All professional development opportunities support district initiatives and focus on professional growth experiences for staff members. DASD professional development performs several essential functions:
- Provides a consistent approach in the professional growth of staff.
- Focuses professional development to support the instructional vision of the district.
- Focuses on the implementation of district initiatives.
- Promotes professional growth in a supportive climate that fosters trust, open communication, and collegial support for changes in instructional practices.
Supervision and Evaluation
The Pennsylvania Department of Education has identified a supervision model consisting of two modes that will result in the professional development of educators: Formal Observation and Differentiated Supervision.
- Formal Observation of the teacher’s practice is accomplished through formal and informal observations measured by research-supported best practices: Danielson's Framework for Teaching. The collaborative reflections of the observational data will focus the efforts of the teacher on a professional development plan to improve instructional practices and student achievement.
- Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism of teachers to develop an action plan for professional development unique to their needs and interests. Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student achievement.
Title I is a 100% federally funded supplemental education program that provides financial assistance to districts and schools to improve educational opportunities for students with a variety of needs. Title I programs are designed to help children meet the state content and performance standards in reading, language arts, and mathematics. At Dover Area School District we use our Title I funds to provide reading specialists at all K-8 schools and instructional aides at all K-6 buildings. Please visit each of the individual building pages below for more information: