Welcome to the
Office of The Assistant Superintendent
DASD Staff, Parents, Students, and Community –
Please allow me this opportunity to introduce myself. My name is Tracy Krum, your new Assistant Superintendent. It is my pleasure to have joined the Dover Area School District community. I consider myself extremely fortunate to have been given this opportunity to join a school district with such a fine reputation for student achievement, exemplary instruction, and award-winning performing arts and athletics.
I graduated from Bloomsburg University in 1984 with a Bachelor’s Degree in Special Education, and again in 1988 with a Master’s Degree in Reading. After teaching for 15 years, I received my K-12 Principal Certificate from Temple University.
In July, 2005, after serving three years as assistant high school principal, I became the principal of the Donald H. Eichhorn Middle School in the Lewisburg Area School District. While principal, the Donald H. Eichhorn Middle School was identified as a model middle school by PDE for their Schoolwide Positive Behavior Program and earned the “Schools to Watch” designation by the PA Middle School Association.
In 2011, I joined the Central Columbia School District as the Director of Curriculum and Instruction. During my six-year tenure, achievement steadily rose each year and the district was awarded numerous recognitions as a high achieving district in the state.
Since my first day on May 1, it is obvious that the Dover Area School District exemplifies hard work and strong values. I am excited to help the district overcome its challenges and experience continued growth and success in the future.
I look forward to working with staff, parents, students, and community members. Glad to be on board!
Mrs. Tracy Krum
2016-2017 PSSA documents and Pennsylvania Department of Education policies
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.
The curriculum at Dover Area School District (DASD) is based upon standards that promote rigor and relevance and are aligned to the Pennsylvania State Standards and PA Core. These standards set high expectations and are based upon the belief that all students will succeed. Some students will need additional time and support, but all students will learn and experience success. Students will learn content that will prepare them for their future plans, whether it be post-secondary or in the work force.
In addition to a rigorous and relevant curriculum, we recognize the importance of relationships at DASD. Relationships are critical to students feeling connected to there learning and school setting. We have the most caring teachers who are committed to being advocates for every student.
At DASD, we are committed to continuous improvement in all areas. Working together, Dover School Board of Directors, DASD administrators and staff, parents, and students, we will ensure a quality educational experience for all students. We believe in our collective capacity to create a better future for our district and students.
Dover Area School District Curriculum Maps
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 educationally deprived children. 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.
Title II, Part A, is a 100% Federally funded supplemental educational program that provides financial assistance to improve the skills of teachers and the quality of instruction in core academic subjects in public and private elementary and secondary schools. At Dover Area School District we use our Title II funds to provide professional development to staff, focusing on district initiatives that support student learning.
Title III is a 100% federally funded supplemental program that concentrates on delivering language instruction educational programs to students who have a primary language other than English. This program is designed to improve the education of limited English proficient (LEP) children and youths by helping them learn English and meet challenging state academic content and student academic achievement standards. The program also provides enhanced instructional opportunities for immigrant children and youths. At Dover Area School District we are part of a consortium with Lincoln Intermediate #12 for the allocated funds.