Pennridge School District
Transcript of 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 :
Professional Education
Jim Valletta High School Teacher - Regular Education :
Professional 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 :
Professional Education
Holly Pollock Middle School Teacher - Regular Education :
Professional Education
Dee Rankin Middle School Teacher - Special Education :
Professional 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
Accomplished Accomplished
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
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Developing Developing
Civics and Government Accomplished Accomplished
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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
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Developing Developing
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
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
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
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Developing Developing
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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
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
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
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Developing Developing
School Climate Developing Developing
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
Elementary Education-Primary Level
• 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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Elementary Education-Intermediate Level
• 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
Elementary Education-Primary Level
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.
Elementary Education-Intermediate Level
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. 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
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. 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
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. 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
Elementary Education-Primary Level
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
Elementary Education-Intermediate Level
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
Middle Level
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
High School Level
Instructional Practices Status
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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
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
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
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
Individual Meetings 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 Meetings X X X X
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
Elementary Education-Primary Level
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.
Elementary Education-Intermediate Level
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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.
Middle Level
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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High School Level
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.
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities
Implemented in less than 50%
of district classrooms
Career Education and Work
Implemented in less than 50%
of district classrooms
Civics and Government
Implemented in less than 50%
of district classrooms
PA Core Standards: English Language Arts
Implemented in less than 50%
of district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in less than 50%
35
of district classrooms
PA Core Standards: Mathematics
Implemented in less than 50%
of district classrooms
Economics
Implemented in less than 50%
of district classrooms
Environment and Ecology
Implemented in less than 50%
of district classrooms
Family and Consumer Sciences Not Applicable
Geography
Implemented in less than 50%
of district classrooms
Health, Safety and Physical Education
Implemented in less than 50%
of district classrooms
History
Implemented in less than 50%
of district classrooms
Science and Technology and Engineering Education
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Math
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Reading
Implemented in less than 50%
of district classrooms
American School Counselor Association for Students
Implemented in less than 50%
of district classrooms
Early Childhood Education: Infant-Toddler→Second Grade Not Applicable
English Language Proficiency
Implemented in less than 50%
of district classrooms
Interpersonal Skills Implemented in less than 50%
36
of district classrooms
School Climate
Implemented in less than 50%
of district classrooms
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.
Elementary Education-Intermediate Level
Standards Status
Arts and Humanities
Implemented in less than 50%
of district classrooms
Career Education and Work
Implemented in less than 50%
of district classrooms
Civics and Government
Implemented in less than 50%
of district classrooms
PA Core Standards: English Language Arts
Implemented in less than 50%
of district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in less than 50%
of district classrooms
PA Core Standards: Mathematics
Implemented in less than 50%
of district classrooms
Economics Implemented in less than 50%
37
of district classrooms
Environment and Ecology
Implemented in less than 50%
of district classrooms
Family and Consumer Sciences
Implemented in less than 50%
of district classrooms
Geography
Implemented in less than 50%
of district classrooms
Health, Safety and Physical Education
Implemented in less than 50%
of district classrooms
History
Implemented in less than 50%
of district classrooms
Science and Technology and Engineering Education
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Math
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Reading
Implemented in less than 50%
of district classrooms
American School Counselor Association for Students
Implemented in less than 50%
of district classrooms
English Language Proficiency
Implemented in less than 50%
of district classrooms
Interpersonal Skills
Implemented in less than 50%
of district classrooms
School Climate
Implemented in less than 50%
of district classrooms
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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.
Middle Level
Standards Status
Arts and Humanities
Implemented in less than 50%
of district classrooms
Career Education and Work
Implemented in less than 50%
of district classrooms
Civics and Government
Implemented in less than 50%
of district classrooms
PA Core Standards: English Language Arts
Implemented in less than 50%
of district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in less than 50%
of district classrooms
PA Core Standards: Mathematics
Implemented in less than 50%
of district classrooms
Economics
Implemented in less than 50%
of district classrooms
Environment and Ecology
Implemented in less than 50%
of district classrooms
Family and Consumer Sciences
Implemented in less than 50%
of district classrooms
Geography Implemented in less than 50%
39
of district classrooms
Health, Safety and Physical Education
Implemented in less than 50%
of district classrooms
History
Implemented in less than 50%
of district classrooms
Science and Technology and Engineering Education
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Math
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Reading
Implemented in less than 50%
of district classrooms
American School Counselor Association for Students
Implemented in less than 50%
of district classrooms
English Language Proficiency
Implemented in less than 50%
of district classrooms
Interpersonal Skills
Implemented in less than 50%
of district classrooms
School Climate
Implemented in less than 50%
of district classrooms
World Language
Implemented in less than 50%
of district classrooms
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
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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
Implemented in less than 50%
of district classrooms
Career Education and Work
Implemented in less than 50%
of district classrooms
Civics and Government
Implemented in less than 50%
of district classrooms
PA Core Standards: English Language Arts
Implemented in less than 50%
of district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in less than 50%
of district classrooms
PA Core Standards: Mathematics
Implemented in less than 50%
of district classrooms
Economics
Implemented in less than 50%
of district classrooms
Environment and Ecology
Implemented in less than 50%
of district classrooms
Family and Consumer Sciences
Implemented in less than 50%
of district classrooms
Geography
Implemented in less than 50%
of district classrooms
Health, Safety and Physical Education
Implemented in less than 50%
of district classrooms
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History
Implemented in less than 50%
of district classrooms
Science and Technology and Engineering Education
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Math
Implemented in less than 50%
of district classrooms
Alternate Academic Content Standards for Reading
Implemented in less than 50%
of district classrooms
American School Counselor Association for Students
Implemented in less than 50%
of district classrooms
English Language Proficiency
Implemented in less than 50%
of district classrooms
Interpersonal Skills
Implemented in less than 50%
of district classrooms
School Climate
Implemented in less than 50%
of district classrooms
World Language
Implemented in less than 50%
of district classrooms
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.
Professional Education
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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:
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 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:
8/26/2020 New staff are trained when they are hired so the 5-year windows vary by employee.
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.
Provide brief explanation of your process for ensuring these selected characteristics.
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.
Provide brief explanation of your process for ensuring these selected characteristics.
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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.
Provide brief explanation of your process for ensuring these selected characteristics.
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.
Provide brief explanation of your process for ensuring these selected characteristics.
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
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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
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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-
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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)
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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
Neighboring School Districts
Itinerant Learning Support/Itinerant Emotional Support
1
Overbrook School for the Blind
Neighboring School Districts
Full Time Visual Impaired 1
Upper Bucks Voc Tech IU Program
Neighboring School Districts
Part-Time Emotional Support 2
Quakertown Freshmen Center IU Program
Neighboring School Districts
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
Neighboring School Districts
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
A building in which General Education programs are operated
Program Position #3
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
12 to 14 50 1
Locations:
District Wide Hearing
A Middle School Building A building in which General Education programs are operated
Program Position #4
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
14 to 21 50 1
Justification: District Wide Hearing Support provided by the IU.
Locations:
District Wide Hearing
A Senior High School Building
A building in which General Education programs are operated
Program Position #5
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
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Full-Time Special Education Class
Multiple Disabilities Support
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
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 50 1
Justification: District Wide Speech Support provided by the IU.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #7
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
6 to 21 50 1
Justification: District Wide Vision Support provided by the IU.
Locations:
District Wide Vision
An Elementary School Building
A building in which General Education programs are operated
Program Position #8
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
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
A building in which General Education programs are operated
Program Position #9
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 6 to 9 6 1
Locations:
West Rockhill An Elementary School Building
A building in which General Education programs are operated
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Program Position #10
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
12 to 16 8 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #11
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
17 to 21 8 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #12
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 14 to 18 12 1
Locations:
Upper Bucks Voc Tech A Senior High School Building
A building in which General Education programs are operated
Program Position #13
Operator: Intermediate Unit PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech and Language Support provided by the IU.
Locations:
District Wide Speech and Language Support
An Elementary School Building
A building in which General Education programs are operated
Program Position #14
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
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Bedminster An Elementary School Building
A building in which General Education programs are operated
Program Position #15
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
Bedminster An Elementary School Building
A building in which General Education programs are operated
Program Position #16
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
Deibler An Elementary School Building
A building in which General Education programs are operated
Program Position #17
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
Deibler An Elementary School Building
A building in which General Education programs are operated
Program Position #18
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
Grasse An Elementary School Building
A building in which General Education programs are operated
Program Position #19
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
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Grasse An Elementary School Building
A building in which General Education programs are operated
Program Position #20
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 6 to 9 15 1
Locations:
Grasse An Elementary School Building
A building in which General Education programs are operated
Program Position #21
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 10 to 12 15 1
Locations:
Grasse An Elementary School Building
A building in which General Education programs are operated
Program Position #22
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
Guth An Elementary School Building
A building in which General Education programs are operated
Program Position #23
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
Guth An Elementary School Building
A building in which General Education programs are operated
Program Position #24
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
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Locations:
Sellersville An Elementary School Building
A building in which General Education programs are operated
Program Position #25
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
Sellersville An Elementary School Building
A building in which General Education programs are operated
Program Position #26
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 9 to 12 15 1
Locations:
Sellersville An Elementary School Building
A building in which General Education programs are operated
Program Position #27
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
Seylar An Elementary School Building
A building in which General Education programs are operated
Program Position #28
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
Seylar An Elementary School Building
A building in which General Education programs are operated
Program Position #29
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
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Itinerant Autistic Support 6 to 9 8 1
Locations:
Seylar An Elementary School Building
A building in which General Education programs are operated
Program Position #30
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Autistic Support 10 to 12 8 1
Locations:
Seylar An Elementary School Building
A building in which General Education programs are operated
Program Position #31
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #32
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #33
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
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Program Position #34
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #35
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech Support
An Elementary School Building
A building in which General Education programs are operated
Program Position #36
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #37
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
6 to 21 65 1
Justification: District Wide Speech Support.
Locations:
District Wide Speech
An Elementary School Building
A building in which General Education programs are operated
Program Position #38
Operator: School District PROGRAM SEGMENTS
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Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
West Rockhill An Elementary School Building
A building in which General Education programs are operated
Program Position #39
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 10 to 12 50 1
Locations:
West Rockhill An Elementary School Building
A building in which General Education programs are operated
Program Position #40
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 6 to 9 12 1
Locations:
West Rockhill An Elementary School Building
A building in which General Education programs are operated
Program Position #41
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 10 to 12 12 1
Locations:
West Rockhill An Elementary School Building
A building in which General Education programs are operated
Program Position #42
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
12 to 15 15 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #43
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Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #44
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #45
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #46
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #47
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn Central A Middle School Building
A building in which General Education programs are operated
Program Position #48
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Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Autistic Support 12 to 15 12 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #49
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #50
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #51
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #52
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #53
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Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn North A Middle School Building
A building in which General Education programs are operated
Program Position #54
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15 15 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #55
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #56
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #57
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
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Program Position #58
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 50 1
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #59
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 25 0.5
Locations:
Penn South A Middle School Building
A building in which General Education programs are operated
Program Position #60
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 14 to 18 15 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #61
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #62
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
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Program Position #63
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #64
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #65
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #66
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #67
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
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Program Position #68
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #69
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #70
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #71
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #72
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
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Program Position #73
Operator: School District PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1
Locations:
Pennridge HS A Senior High School Building
A building in which General Education programs are operated
Program Position #74
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 12 1
Locations:
Grasse An Elementary School Building
A building in which General Education programs are operated
Program Position #75
Operator: School District PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 12 1
Locations:
Seylar An Elementary School Building
A building in which General Education programs are operated
Program Position #76 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: August 31, 2015
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 6 12 1
Locations:
Bedminster Elementary An Elementary School Building
A building in which General Education programs are operated
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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
Supervisor of Special Education Various Buildings 1
School Psychologists Various buildings 5
Guidance Counselors Various Buildings 19
Supervisor of Special Education Various Buildings 1
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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
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.
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:
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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.
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:
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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.
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:
• 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.
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:
• Ensure Growth of All 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.
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:
• Ensure Growth of All Students
•
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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
Implementation Steps:
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.
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:
• 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.
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:
• 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.
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources, Safe and Supportive Schools
Implementation Steps:
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.
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:
• 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.
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:
• 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.