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Central York high school ATSI plan reviewed as board presses on large subgroup proficiency gaps
Summary
District staff presented the ATSI high-school improvement plan and described strong graduation and growth measures, while board members raised concerns about low proficiency rates among several subgroups and the state rule limiting alternate exams to 1% of special-education students.
At the June 8 meeting the Central York School Board reviewed the district’s ATSI (Assistance to Schools in Improvement) high-school plan and spent substantial time on subgroup performance and assessment rules.
Dr. Uch outlined strengths in the plan, including high English‑language-arts proficiency relative to the state and a four‑year graduation rate of 95.6%. He also flagged continuing challenges tied to the students-with-disabilities subgroup in both ELA and math and described interventions the district will use, such as expanded full‑year algebra, consistent curriculum tools (Wonders and Into Literature), and increased use of the EXL tool to prepare students for testing.
Board members probed racial and socioeconomic proficiency gaps cited in the presentation: staff shared proficiency examples used in the discussion — white subgroup roughly 80.2% proficient, African‑American subgroup about 20.5%, Hispanic subgroup about 31.3%, and economically disadvantaged about 28.8% (these figures were presented during the meeting discussion). Members asked how those gaps will be addressed and whether the district can disaggregate and track the metrics annually; staff said the district can disaggregate all referenced metrics and will continue to monitor longitudinal progress through state reporting and internal performance systems.
Several board members also questioned the state regulation that limits the use of Pennsylvania’s alternate assessment to 1% of a district’s special‑education population. A director described that limitation as creating a dilemma for districts with larger populations of students with complex needs; staff said the rule is statewide and noted it constrains local options for alternate assessment placement.
Dr. Uch said the district has implemented curriculum and instructional consistency K–12 and that students who began full‑year algebra in earlier grades will reach high school having had multiple years of the revised pathway, which staff said should support improved results over time. The ATSI high‑school plan was presented as a draft to be submitted to state authorities with board approval; staff indicated the plan would be submitted to PDE on June 15 pending board consent.
What’s next: The ATSI plan will be on the June 15 agenda for submission to the state and the district will continue to report subgroup performance in summer/fall assessment presentations.
