Pennridge School District

Pennridge School District

District Level Comprehensive Plan

July 1, 2019 – June 30, 2022

Dr. David A. Bolton, Superintendent

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District Profile

Demographics

1200 N 5th St Perkasie, PA 18944-2207 215-257-5011 Superintendent: Dr. David Bolton Director of Special Education: Cheri L. Woyurka

Planning Process Timeline- Pennridge School District Comprehensive Plan

As a Phase 3 District, the School District of Pennridge Township is required to submit their

Comprehensive Plan to PDE by December 3, 2018.

Comprehensive Planning is a continuous process used to ensure that all students are achieving at

high levels. All schools can create better environments so that more students are

successful. Continuous Comprehensive Planning of all schools is essential to providing increased

student performance and quality results. Innovative, exemplary, and research-based programs,

coupled with staff development, focused and aligned resources, and public participation in planning,

are critical factors in schools that demonstrate continuous growth. JoAnn Perotti, Director of

Strategic Services with the Bucks County Intermediate Unit served as the External Facilitator of this

process.

High performing schools with varied demographic conditions have shown they share common

characteristics.

These Nine Characteristics are strongly correlated to consistently high performing schools. As

school teams go through the process of Comprehensive planning, they will look for the presence of

these characteristics. The characteristics are:

1. Clear and Shared Focus

Everybody knows where they are going and why. The vision is shared—everybody is involved,

and all understand their role in achieving the vision. The vision is developed from common beliefs

and values, creating a consistent focus.

2. High Standards and Expectations

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Teachers and staff believe that all students can learn and that they can teach all students. There is

recognition of barriers for some students to overcome, but the barriers are not

insurmountable. Students become engaged in an ambitious and rigorous course of study.

3. Effective School Leadership

Effective leadership is required to implement change processes within the school. This leadership

takes many forms. Superintendent's often play this role, but so do teachers and other staff, including

those in the school community. Effective leaders advocate, nurture, and sustain a school culture and

instructional program conducive to student learning and staff professional growth.

4. High Levels of Collaboration and Communication

There is constant collaboration and communication between and among teachers. Everybody is

involved and connected, including parents and members of the community, to solve problems and

create solutions.

5. Curriculum, Instruction and Assessment Aligned with Standards

Curriculum is aligned with local, state and national standards. Research-based materials and

teaching and learning strategies are implemented. There is a clear understanding of the assessment

system, what is measured in various assessments and how it is measured.

6. Frequent Monitoring of Teaching and Learning

Teaching and Learning are continually adjusted based on frequent monitoring of student

progress and needs. A variety of assessment procedures are used. The results of the assessment are

used to improve student performances and also to improve the instructional program.

7. Focused Professional Development

Professional development for all educators is aligned with the school’s common focus, objectives,

and high expectations. It is ongoing and based on high need areas.

8. Supportive Learning Environment

The school has a safe, civil, healthy and intellectually stimulating learning environment. Students

feel respected and connected with the staff and are engaged in learning. Instruction is personalized

and small learning environments increase student contact with teachers.

9. High Levels of Community and Parent Involvement

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There is a sense that all educational stakeholders have a responsibility to educate students, not

just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and

community all play a vital role in this effort.

In accordance with Chapter 4 regulations, the Pennridge School District's Comprehensive Plan was

developed through active participation by parents, school directors, teachers, school administrators,

other school personnel, business, and community representatives.

Fall 2017 – March 2018: Various meetings with Superintendent & Leadership Team to develop

framework, special education plan development and inputting into the PDE Web Tool site with PDE

requirements.

March 26, 2018: Special Education Plan in final draft and presented to the board as an informational

item.

March 27-April 23, 2018: Display Special Education Plan on district website for public review

April 10, 2018: Pennridge Comprehensive Plan Required Steering Team Meeting

April 23, 2018: Special Education Plan placed on Board agenda for approval.

May 1, 2018: Deadline for Special Education Plan to be submitted to PDE by JoAnn Perotti (Bucks IU)

April-June 2018: Action Plans developed (various meetings with action teams)

Summer 2018: All materials inputted into PDE Web Tool site.

September 27, 2018: Community Session

November 2018: Display PDE Comprehensive Plan for 28-day public review on district website

December 3, 2018: Pennridge Board approves PDE Comprehensive Plan.

December 3, 2018: Superintendent and Board President submit plan to PDE.

Mission Statement It is paramount that our students graduate with knowledge of their talents, passions and what is

necessary for them to remain life-long learners and productive citizens. These objectives need to be

accomplished in a community-oriented environment that is safe, welcoming, nurturing, student-

centered and respectful of all. As such, the mission of the Pennridge School District is as follows:

Pennridge School District strives to provide all students with a well-rounded educational

experience where they acquire the 21st century skills necessary for a successful future.

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Vision Statement Academic

Based on student achievement data from district, state, and national assessments and other evidence

of student achievement of state and district academic standards, the Pennridge School District will

adjust curriculum content and emphasis, instructional strategies, and student supports to ensure

that students meet or exceed required levels of proficiency.

Growth

Based on community and student demographic trends, the Pennridge School District will develop

and monitor plans to accommodate future student growth.

Technology

The Pennridge School District will utilize a range of technologies to support instruction in all content

areas, the information management of the district, and communications with the community.

Special Population

Based on student needs and population trends, the Pennridge School District will continue the

process of monitoring resources dedicated to programs that support students with special learning

needs: Special Education students, Gifted Education students, and ELL students. The district will

strive to offer all students access to the curriculum in the least restrictive environment appropriate

to their individual needs.

Shared Values (1) Self-Worth

Public schools should help students develop capabilities, talents, self-understanding and a feeling of

self-worth and acknowledge students for effort and achievement.

(2) Information and Thinking Skills

Public schools should help students develop the skills necessary to locate and manage information,

solve problems and make decisions, including the processes of analysis, synthesis, creativity and

evaluation.

(3) Learning Independently and Collaboratively

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Public schools should encourage students to become independent, life-long learners and to

collaborate with others in developing knowledge, skills and new ideas.

(4) Adaptability to Change

Public schools should prepare students to grow and develop in a world in which change is normal

and constant.

(5) Ethical Judgment

Public schools should teach students the importance of making ethical judgments for the common

good.

Educational Community The School District is located in upper Bucks County, approximately 10 miles north of Doylestown,

the county seat. The School District encompasses an area of 91.1 square miles and is comprised of

four boroughs and four townships: the Boroughs of Dublin, Perkasie, Sellersville and Silverdale, and

the Townships of Bedminster, East Rockhill, Hilltown and West Rockhill. A small portion of the

Township of Hilltown is part of the North Penn School District. The Board of Education has

commissioned independent firms every three to four years to study demographic trends and make

student enrollment forecasts for the future in order to provide adequate facilities for our school aged

populations. The School District presently operates seven elementary schools, three middle schools

and one high school.

Planning Committee Name Role

Dr. David Bolton Administrator : Professional Education

Hilary Czaplicki Administrator : Professional Education

Sean Daubert Administrator : Professional Education

Joe Ferry Administrator : Professional Education

Kathy Johnson Administrator : Professional Education

Jacqui McHale Administrator : Professional Education

Diane Miller Administrator : Professional Education

Dr. Troy Price Administrator : Professional Education

Dr. Jacqueline Rattigan Administrator : Professional Education Special

Education

Dr. Kathy Scheid Administrator : Professional Education

Dr. Cheri Woyurka Administrator : Professional Education Special

Education

Megan Banis-Clemens Board Member : Professional Education

Melissa Kilderry Board Member : Professional Education

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Matt Cole Building Principal : Professional Education

Gina DeBona Building Principal : Professional Education

Mia DiPaolo Building Principal : Professional Education

Nicole Boytin Business Representative : Professional

Education

Robert Cormack Business Representative : Professional

Education

Emily Goble Smith Business Representative : Professional

Education

Thomas Skiffington Business Representative : Professional

Education

Chris Hayes Community Representative : Professional

Education

Kristy Moffett Community Representative : Professional

Education

Mary Jo Pieczynski Community Representative : Professional

Education

Barbara Salvadore Community Representative : Professional

Education

Cara Gurysh Ed Specialist - Instructional Technology :

Professional Education

Mary Lou Ashworth Ed Specialist - Other : Professional Education

Teresa Kramer Ed Specialist - Other : Professional Education

Robert Wasson Ed Specialist - Other : Professional Education

Ann Mecleary Ed Specialist - School Nurse : Professional

Education

Alicia Deibler Ed Specialist - Social Restoration : Professional

Education

Marisa Bell Elementary School Teacher - Regular Education

: Professional Education

Jane Phillips Elementary School Teacher - Regular Education

: Professional Education

Tim Deose High School Teacher - Regular Education :


Jim Valletta High School Teacher - Regular Education :


Amy Miller High School Teacher - Special Education :

Special Education

Aaron Rapinski High School Teacher - Special Education :

Special Education

JoAnn Perotti- External Facilitator/Bucks

County IU

Intermediate Unit Staff Member : Professional

Education Special Education

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Deana McCann Middle School Teacher - Regular Education :


Holly Pollock Middle School Teacher - Regular Education :


Dee Rankin Middle School Teacher - Special Education :


Francie Babik Parent : Professional Education

Sean Eaton Parent : Professional Education

Stacey Fronstin Parent : Professional Education

Dianemarie Haring Parent : Professional Education

Robin Lilley Parent : Professional Education

Carol Miller Parent : Professional Education

Julie Pauley Parent : Professional Education

Jeremy Peloquin Parent : Professional Education

Valerie Rockett Parent : Professional Education

Caitlynn Shaffchick Parent : Professional Education

Evan Carey Student : Professional Education

Hope Lowry Student : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

Economics Accomplished Accomplished

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade


English Language Proficiency Accomplished Accomplished

Interpersonal Skills Developing Developing

School Climate Developing Developing

Family Consumer Science standards and Career Education standards begin at the Intermediate level and are not included in our program. Pennridge does not offer Early Childhood Education. Interpersonal Skills and School Climate are part of the district comprehensive plan to design a program featuring Social and Emotional Learning.

Elementary Education-Intermediate Level



Career Education and Work Developing Developing


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Career Education and Work Standards Interpersonal Skills and School Climate are part of the district comprehensive plan to design a program featuring Social and Emotional Learning.

Middle Level



Career Education and Work Accomplished Accomplished



















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World Language Accomplished Accomplished

Interpersonal Skills and School Climate are part of the district comprehensive plan to design a program featuring Social and Emotional Learning.

High School Level



Career Education and Work Accomplished Accomplished



















World Language Accomplished Accomplished

Interpersonal Skills and School Climate are part of the district comprehensive plan to design a program featuring Social and Emotional Learning.

Adaptations


• Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Mathematics • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

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• Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Mathematics • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Middle Level

• Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical

Subjects • PA Core Standards: Mathematics • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

High School Level

• Arts and Humanities • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical

Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Explanation for any standards checked:

The district has developed a research process and benchmarked expectations that accompany it. This process is featured in all core academic subjects as well as the district's gifted education program. The process has been articulated and embedded into curriculum in the sciences, the social studies, English languages arts, and mathematics. The district also offers acceleration and Advanced Placement in all core subjects. There are nineteen AP courses offered at Pennridge High School.

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Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Accomplished

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Accomplished

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Accomplished

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Developing

Processes used to ensure Accomplishment:

All curriculum documents are published and available to teachers. Primary level programs are delivered with like resources and techniques as supervised by building principals and curriculum supervisors. Teachers are expected to include and communicate curriculum-based objectives for instruction. Assessments focused on mastery of objectives are currently in place for core subjects. District assessments for art, music, health, and physical education are being developed for implementation during the 2014-2015 school year. The assessments will be utilized by teachers to develop Student Learning Objectives during the 2014-2015 school year.




Accomplished


Accomplished


Accomplished


Developing


All curriculum documents are published and available to teachers. Intermediate level programs are delivered with like resources and techniques as supervised by building principals and curriculum supervisors. Teachers are expected to include and communicate curriculum-based objectives for instruction. Assessments focused on mastery of objectives are currently in place for core subjects and include evaluation of PSSA scores. District

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assessments for art, music, health, and physical education are being developed for implementation during the 2014-2015 school year. The assessments will be utilized by teachers to develop Student Learning Objectives during the 2014-2015 school year.

Middle Level



Accomplished


Accomplished


Accomplished


Developing


All curriculum documents are published and available to teachers. Middle level programs are delivered with like resources and techniques as supervised by building principals and curriculum supervisors. Teachers are expected to include and communicate curriculum-based objectives for instruction. Assessments focused on mastery of objectives are currently in place for core subjects and include evaluation of PSSA and Keystone Exam scores. Consistent district assessments for art, music, health, family consumer science, computer education, foreign language and physical education are being developed for implementation during the 2014-2015 school year. The assessments will utilized by teachers to develop Student Learning Objectives during the 2014-2015 school year.

High School Level



Accomplished


Accomplished


Accomplished


Developing


All curriculum documents are published and available to teachers. High school level programs are delivered with like resources and techniques as supervised by building principals and curriculum supervisors. Teachers are expected to include and communicate curriculum-based objectives for instruction. Assessments focused on mastery of objectives are currently in place for core subjects and include evaluation of Keystone Exam, PSAT, SAT,

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NOCTI, and Advanced Placement scores. Consistent district assessments for art, music, health, family consumer science, business education, foreign language and physical education are being developed for implementation during the 2014-2015 school year. The assessments will be utilized by teachers to develop Student Learning Objectives during the 2014-2015 school year.

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standard aligned curriculum.

All planned instruction contains modifications and accommodations that allow all students

at all mental and physical ability levels to access and master a rigorous standards aligned

curriculum.

Instruction

Instructional Strategies

• Formal classroom observations focused on instruction • Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching • Instructional Coaching

Regular Lesson Plan Review • Administrators • Building Supervisors • Department Supervisors

Unchecked Answers • Instructional Coaches • Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

Pennridge School District uses formal classroom observations focused on instruction in accordance with Act 82 for all teaching professionals. In addition, building principals and subject area supervisors conduct regular walk throughs and informal observations that focus on best practices and curriculum alignment of daily lessons. Each building principal reviews teacher lesson plans to ensure curriculum and standards alignment.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

Pennridge School District does not intend to have Instructional Coaches review teacher lesson plans because they are part of the Collective Bargaining Unit.

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Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

Flexible instructional time or other schedule-related practices are used to meet student needs.

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Full Implementation




Implementation


Full Implementation


Implementation


Full Implementation

Middle Level



Implementation


Full Implementation


Implementation


Full Implementation

High School Level


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Implementation


Full Implementation


Implementation


Full Implementation

Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The district advertises for all vacancies and does a thorough screening of candidates at the Human Resources level and through a series of interviews with building level administration and district level administration. All staff must be highly qualified and meet the expectations for professional knowledge of best practices for instruction, differentiation, assessment, data analysis, and content related to their discipline. All staff are assigned based on their highly qualified teaching status in their discipline(s) and the needs of students in the district.

Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total Courses 24.00 24.00 24.00

English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00

Social Studies 3.00 3.00 3.00

Science 3.00 3.00 3.00

Physical Education 1.75 1.75 1.75

Health 0.25 0.25 0.25

Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 7.00 7.00 7.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

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Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:

• Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

• Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in? 16.32 (relating to GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in? 4.52(f).

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VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

• Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X

Career Education and Work X X

Civics and Government X X

PA Core Standards: English Language Arts

X X X


X X

PA Core Standards: Mathematics X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X X

Geography X X

Health, Safety and Physical Education

X X

History X X

Science and Technology and Engineering Education

X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X

PASA X X X

Keystone Exams X X

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Locally Designed Final Exams X

Advanced Placement Exams X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Fountas and Pinnell Reading Benchmark X X

Gates MacGintie Reading Test X X

Reading Street Unit Benchmark Assessments X X

SRI X X X

QRI X X X

Everyday Math Baseline and Benchmark Assessments

X X

Orleans Hanna Algebra Prognosis X

Formative Assessments

Formative Assessments EEP EEI ML HS

Locally-designed Social Studies Assessments X X X

Locally-designed Science Assessments X X X

Locally-designed Math Assessments X X X X

Student Learning Objectives X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Wechsler Individual Achievement Test, Third Edition (WIAT-III)

X X X X

Kaufman Test of Educational Achievement, Second Edition Form A (KTEA-II)

X X X X

Bracken Basic Concepts- Revised X

Bracken Basic Concepts- Third Edition X

Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)

X X X X

Tests of Written Language, Fourth edition X X X

Key Math Third Edition, Key Math 3 X X X X

Woodcock Johnson III: Tests of academic achievement

X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

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Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Assessments are reviewed by a team of teachers and administrators within the structure of each department. It is typical for assessments to be identified or developed by the leadership within a department in consultation with teachers of the discipline involved with the assessment. Assessments are then proposed to the curriculum office for final review, selection, and implementation.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

All data collected is entered into the district's data warehouse, Viewpoint. Department

leaders, building leaders, and teachers are trained on the use of the Viewpoint to analyze

student data.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Individual students who demonstrate that they are not meeting academic standards

through local and state assessments are given opportunities to engage in supplemental

instruction that targets the skills and concepts with which the student has demonstrated a

need.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X

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Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Assessment results in core subjects are utilized to shape instructional practices at all levels. At the levels of instruction where PSSA and Keystone data is available, this data is used to shape supplemental instruction, support, and enrichment for students. Standardized local assessments have been developed and aligned with standards to evaluate both student achievement and professional development needs.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.

Feedback on specific PA assessment anchors is not available until students have taken the PSSA in grade 3. The district does assess based on PA Core Standards as part of the reading and math series utilized and publisher assessments administered as part of those programs.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X

Local Media Reports

Website X X X X

Meetings with Community, Families and School Board

X X X X

Mass Phone Calls/Emails/Letters

Newsletters

Press Releases

School Calendar X X X

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

State assessments are communicated by using mailings, the district website, and the district's automated communication system. State communications are also mailed to parents and guardians. Information about local assessments are communicated through classroom teachers and information is also available on the district website.

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Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The incorporation of information about local assessments into course guides and the development of a district-wide assessment calendar are to be addressed during the course of this comprehensive plan.

Safe and Supportive Schools

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

Pennridge does not currently have any buildings that would be identified as "struggling

schools." In keeping with the methodology used to calculate the School Performance Profile,

all schools in the Pennridge School District identify goals to improve achievement on state-

mandated assessments as well as local assessments. Assessment data is collected and

analyzed by curriculum and building leaders. Departments and curriculum leaders also set

goals based on assessment data. Each building principal and curriculum leader meets with

the Director of Curriculum and Superintendent before identifying a targeted area(s) for

growth. The principal or curriculum leader then meets with their respective faculty to

develop a building level or department plan to target the area(s) identified. This plan then

becomes one of the building principal's stated yearly goals. The principal is expected to

identify learning strategies, professional development, and curriculum resources necessary

to support the stated goal. All buildings receive support.

The district is working to increase the use of varied data in making curriculum decisions,

setting building goals, and making instructional decisions. These steps include training for

teachers on the district's data warehouse, Viewpoint, to begin in September of 2014. It also

includes the identification of key data (standardized tests, local program assessments,

benchmarks, diagnostic assessments, and classroom assessments), and the expansion of the

scope of the assessments to social and emotional learning and building climate. This work is

featured in the goals and strategies of this plan. The district is also implementing Student

Learning Objectives in accordance with Act 82. The assessments utilized in the Student

Learning Objectives have been used to set goals for student achievement in all departments

and disciplines.

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Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X

Conflict Resolution or Dispute Management X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:

The district is seeking to expand the scope of formal programs and teaching at all levels related to Conflict Resolution and School-wide Positive Behavioral Programs. These programs are systematically incorporated into most buildings in the district, with the goal that all buildings will have incorporated a programmatic approach to each in the scope of this plan. The student does have a social worker available to all schools in the district, but resource officers are only placed at Pennridge High School. It is not the district's intent to expand this.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The Pennridge School District process for identifying gifted children and the programs offered: Upon referral, the Pennridge School District uses a multi-step screening and evaluation process to identify students thought to be gifted. This process takes into account evidence of achievement, intellectual ability and aptitude, and the judgments of school personnel and others familiar with the capabilities and needs of the student. Parents and teachers complete the “Checklist for Gifted Traits”. The Naglieri Nonverbal Ability Test (NNAT) is administered. Additional information is gathered includes but not limited test data, the most recent report card or progress report, portfolio assessments, classroom observations, and/or curriculum-based assessments. A “Permission to Evaluate” from must be signed by parents prior to beginning the formal

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evaluation process. The school psychologist reviews the child’s educational needs and strengths as shown by educational performance levels, assessment results, classroom observations, and parent information. In addition, the psychologist will conduct an individual assessment of the child’s intellectual abilities and gifted traits. Our K-1 program contains the Gifted Support Teachers co-teaching in classrooms one half-hour per day per five day cycle in each building. Grades 2-5 program offers a pull-out/co-teach program for each grade level. The gifted support teacher meets with small groups of students by grade level in order to facilitate extensions for the regular education curriculum. Co-teaching supports differentiated instructional strategies. Grades 6-8 offers a focus on extensions and assessments in the regular classroom with a push-in/pull-out model in all three grades. Grade 6 will run for 90 instructional days. Grade 7 will run for 90 instructional days. Grade 8 will run for 45 instructional days. The gifted support courses will be designed through collaboration between the gifted teachers and the curriculum office and will focus on the facilitation of student-selected research and /or problem/challenge-based learning in math, science, and/or engineering. High School Grades will provide Extended Learning Communities (ELC). Student select from a menu of options: enrichment cluster presentations, Critical Thinking Study Groups, Paideia Seminars with product connection and presentation, independent study, and mentorship.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

• The Pennridge School District process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening):

• Public awareness activities are posted through building handbooks and newsletters,

and the District website.

• Students are discussed at the building Child Study Team Meetings

(CST). Educational team members refer students for discussion at CST meetings

who they believe may demonstrate qualities of a gifted learner.

• Parents may make a direct referral if they believe their child demonstrates qualities

of a gifted learner.

• Students go through a screening process and then may be recommended for a full

Gifted evaluation

• Screening procedures gather information from a variety of sources including the

Naglieri Nonverbal Ability Test (NNAT), standardized assessment data, grades and

progress reports, observations, parent input, etc. Students are screened with the

NNAT, a nonverbal, language-free assessment measure

, to help reduce cultural bias when screening and identifying students in need

of gifted education services and support.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

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The Pennridge School District procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).Procedure for determining eligibility:

• If the screening warrants, then the student is referred for a multi-disciplinary

evaluation by a school psychologist.

• The school psychologist utilizes multiple measures to determine eligibility for gifted

services.

• Multiple measures include classroom observation, classroom-based assessments /

portfolios, reading continuum, writing continuum, math continuum, grades,

progress reports, parent input, and additional information as available.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

The Pennridge School District believes that all children require and deserve opportunities to realize their intellectual potential according to their individual abilities and needs. In support of this belief, the District will pursue a rigorous academic program utilizing differentiation of instruction, flexible grouping patterns, and enrichment and/or acceleration where appropriate, to provide children with challenges that correspond to their demonstrated pace and level of learning. Gifted students will be given opportunities to interact with students of similar abilities so that they may delve into questions, subjects and issues in depth. They will be given opportunities to develop higher—level thinking, critical thinking, divergent thinking, problem-solving, communication, leadership, group dynamics, and research and independent study skills. This philosophy will be reflected in an environment that is sensitive to individual interests and social and emotional needs.

Elementary K-1: Our Gifted Support teachers co-teach in classes one-half hour per five-day cycle in each building. The Gifted Support teacher helps to identify candidates for screening and identification or works in a co-teaching situation for identified students. 2-5: We offer a pull-out/co-teach program for each grade level. Identified students in grades 2-3 receive a total of 1 hour and 30 minutes of pull-out classes during a five-day cycle. Identified students in grades 4 and 5 receive two hours of pull-out classes during a five-day cycle. The Gifted Support teacher meets small groups of students by grade level in order to facilitate extensions for the regular education curriculum. The Gifted Support teachers offer resource room time for students and co-teaching time for regular education teachers to support differentiated instructional strategies.

Middle School 6-8: The pull-out/co-teach model is also offered to our 6th grade students. Identified students receive approximately two hours and 20 minutes of pull-out classes during a six-

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day cycle. As in the elementary division, the Gifted Support teacher facilitates extensions of the regular education curriculum. In 7th grade, identified gifted students are scheduled for Gifted Seminar rather than a developmental reading class. This class meets three periods during a six-day cycle. The curriculum is designed to develop, foster, and enhance higher level thinking skills. In 8th grade, identified gifted students meet for a seminar during one semester replacing a scheduled health/wellness class. This class meets 3 days per 6-day cycle. The Gifted Support teachers at the Middle School will also monitor and consult with regular education teachers to provide resources and/or co-teach for differentiated instructional activities, projects and assessments.

High School 9-12: Our Gifted Advisors at the high school organize an Extended Learning Community (ELC). Students select from a menu of options (for either .5 credit or non-credit) depending upon their course selection and extra-curricular activities. Option choices include: enrichment cluster presentations; Critical Thinking Study Groups; Paideia Seminars with product connection and presentation; independent study; and mentorship. Students selecting independent study or mentorship opportunities are contracted to complete the work. Students may also elect to take the Why Man Creates course offered to 10, 11, 12 graders for academic or honors credit.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X

Career Development/Planning X X

Coaching/Mentoring

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS

Wellness/Health Appraisal X X X X

Instructional Support Services X X X X

Explanation of developmental services:

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Although the district does not offer a formalized "Coaching/Mentoring" program. There are a range of support services focused on academics and counseling available to ensure student success. The instructional support process ensures that all students receive the support and opportunity to succeed academically and socially. The instructional support process also serves the purpose that Response to Intervention (RtII) would provide. This comprehensive plan does contain increased programming focused on social and emotional learning and social and emotional intelligence.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning

X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

The district offers a range of services and has recently added counseling services at the middle and high school level to increase student access to those services.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

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Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:

The district continues to seek out ways to communicate available services and information to students and families within the Pennridge Community. This was part of the comprehensive planning process as well as the community conversation.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

Directing Public to the PDE & Test-related Websites X X X X


Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X

Letters to Parents/Guardians X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar X X X X

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Student Handbook X X X X

Frequency of Communication

Elementary Education - Primary Level

• Yearly

Elementary Education - Intermediate Level

• Yearly

Middle Level

• Yearly

High School Level

• Yearly

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

Classroom teachers collaborate with a variety of resources within each school ensure that

student needs are met. These (personnel) resources include:

• Instructional Support Teacher

• Guidance Counselor

• Contracted services for counseling

• Support groups run be district personnel and contracted personnel

• College and Career Center

• Special Education Case Manager

• 504 Plan Case Manager

• Gifted Support Teacher

• District Social Worker

• Nurse

These (personnel) resources assist with the development of 504 Plans, Gifted Individualized

Education Plans, Individualized Education Plans, Instructional Support Plans, Behavior

Modification Plans, Counseling Resources focused on behavioral and emotional needs,

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Counseling Resources based on academic needs, Counseling Resources based on college and

career plans, social and emotional learning, truancy concerns, and Crisis Prevention

Intervention.

All services are focused on ensuring an optimal learning environment, positive social and

emotional development, the academic success of individual students, the health of

individual students, and the overall climate of the school.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Childcare 2. After school programs 3. Youth workforce development programs 4. Tutoring

Our Pupil Services staff and the Elementary Principals provide families with information on

before and after-school programs. We learn about all childcare and preschool programs

through conducting early intervention evaluations and disseminate information to our

families. Guidance Counselors and School Psychologists, as well as other school staff

provide families with information regarding tutoring (by certified teachers), and work

programs (Transition to work, and work study).

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

The Bucks County Intermediate Unit provides support to all preschools within our

district. They conduct evaluations and provide special services to the preschool

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population. Pennridge School District does not operate any pre-Kindergarten

program. They communicate to our district when any student transitions to Kindergarten

with any special needs. A transition meeting occurs at our district in January or February,

where the family decides if they would like to attend a Pennridge School District

Kindergarten program. They are given a Permission to Reevaluate form, and a district

professional explains the process of an evaluation. The families are provided their

procedural safeguards, and our staff try to comfort any concerns they might have. Once the

families sign a permission to reevaluate form, our district completes the evaluation within

60 days, and produces a Re-evaluation Report, and meets with the parents to review the

conclusions. If the students qualify, they then are invited to an IEP meeting. All students

are invited to attend Kindergarten orientation within their home school buildings the spring

before their Kindergarten year unless they are assigned to one of the two full-day

Developmental Kindergarten Programs. They would then attend the orientation for that

building.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Accomplished

A robust supply of high quality aligned instructional materials and resources available

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment.

The district has a policy and procedure for the selection of all materials and supplies featured during classroom instruction. The administrative procedures involve a review of materials by curriculum leaders, formal submission to the curriculum office with a written justification and scores based on a district-developed rubric, presentation to the Board of Education's Academic Performance Committee, and Board approval. All materials are selected and supported by leadership within each department. The district continues to seek out new resources to enhance and support differentiation for learners who need support and students who require enrichment/extensions - this is a focus of the district and can be rated as "developing." Increased access to technology resources is a critical aspect of improving the range of resources available to teachers and students and the customization of the learning process.


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Accomplished


Accomplished



Developing



Middle Level



Accomplished


Accomplished



Developing



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High School Level



Accomplished


Accomplished



Developing



SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50%

of district classrooms

Career Education and Work



Civics and Government








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PA Core Standards: Mathematics



Economics



Environment and Ecology



Family and Consumer Sciences Not Applicable

Geography






History






Alternate Academic Content Standards for Math



Alternate Academic Content Standards for Reading



American School Counselor Association for Students



Early Childhood Education: Infant-Toddler→Second Grade Not Applicable

English Language Proficiency



Interpersonal Skills Implemented in less than 50%

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School Climate



Further explanation for columns selected:

The district will be increasing its use of materials and resources on the Department of Education's SAS site in standards related to the Common Core English Language Arts. Aside from this, the district is comfortable in the limited role that SAS resources are utilized by curriculum leaders and teachers. Teachers utilize a range of resources that match the district's program goals (aligned to and exceeding the scope of state standards). The district will continue to monitor the SAS resources for valuable educational materials and lesson ideas as it does with other resources.


Standards Status

Arts and Humanities


















Economics Implemented in less than 50%

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Family and Consumer Sciences



Geography






History


















Interpersonal Skills



School Climate



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Middle Level

Standards Status

Arts and Humanities


















Economics









Geography Implemented in less than 50%

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History





















School Climate



World Language




The district will be increasing its use of materials and resources on the Department of Education's SAS site in standards related to the Common Core English Language Arts. Aside from this, the district is comfortable in the limited role that SAS resources are utilized by curriculum leaders and teachers. Teachers utilize a range of resources that match the district's program goals (aligned to and exceeding the scope of state standards). The district

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will continue to monitor the SAS resources for valuable educational materials and lesson ideas as it does with other resources.

High School Level

Standards Status

Arts and Humanities


















Economics









Geography






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History





















School Climate



World Language






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Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

X X X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X X X

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X X X

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

Provide brief explanation of your process for ensuring these selected characteristics.

The Pennridge School District’s Act 48 Professional Development Committee reviews the district's professional education program every year.

Educator Discipline Act 126, 71

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:

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8/25/2015 Staff access began through the Global Compliance Network (GCN) - online coursework

The LEA plans to conduct the required training on approximately:

8/25/2020 New staff are trained when they are hired so the 5-year windows vary by employee.

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA has conducted the training on:

8/25/2015 Staff access began through the Global Compliance Network (GCN) - online coursework

The LEA plans to conduct the training on approximately:


Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

The LEA has conducted the training on:

8/29/2018 Staff will access this training through the Safe Schools Vendor

The LEA plans to conduct the training on approximately:


Strategies Ensuring Fidelity

• Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

• Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that

utilize student assessment results to target curricular areas that need further alignment.

• Professional Development activities are developed that support implementation of strategies identified in your action plan.

• Clear expectations in terms of teacher practice are identified for staff implementation.

• An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

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• The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

• Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

• The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

• Professional Education is evaluated to show its impact on teaching practices and student learning.


All items that were checked are part of an established professional development process within the Pennridge School District. This professional development program is monitored yearly by the Curriculum Department. They make suggestions, revisions, and affirmations of programs within the school district.

Induction Program

• Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

• Inductees will assign challenging work to diverse student populations.

• Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

• Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

• Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

• Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

• Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.

• Inductees will know the information relating to the Pennsylvania Department of

Education's Teacher Effectiveness Evaluation system.


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The Pennridge School District’s Act 48 District-Wide Planning Committee reviews the induction program every year.

Needs of Inductees

Checked answers

• Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

• Frequent observations of inductee instructional practice by supervisor to identify

needs.

• Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

• Classroom assessment data (Formative & Summative).

• Inductee survey (local, intermediate units and national level).

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• Knowledge of successful research-based instructional models.

• Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

• Feedback after each district induction session.

• Feedback from mentor teachers.

• Feedback from inductees.

• Feedback from building level administrators.


The Pennridge School District’s Act 48 District-wide Planning Committee reviews the induction program every year.

Mentor Characteristics

• Pool of possible mentors is comprised of teachers with outstanding work performance.

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• Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students

and other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

• Mentors and inductees must have compatible schedules so that they can meet regularly.

• Feedback from inductees. • Feedback from mentors. • Feedback from building level administrators.


The Pennridge School District’s Act 48 District-Wide Planning Committee reviews the mentor program every year, making revisions as necessary.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X

Assessments X X X X X

Best Instructional Practices X X X X X X

Safe and Supportive Schools X X X

Standards X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X X X

Data informed decision making X X X X X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.

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I. All New Professional Staff to Pennridge SD – New Teacher Orientation Tuesday, August 21, 2018 (11:30 am – 3:30 pm) at the District Administration Office - Board room 11:30 – 12:45 pm: Pennridge Education Association (PEA) Luncheon 12:45 – 1:30 pm: Introductions, Pennridge School District information and expectations– Dr. Bolton & Dr. Price 1:30 – 2:30 pm: Human Resources Department presentation – Insurance, personnel, benefits, etc. 2:30 – 3:30 pm: Bus tour of Pennridge School District (optional) II. A.L.I.C.E. Training & Teacher Effectiveness Wednesday, August 22, 2018 (8:30 am – 3:30 pm) at the District Administration Office - Board room Teacher Effectiveness & Evaluations – 8:30 am – 10:15 am ALICE Online Training module – 10:30 am – 11:30 am Lunch Break - 11:30 am – 12:30 pm ALICE Overview and Classroom Scenario Training – 12:30 pm – 3:30 pm III. Classroom Management that Works & Technology Thursday, August 23, 2018 (8:30 am – 3:30 pm) at the District Administration Office - Board room Classroom Management Session – 8:30 am – 11:30 am Lunch Break – 11:30 am – 12:30 pm Technology Session - 12:30 pm – 3:30 pm (K-5 SeeSaw, etc. / 6-12 Canvas) IV. First Teacher Inservice Day – Tuesday, August 28, 2018 All staff will report to their designated buildings and have time in their classrooms/offices V. New Teacher Induction Training A. Technology/Library Thursday, September 13, 2018, 4:00 pm – 6:30 pm, DAO Board room B. Meeting the Needs of All Learners Thursday, October 4, 2018 , 4:00 pm – 6:30 pm, DAO Board room C. Pupil Services /Special Education *Thursday, December 13, 2018, 4:00 pm – 6:30 pm in the DAO Board room Identified Students – Your Obligation Under the Law • Chapter 14 – Special Education • Chapter 15 – Section 504/ADA • Chapter 16 – Gifted Education Classroom Management • Organizational/discipline guidelines • Crisis management D. Collaborative Professional Learning *Thursday, January 31, 2019, 4:00 pm – 6:30 pm, DAO Board room • Classroom visits, feedback, needs, etc. will determine the topics of this last session Note: All teachers who intend to receive Induction Certification must attend all induction sessions. Receiving an Induction Certificate is the responsibility of each teacher and is

48

required for Level II Certification. The Pennridge School District will award Act 48 credit for each hour attended but will not pay for those hours. Please feel free to email ([email protected]) or call (215-453-2717) Dr. Troy Price, Director of Administration, if you have any questions. *In case of school closing due to weather: Make-up date for Pupil Services/ Special Education (Dec 13) will be Thursday, January 17, 2019. Make-up date for Collaborative Professional Learning (Jan 31) will be on Thursday, February 7, 2019.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Each induction session utilizes a participant feedback/evaluation form. The evaluations are reviewed by the facilitator of each session and the Director of Administration. Inductees and Mentors each complete a program evaluation/feedback form at the end of each induction program.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply) Checked answers

• Mentor documents his/her inductee's involvement in the program.

• A designated administrator receives, evaluates and archives all mentor records.

• School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

• LEA administrator receives, tallies, and archives all LEA mentor records.

• Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Special Education

Special Education Students

Total students identified: 1209

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

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The Pennridge School District has a comprehensive program for identifying students with

learning disabilities. Through the use of Child Find, teacher and parent referral, the district

utilizes a comprehensive process for screening, testing, and identification of students

thought to be learning disabled.

This process includes observation, assessment, classroom interventions, team meetings,

monitoring of student’s progress toward goals, district and standardized testing, and when

deemed appropriate, a multi-disciplinary psycho-educational evaluation. At the elementary

and middle school levels, the district uses an RTI / MTSS approach to the IST program. The

discrepancy model is used along with the data collected in the IST program (which serves as

the RTI / MTSS approach the district currently employs).

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Not significantly disproportionate.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

At this time only one facility (Ridge Crest) is within the school district boundaries.

The District provides oversight as per the BEC 24 P. S. 13-1306

The District works with the Bucks County Intermediate Unit to ensure FAPE is provided in

the Least Restrictive Environment.

The close partnership between the BCIU and the Pennridge School District allows the

district to meet its obligations under 1306.

Incarcerated Students Oversight

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

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Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The Pennridge School District cooperates with correctional facilities in the sharing of

information of our students in their facilities.

Our Social Workers, Director of Pupil Services, and Supervisors of Special Education act as

liaisons with these facilities. We share information and consult with the agencies designated

by the facilities to evaluate the students.

When the students are ready to return to Pennridge School District we provide services to

transition students successfully back into the mainstream.

Principals, Assistant Principals, and Guidance Counselors work with students to develop

appropriate schedules and when necessary, student counseling sessions. In several cases,

students have transitioned back to the district via an alternative program as a transitional

program.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

The Pennridge School District utilizes co-teaching as a method to ensure that students with

learning difficulties are integrated into regular education classrooms to the maximum

extent possible. Teachers and administrators meet, in a roundtable format to keep abreast

of new skills and techniques. The small percentages of students whose needs cannot be met

in a co-teaching environment are included in special subject area Learning Support classes

and content subject classes when appropriate. All students are included in building level

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activities and participate to the fullest extent possible based on the individual ability of the

student. While we may have a very small amount of students educated outside our district

buildings, after attempts to educate those students with supplementary aids and services

we are still involved in the IEPs to ensure that all students are educated to the maximum

extent. We continually monitor our LRE numbers, providing the highest amount of

educational options to our students within our district. We have provided supportive

services such as contracting with outside agencies to provide mental health and emotional

support services. We have worked with PaTTAN and BCIU to help us support the SWPBS

program and the co-teaching initiative. We have always had very strong LRE numbers due

to our co-teaching model in all grades 6-12 as well as co-taught classes at elementary

grades. We brought many students back from placements and our numbers of students in

outside placements are low and have been reduced.

In the upcoming years, greater emphasis will be placed on self-advocacy and self-sufficiency

tools in high school. We will be working with students to approach teachers and discuss the

accommodations they need in order to help prepare them for college or work

experience. The new career readiness indicators will be implemented and tracked for all

students and we will be developing a district-wide K-12 Counseling curriculum and plan

that will provide supports for special education students in the areas of career readiness

and self-advocacy.

We provide training for our teachers in differentiation, behavioral support, and progress

monitoring that help to support students within the regular education setting. All regular

education teachers who have students with an IEP have access to the student's special

education teacher so they can both discuss the student's needs in class and ensure that the

regular education teacher can provide the supports required. The philosophy in the district

is always to keep our students within our district buildings and we have been successful at

having our students make progress within our co-teaching environment.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

School Wide Behavior Support has been implemented in buildings to support social and

behavioral goals. Group sessions are held to deal with social and emotional issues with

students. Counselors provide meetings to deal with specific needs. Student run programs

deal with social issues and allow for peer interactions. Behavior support plans are

developed by trained staff with the help of supervisors and a behavioral health consultant.

IEP goals are considered when rules and expectations are placed on identified students.

Cooperative learning is stressed as a means to support students in the classroom

setting. The district offers CPI training to all staff to provide them skills in the area of de-

52

escalation techniques and interventions that are appropriate at the earliest stages of

behavior. We also provide group counseling to students that is co-facilitated by our

guidance staff and an outside mental health company. Students may be referred with on-

going needs or those that are deemed at-risk. We also contract with an outside agency to

provide individual counseling to our ED students. This person works only with the ED

students and works to be pro-active with any issues that may arise during the school day.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The Pennridge School District has provided appropriate programming for all students. The

District provides a wealth of supports and services; however, when the need for additional

supports and services is indicated, the district utilizes a variety of outside resources. These

resources include but are not limited to:

PATTAN, BCIU, Grandview Hospital, Private Psychologists, Penn Foundation, Approved

Private Schools, and other private and public agencies.

The Pennridge School District is fortunate to house many of its own programs for low

incident populations as well as for students with emotional and behavioral disorders. In the

event that a student needs services from an outside agency, the district will hold a team

meeting to develop an action plan to access the services needed. Interagency collaboration

has been helpful in assisting families in accessing mental health and wraparound services,

partial hospitalizations, and in several cases residential treatment facilities.

If a student presents as a child that would fit the category as a hard to place or as a student

at-risk, the District would interface with the interagency coordinator. Interagency

coordinator functions as the liaison between the various agencies and the District. A local

and regional team meeting would be requested that includes representatives of agencies

supporting the student. The district has found the Interagency Team collaboration process

to be highly effective.

Strengths and Highlights

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Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The Pennridge School District has an extensive array of services for students in need of

special education and related services. Highlights and strengths or the programs include:

• Inclusion of all students in regular education for part or all of their day.

• Most students are educated in their home school.

• K — 12 Autistic Support program for students with the diagnosis of Autism.

• K — 12 programs for students with Intellectual Disabilities.

• K — 12 Emotional Support program for students with Emotional Disturbance.

• K — 12 Part-time Learning Support Programs for students with learning disabilities

that require a smaller setting. Implement scientific, research-based

reading/language arts and math programs.

• Some teachers utilize Smart Boards, which combines the simplicity of a white board

with the power of and technology of a computer.

• Building level teams address student needs.

• Wide array of related services and supports to assist students including PT, OT, and

Speech and Language services.

• PCA’s are assigned to specific students throughout the district who show areas of

need in executive functioning, organization, work completion, self-advocacy and

social skills.

• Nurses and assistants travel with identified students on transportation when

necessary.

• Counseling services provided to students by guidance counselors, social workers,

and school psychologists along with outside agencies that are contracted to support

our students.

• Provide a collaborative model with reading specialists.

• Transition supports at the high school.

• Job Coach services for students at the high school.

• Special Education students participate in a “Best Buddies” program to improve

social skills.

• Social Workers to assist staff and families.

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• Crisis counselors to conduct risk assessments.

• Behavior Specialist available to work on complex cases.

• Staff development focusing on collaboration and co-teaching, differentiated

instruction, research-based programs, progress monitoring, state and federal

regulations, behavior management and technology.

• We have formed a consortium with surrounding school districts to serve the AEDY

population.

• We use AIMSWEB, a norm-referenced program, as a monitoring tool to establish

baselines and track progress.

• We have three elementary schools instituting the School Wide Positive Behavior

Support Program. Grasse Elementary has been recognized by PDE as an exemplary

model of the SWPBS program. Two additional elementary schools are implementing

the SWPBS program.

• We have a training program that supports all staff including administration. We

offer in-service training throughout the school year. Parent training is offered on

topics requested by parents or seen as areas of need.

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Assurances

Safe and Supportive Schools Assurances The LEA has verified the following Assurances:

• Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

• Free Education and Attendance (in compliance with § 12.1)

• School Rules (in compliance with § 12.3)

• Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and

§ 12.32)

• Discrimination (in compliance with § 12.4)

• Corporal Punishment (in compliance with § 12.5)

• Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

• Freedom of Expression (in compliance with § 12.9)

• Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

• Hair and Dress (in compliance with § 12.11)

• Confidential Communications (in compliance with § 12.12)

• Searches (in compliance with § 12.14)

• Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

• Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

• Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

• Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

• Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


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• Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

• Acceptable Use Policy for Technology Resources

• Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

• Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

• Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

• Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

• Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

• Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

• Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.


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24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Ridge Crest Nonresident Bucks County Intermediate Unit 21

Least Restrictive Environment Facilities

Facility Name Type of Facility

Type of Service Number of Students

Placed

Delta School Approved Private Schools

Full-Time Autistic Support 1

Wordsworth Approved Private Schools

Full-Time Emotional Support/Itinerant Emotional Support/Full-Time Life Skills Support/Full-Time Autistic Support

1

Devereaux School Approved Private Schools

Full-Time Emotional Support 1

Centennial School Approved Private Schools

Full-Time Emotional Support/Part-Time Emotional Support

7

Strayer Middle School IU Program

Neighboring School Districts

Part-Time Autistic Support 4

Lifeworks Other Itinerant Emotional Support/Itinerant Learning Support

4

Vanguard School Other Full-Time Autistic Support 2

PA School for the Deaf

Other Itinerant Deaf/Hearing 1

Upper Bucks Ombudsman Academy


Itinerant Learning Support/Itinerant Emotional Support

1

Overbrook School for the Blind


Full Time Visual Impaired 1

Upper Bucks Voc Tech IU Program


Part-Time Emotional Support 2

Quakertown Freshmen Center IU Program


Autistic Support 2

Pathway School Other Full-Time Life Skills Support 2

Buxmont CSF Other Itinerant Learning Support / Part-time Learning Support / Itinerant Emotional Support

3

Faith Christian School

Other Itinerant Deaf/Hearing 1

Bucks County Youth Center


Full-Time Emotional Support 1

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Special Education Program Profile Program Position #1

Operator: Intermediate Unit

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Supplemental (Less Than 80% but More Than 20%)

Multiple Disabilities Support

8 to 11 3 1

Locations:

Sellersville An Elementary School Building

A building in which General Education programs are operated

Program Position #2

Operator: Intermediate Unit PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

6 to 21 50 1

Justification: District Wide Hearing Support provided by the IU.

Locations:

District Wide Hearing

An Elementary School Building


Program Position #3




12 to 14 50 1

Locations:


A Middle School Building A building in which General Education programs are operated

Program Position #4




14 to 21 50 1

Justification: District Wide Hearing Support provided by the IU.

Locations:


A Senior High School Building


Program Position #5



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Full-Time Special Education Class


8 to 11 8 1

Locations:

Ridge Crest An Elementary School Building

A special education Center in which no general education programs are operated

Program Position #6


Type of Support


Itinerant Speech and Language Support

6 to 21 50 1

Justification: District Wide Speech Support provided by the IU.

Locations:

District Wide Speech



Program Position #7


Type of Support


Itinerant Blind or Visually Impaired Support

6 to 21 50 1

Justification: District Wide Vision Support provided by the IU.

Locations:

District Wide Vision



Program Position #8


Type of Support


Itinerant Blind or Visually Impaired Support

6 to 21 50 1

Justification: District Wide Vision Support provided by the IU.

Locations:

District Wide Vision

A Senior High School Building


Program Position #9




Autistic Support 6 to 9 6 1

Locations:

West Rockhill An Elementary School Building


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Program Position #10





12 to 16 8 1

Locations:

Penn South A Middle School Building







17 to 21 8 1

Locations:

Pennridge HS A Senior High School Building






Emotional Support 14 to 18 12 1

Locations:

Upper Bucks Voc Tech A Senior High School Building






6 to 21 65 1

Justification: District Wide Speech and Language Support provided by the IU.

Locations:

District Wide Speech and Language Support




Operator: School District PROGRAM SEGMENTS

Type of Support


Itinerant Learning Support 6 to 9 50 1

Locations:

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Bedminster An Elementary School Building




Type of Support



Locations:

Bedminster An Elementary School Building




Type of Support



Locations:

Deibler An Elementary School Building




Type of Support



Locations:

Deibler An Elementary School Building




Type of Support



Locations:

Grasse An Elementary School Building




Type of Support



Locations:

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Locations:








Locations:





Type of Support



Locations:

Guth An Elementary School Building




Type of Support



Locations:

Guth An Elementary School Building




Type of Support



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Locations:





Type of Support



Locations:







Learning Support 9 to 12 15 1

Locations:





Type of Support



Locations:

Seylar An Elementary School Building




Type of Support



Locations:





Type of Support


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Itinerant Autistic Support 6 to 9 8 1

Locations:





Type of Support



Locations:





Type of Support



6 to 21 65 1

Justification: District Wide Speech Support.

Locations:






Type of Support



6 to 21 65 1


Locations:






Type of Support



6 to 21 65 1


Locations:




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Type of Support



6 to 21 65 1


Locations:








6 to 21 65 1


Locations:

District Wide Speech Support





Type of Support



6 to 21 65 1


Locations:






Type of Support



6 to 21 65 1


Locations:






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Type of Support



Locations:





Type of Support



Locations:







Life Skills Support 6 to 9 12 1

Locations:








Locations:





Type of Support Level of Support

Age Range Caseload FTE


Life Skills Support

12 to 15 15 1

Locations:

Penn Central A Middle School Building



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Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:




68


Type of Support



Locations:

Penn North A Middle School Building




Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:




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Type of Support



Locations:





Type of Support Level of Support

Age Range Caseload FTE


Learning Support

12 to 15 15 1

Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:



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Type of Support



Locations:





Type of Support


Itinerant Learning Support 12 to 15 25 0.5

Locations:








Locations:





Type of Support



Locations:





Type of Support



Locations:



71



Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:



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Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:





Type of Support



Locations:



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Type of Support



Locations:








Locations:








Locations:



Program Position #76 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 31, 2015

PROGRAM SEGMENTS




Locations:

Bedminster Elementary An Elementary School Building


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Special Education Support Services

Support Service Location Teacher FTE

Director of Pupil Services All Buildings 1

Supervisor of Special Education Various Buildings 1


School Psychologists Various buildings 5

Guidance Counselors Various Buildings 19


Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Emotional Support Counselor Outside Contractor 120 Hours

Occupational Therapy Outside Contractor 138 Hours

Physical Therapy Outside Contractor 34 Hours

Program and Training Specialist Intermediate Unit 24 Hours

Crisis Counselor Outside Contractor 40 Hours

Crisis Counselor Outside Contractor 40 Hours

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Needs Assessment

District Accomplishments

Accomplishment #1:

Pennridge High School Technology Education program was rated the best High School program in

Pennsylvania by the Technology Education and Engineering Association of Pennsylvania.

Accomplishment #2:

Pennridge High School was ranked in the top 10% on the State Ranking and earned a silver medal.

Schools are ranked based on their performance on state-required tests and how well they prepare

students for college.

Accomplishment #3:

Pennridge Elementary Schools’ average score on the School Performance Profile (SPP) was second

out of 13 in Bucks County.

Accomplishment #4:

85% of all Advanced Placement students scored a 3 or better on their exam

Accomplishment #5:

Established the first Pennridge School District cyber and blended learning course offerings and

(CAP) Cyber Access Point Room to support students taking full and/or blended courses.

Accomplishment #6:

Guth, Sellersville, and West Rockhill Elementary Schools were recognized as outstanding Title I

schools based on their academic achievement. All three schools were invited to share the strategies

they have used with other Title I schools from across Pennsylvania.

Accomplishment #7:

Revised the after-school meeting schedule for professional staff to include required data meetings.

Accomplishment #8:

Developed and implemented a new Social Emotional Learning Curriculum with specific lesson plan

for students kindergarten-8. Implemented a social-emotional learning (SEL) activity period

schedule at the high school.

Accomplishment #9:

Improved school climate by instituting district-wide climate surveys, school-wide positive behavior

systems, Responsive Classrooms, or Advisory Classrooms at all schools.

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Accomplishment #10:

Continued commitment to student and staff safety through mandatory trainings, drills, increased

number of cameras, and implementation of the Raptor visitor management system.

District Concerns

Concern #1:

There is a need to continue to: Enhance Teaching, Learning, and Innovation.

Concern #2:

There is a need to continue to: Promote Effective Technology Using Appropriate Resources.

Concern #3:

There is a need to continue to: Ensure the Well-Being of Students and Staff.

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District Level Plan

Action Plans

Goal #1: Enhance Teaching, Learning, and Innovation

Indicators of Effectiveness:

Type: Annual

Data Source: Goal 1 will be evaluated through department meeting minutes and board adoptions of curriculum improvements.

Specific Targets: Goal 1 will result in improved curriculum maps, documents, and renewal processes.

Strategies:

Institute a 5 Year Curriculum Renewal Process

Description:

Curriculum renewal is a cyclical process by which all district curricula is analyzed and designed in a systematic and collaborative manner. The process provides for a comprehensive evaluation of each district program content, a thoughtful and careful implementation, revision based on experience, and time for program effectiveness to be realized. This model will be phased-in according to the following:

1. Phase I Program Evaluation and Needs Assessment (Program Improvement) Summer Curriculum Writing (2017-2018)

2. Phase II Implementation and Revisions/Monitoring (2018-2019) 3. Phase III Revisions and Full Implementation (2019-2020) 4. Phase IV Monitoring for Implementation Fidelity (2020-2022)

SAS Alignment: Standards, Assessment, Curriculum Framework,

Instruction, Materials & Resources, Safe and Supportive Schools

Institute Curriculum Mapping Across All Disciplines

Description:

Provide Professional Development to district curriculum writers on curriculum mapping implementation.

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Develop teams by band level and discipline to examine existing curriculum documents to identify the degree of horizontal and vertical articulation, as well as common format (curriculum maps).

Implementation of curriculum maps as rigorous, relevant, guaranteed and viable:

1. Review course content for PA Standards Alignment. 2. Examine best practices, explore for most recent research. 3. Examine potential resources. 4. Incorporate ISTE Standards across content area curriculum maps. 5. Identify or design common assessment tools that will be used to measure

student achievement.

• Provide embedded and ongoing professional development to ensure fidelity of curriculum implementation.



Ensure Growth of All Students

Description:

Create standardized “Child Study Teams” at all schools. At each school in the district, CST will meet regularly to review student progress across grade levels.

Establish roles and responsibilities of Child Study Team (CST):

1. Students may be referred to the CST by individual teachers, teacher teams, other school personnel or family members. The CST will use a variety of informational sources to gather data on student achievement including student grades, student performance on standardized tests, and other anecdotal information from those who have contact with the student both in the school and in home environments.

2. The CST will gather baseline data on student progress, develop an action plan which includes research-based strategies to support students in the targeted area(s) of need, and support teachers in their efforts to make instructional, behavioral (social/emotional) interventions.

3. The CST will monitor each student’s progress on a 4-6 weeks basis in order to document the effectiveness of interventions or recommend further modifications to meet the needs of the student.

Provide professional development on research-based interventions for struggling students, as well as interventions for students who are achieving above expectations to support the goal of ensuring that all students succeed.

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1. Identify and prioritize professional learning development needs through examination of student performance on competency-based assessments, benchmark assessments, formative assessments, state exams, etc.

2. Create a professional development yearly calendar that allows for personalized professional learning that meets the specific needs and requests of professional staff.

3. Build the capacity of staff to become teacher leaders/facilitators of collegial professional learning opportunities to support diverse needs of all students.



Prepare All Students for College/Career and Citizenship

Readiness

Description:

Collaborate with Pupil Services Department to develop a Guidance Counseling Curriculum.

Study “Career Pathways” as a learning design for the Pennridge High School.

Create a School-Business Leaders Forum for the purpose of connecting students to real-world learning opportunities.

Evaluate current curricula for opportunities to embed financial literacy topics into existing courses.

Strengthen and promote student opportunities through the Upper Bucks Technical School and Bucks County Community College.



Implementation Steps:

Institute a 5 Year Curriculum Renewal Process

Action Steps:

• Curriculum renewal is a cyclical process by which all district curricula is analyzed and designed in a systematic and collaborative manner. The process provides for a comprehensive evaluation of each district program content, a thoughtful and careful implementation, revision based on

80

experience, and time for program effectiveness to be realized. This model will be phased-in according to the following:

1. Phase I Program Evaluation and Needs Assessment (Program Improvement) Summer Curriculum Writing (2017-2018)

2. Phase II Implementation and Revisions/Monitoring (2018-2019) 3. Phase III Revisions and Full Implementation (2019-2020) 4. Phase IV Monitoring for Implementation Fidelity (2020-2022)

Start Date: 7/1/2019 End Date: 6/30/2022

Program Area(s): Professional Education, Teacher Induction, Special

Education, Student Services, Gifted Education, Educational Technology

Supported Strategies:

• Institute a 5 Year Curriculum Renewal Process

Institute Curriculum Mapping Across All Disciplines

Action Steps:

• Provide Professional Development to district curriculum writers on curriculum mapping implementation.

• Develop teams by band level and discipline to examine existing curriculum documents to identify the degree of horizontal and vertical articulation, as well as common format (curriculum maps).

• Implementation of curriculum maps as rigorous, relevant, guaranteed and viable:

1. Review course content for PA Standards Alignment. 2. Examine best practices, explore for most recent research. 3. Examine potential resources. 4. Incorporate ISTE Standards across content area curriculum maps. 5. Identify or design common assessment tools that will be used to measure

student achievement.

• Provide embedded and ongoing professional development to ensure fidelity of curriculum implementation.





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• Institute Curriculum Mapping Across All Disciplines

Ensure Growth of All Students

Action Steps:

• Create standardized “Child Study Teams” at all schools. At each school in the district, CST will meet regularly to review student progress across grade levels.

• Establish roles and responsibilities of Child Study Team (CST):

1. Students may be referred to the CST by individual teachers, teacher teams, other school personnel or family members. The CST will use a variety of informational sources to gather data on student achievement including student grades, student performance on standardized tests, and other anecdotal information from those who have contact with the student both in the school and in home environments.

2. The CST will gather baseline data on student progress, develop an action plan which includes research-based strategies to support students in the targeted area(s) of need, and support teachers in their efforts to make instructional, behavioral (social/emotional) interventions.

3. The CST will monitor each student’s progress on a 4-6 weeks basis in order to document the effectiveness of interventions or recommend further modifications to meet the needs of the student.

• Provide professional development on research-based interventions for struggling students, as well as interventions for students who are achieving above expectations to support the goal of ensuring that all students succeed.

1. Identify and prioritize professional learning development needs through examination of student performance on competency-based assessments, benchmark assessments, formative assessments, state exams, etc.

2. Create a professional development yearly calendar that allows for personalized professional learning that meets the specific needs and requests of professional staff.

3. Build the capacity of staff to become teacher leaders/facilitators of collegial professional learning opportunities to support diverse needs of all students.





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• Ensure Growth of All Students

Prepare All Students for College/Career and Citizenship Readiness

Action Steps:

• Collaborate with Pupil Services Department to develop a Guidance Counseling Curriculum.

• Study “Career Pathways” as a learning design for the Pennridge High School.

• Create a School-Business Leaders Forum for the purpose of connecting students to real-world learning opportunities.

• Evaluate current curricula for opportunities to embed financial literacy topics into existing courses.

• Strengthen and promote student opportunities through the Upper Bucks Technical School and Bucks County Community College.





• Prepare All Students for College/Career and Citizenship Readiness

Teaching Diverse Learners In An Inclusive Setting

Action Steps:

Professional developmental for all teachers to build capacity for differentiating curriculum and instruction in ways that specifically address the needs of gifted and high-ability students.






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Language and Literacy Acquisition

Action Steps:

English Language Development Professional Development:

Multicultural Education -

• Students’ cultural, economic, and linguistic backgrounds can affect how they learn.

• Content area and ESL teachers need to navigate the complexities involved with teaching students from different cultures and backgrounds by understanding how to lower affective filters to enhance learning.

• Best practices to help support academic success for English Learners.

Can-Do Meetings -

• Provide classroom teachers with assessment data to identify the skills that specific ELs are capable of doing at their individual proficiency level.

• Teachers will be provided with accommodations and information regarding techniques to build language acquisition and support the child in all academic areas.

Co-Teaching English Language Development -

• Determine how specific collaborative and co-teaching practices can offer effective support for inclusive practices to accommodate the needs of diverse learners, help all students meet national and state learning standards, and enhance collaboration among their teachers.

• Identify, describe, and evaluate several co-teaching models; view and analyze video clips of co-teaching in authentic and realistic situations.

• Compare the advantages and challenges of each of these collaborative arrangements in the K-12 context

• Select, adapt, and combine collaborative arrangements presented that would be feasible for their own teaching situation including identifying specific types of classroom practices that work best in combination with various co-teaching models

Special Education Referrals for English Learners

• Accurately identifying English Learners with disabilities. • How to have close collaboration between the general and special

education programs that serve ELs. • Monitoring language and literacy development of ELs experiencing

language and literacy-related difficulties within and across grades; • early intervention for students experiencing learning difficulties; • *making appropriate special education referral decisions.

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• When students are referred for evaluation the special education processes should be adapted to:

• limit bias in assessment • make appropriate eligibility determinations: • ensure that special and general education services simultaneously address

students' language and disability related needs.






•

Goal #2: Promote Effective Technology Using Appropriate Resources

• Indicators of Effectiveness: Type: Annual

Data Source: Goal 2 will be evaluated through the addition of technology devices at all levels and an improved, reliable infrastructure.

Specific Targets: Goal 2 will result in lower ratio of devices to students, additional professional development, and improved infrastructure.

Strategies:

Improve and Maintain Access and Reliability of the Network/Infrastructure

Description:

Install additional wireless access points in middle schools to insure wireless coverage in all parts of the building.

Install additional wireless access points in elementary schools to insure wireless coverage in all parts of the building.

Provide secure but open network access to building users who are non-district employees.

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Provide a detailed plan outlining steps to quickly resume mission critical functions in the event of a system/data disaster.

Evaluation of available technologies on the market pertaining to firewall/security/filtering and implementation of chosen solution.

Evaluation of available technology on the market pertaining to storage/backup solutions and implementation of chosen solution.



Use Appropriate Technology to Support the Focus of Digital-Age

Learning

Description:

Expand 1:1 initiative at the middle school level ensuring each student has individual access to technology.

Expand availability of technology at the elementary school level ensuring each student has adequate access to needed technology.

Expand interactive technology tools to encourage classroom collaboration.

Evaluate opportunities to partner with local businesses to provide work-based technology experiences to Pennridge students and staff.




Improve and Maintain Access and Reliability of the

Network/Infrastructure

Action Steps:

• Install additional wireless access points in middle schools to insure wireless coverage in all parts of the building.

• Install additional wireless access points in elementary schools to insure wireless coverage in all parts of the building.

• Provide secure but open network access to building users who are non-district employees.

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• Provide a detailed plan outlining steps to quickly resume mission critical functions in the event of a system/data disaster.

• Evaluation of available technologies on the market pertaining to firewall/security/filtering and implementation of chosen solution.

• Evaluation of available technology on the market pertaining to storage/backup solutions and implementation of chosen solution.





• Improve and Maintain Access and Reliability of the Network/Infrastructure

Use Appropriate Technology to Support the Focus of Digital-Age Learning

Action Steps:

• Expand 1:1 initiative at the middle school level ensuring each student has individual access to technology.

• Expand availability of technology at the elementary school level ensuring each student has adequate access to needed technology.

• Expand interactive technology tools to encourage classroom collaboration. • Evaluate opportunities to partner with local businesses to provide work-

based technology experiences to Pennridge students and staff.





• Use Appropriate Technology to Support the Focus of Digital-Age Learning

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Goal #3: Ensure the Well-Being of Students and Staff

Indicators of Effectiveness:

Type: Annual

Data Source: Goal 3 will be evaluated through development of curriculum offerings, child-study teams at all levels, and additional safety hardware and training.

Specific Targets: Goal 3 will result in increased SEL instruction for all students, increased documentation of child-study teams, and increased classroom safety materials.

Strategies:

Provide Physical/Facilities Safety Nets (Enhanced Peer Conflict/Bullying/Harassment Prevention Education and Building Safety and Security)

Description:

Review peer mediation and or bullying curriculum resources and develop an implementation plan appropriate across all grades.

Implement the Student Assistance Program (SAP) across all buildings SAP in order to assist in identifying issues including alcohol, tobacco, other drugs, and mental health issues which pose a barrier to a student’s success and help students overcome these barriers so that they may achieve, advance, and remain in school.

Conduct a needs assessment and implementation plan to address facility safety and security items such as:

1. The need for additional security including a director of safety and security. 2. Implementation of student ID badges. 3. Raptor use on nights and weekends. 4. Increasing unannounced building searches. 5. Security at football games. 6. Building access. 7. Student cell phone policies.

Implement a Drug and Alcohol Awareness Program for Staff and Students that includes:

1. Factual data about what substance abuse is. 2. Warning signs of addiction.

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3. Information about how alcohol and specific drugs affect the mind and body.

4. The consequences that addiction can have on one’s physical and mental health, family, relationships, and other areas of functioning.

5. How and why substances are abused.

Implement a District-wide threat assessment team with the purpose of:

1. Identify student threats to commit a violent act. 2. Determine the seriousness of the threat. 3. Develop intervention plans that protect potential victims and address the

underlying problem or conflict that stimulated the threatening behavior.

SAS Alignment: None selected

Provide Social Emotional Learning (SEL) Safety Nets (Help

Students Build Social Skills, Understand and Appreciate Diversity,

Have Acceptance of All and Analyze Data for Continuous

Improvement)

Description:

Continue the implementation and expansion of the Social Emotional Learning (SEL) curriculum implementation and activities across all grades:

1. Increase the opportunities for students to practice positive social interactions.

2. Suicide prevention activities. 3. Social media awareness activities. 4. Peer mediation opportunities. 5. Teacher sensitivity awareness activities. 6. Stress relieving, mindfulness activities for students and staff.




Provide Physical/Facilities Safety Nets (Enhanced Peer

Conflict/Bullying/Harassment Prevention Education and

Building Safety and Security)

Action Steps:

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• Review peer mediation and or bullying curriculum resources and develop an implementation plan appropriate across all grades.

• Implement the Student Assistance Program (SAP) across all buildings SAP in order to assist in identifying issues including alcohol, tobacco, other drugs, and mental health issues which pose a barrier to a student’s success and help students overcome these barriers so that they may achieve, advance, and remain in school.

• Conduct a needs assessment and implementation plan to address facility safety and security items such as:

1. The need for additional security including a director of safety and security. 2. Implementation of student ID badges. 3. Raptor use on nights and weekends. 4. Increasing unannounced building searches. 5. Security at football games. 6. Building access. 7. Student cell phone policies.

• Implement a Drug and Alcohol Awareness Program for Staff and Students that includes:

1. Factual data about what substance abuse is. 2. Warning signs of addiction. 3. Information about how alcohol and specific drugs affect the mind and

body. 4. The consequences that addiction can have on one’s physical and mental

health, family, relationships, and other areas of functioning. 5. How and why substances are abused.

• Implement a District-wide threat assessment team with the purpose of:

1. Identify student threats to commit a violent act. 2. Determine the seriousness of the threat. 3. Develop intervention plans that protect potential victims and address the

underlying problem or conflict that stimulated the threatening behavior.





• Provide Physical/Facilities Safety Nets (Enhanced Peer Conflict/Bullying/Harassment Prevention Education and Building Safety and Security)

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Provide Social Emotional Learning (SEL) Safety Nets (Help Students Build Social Skills, Understand and Appreciate Diversity, Have Acceptance of All and Analyze Data for Continuous Improvement)

Action Steps:

Continue the implementation and expansion of the Social Emotional Learning (SEL) curriculum implementation and activities across all grades:

1. Increase the opportunities for students to practice positive social interactions.

2. Suicide prevention activities. 3. Social media awareness activities. 4. Peer mediation opportunities. 5. Teacher sensitivity awareness activities. 6. Stress relieving, mindfulness activities for students and staff.





• Provide Social Emotional Learning (SEL) Safety Nets (Help Students Build Social Skills, Understand and Appreciate Diversity, Have Acceptance of All and Analyze Data for Continuous Improvement)

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The PA Department of Education (PDE) requires all school

districts to develop, implement and monitor a comprehensive

plan.

The Pennridge School District, is required to submit this Board-

approved three-year Comprehensive Plan by December 3, 2018.

Prior to the approval by The Pennridge School District Board of

Directors, PDE requires that the Comprehensive Plan be placed

on public review for 28 days.

Pennridge School District

Documents

Transcript of Pennridge School District