Pennsbury School District District Level Comprehensive Plan July 1, 2016 June 30, 2019

Transcription

1 Pennsbury District District Level Comprehensive Plan July 1, 2016 June 30, 2019 Kevin J. McHugh, Ed.D., Superintendent Elliott H. Lewis, Ed.D., Assistant Superintendent of Administration, K- 12 Comprehensive Plan Internal Coordinator

2 2 District Profile Demographics 134 Yardley Ave Fallsington, PA (215) Superintendent: Kevin McHugh, Ed.D. Director of Special : Sherri Morett Planning Process Pennsbury District Comprehensive Plan Executive Summary In accordance with Pennsylvania Department of requirements, the Pennsbury District will submit a Comprehensive Plan, will strategically guide the District from 2016 through The Comprehensive Plan is now replacing what was formerly known as the Strategic Plan. This planning process was a District goal and is included as a District goal. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward the common goal of ensuring that all students are achieving at high levels. This is a forward thinking, visionary roadmap. Facilitated by Ms. Jone Perotti from the Bucks County s Intermediate Unit, the Steering Committee of 48 individuals, representing a broad-based stakeholder group, including professional and classified staff members, parents, students, community and business members, met on March 26, Ms. Perotti led the group through a review of the previous Strategic Plan and conducted an intensive needs assessment. This process helped to identify critical issues for the District for the next three years. Action Teams were then formed and trained to facilitate the development of action plans. These Action Teams met over two days in June of At the recommendation of the Steering Committee, the District Mission Statement, Vision Statement and Shared Values were revised for the Comprehensive Plan. The Steering Committee suggested the following: Revamp Mission Statement. Make it shorter and easier to restate or memorize. Mission Statement should be reflective of current District goals Mission Statement should clearly identify what the Pennsbury District represent

3 3 As a result of this an Action Team was formed to review and modify the District Mission Statement, Vision Statement and Shared Values. The Steering Committee adopted these statements as guides for the planning process. From these critical issues, two large areas of concentration were identified for further development into action plans. These goal areas are: Goal 1. Promoting the Academic Success of Each Child Goal 2. Cultivating Resilience in Each Child Team leaders were selected for each goal area and additional members were solicited to join the action teams. Teams met over a period of several months and developed action plans that are central to this Comprehensive Plan and that support the mission and vision of the Pennsbury District. As a result of these collaborative efforts this Comprehensive Plan was developed. The final step in the plan development was to have the Action Planning Team Leader(s) meet with the Superintendent to review each Goal Strategy and Action Steps. As a result of these conversations, and modifications, the Comprehensive Plan was completed. The plan will be reviewed by the community and presented to the Board for approval on October 8, Part of the requirements of the Comprehensive Plan included developing a Professional Plan, a Special Plan, a Technology Plan, and a Safe and ive s Plan; narrative sections were developed and supporting documentation was collected to meet the requirements of Chapter 4. Mission Statement Recognizing our proud traditions and diverse community, the Pennsbury District prepares all students to become creative, ethical, and critical thinkers for lifelong success in a global society. Vision Statement Promoting Academic Success and Resiliency in All Students Every student will become his/her best intellectual and ethical self. Every student will persevere to reach his/her highest social, emotional, and academic potential. Every educator will inspire students to strive for academic excellence and strength of character. Every school will develop engaged, professional learning communities to support the Growth Mindset.

4 4 Shared Values Core Beliefs We believe a culture of caring is essential for learning; respect for self and others is fundamental because all individuals possess inherent worth and dignity; taking responsibility for one's actions elevates civility; a safe educational environment promotes a sense of security and willingness to take risks; strong character fosters good citizenship; every student deserves the opportunity to develop his/her potential to learn and grow; intelligence can be developed through attitude, effort, and perseverance. al Community Pennsbury District s Organizational Structure The Pennsbury District was founded in 1948 and is comprised of the townships of Falls and Lower Makefield and the boroughs of Yardley and Tullytown. The Board of Directors represent three regions within the boundaries of the District. The current budget, staff and student enrollment statistics are as follows: (1) Budget: $188,125,000 (2) Staff: 41 Administrators, 855 Certified Staff (full- time equivalent) and 713 Staff (3) Enrollment: 4,337 and Secondary 5,777 (Total student enrollment of 10,425 includes students enrolled at Bucks County Technical High, Bucks County Intermediate Unit and elsewhere).

5 5 Central Administration includes a Superintendent, two Assistant Superintendents, a Business Administrator, and Directors of Financial s, Human Resources, Technology, Pupil s, Facilities, and Special. The organizational structure of the District is as follows: ten elementary schools - grades K- 5 three middle schools - grades 6-8 one high school - grades 9-12, two buildings - East & West Campus The East Campus houses the following departments: Art Computer Science English Family and Consumer Sciences/Human Development Health and Physical Instrumental Music Mathematics Special The West Campus houses the following departments: Business, Computers, and Information Technology Choral Music Family and Consumer Sciences/Human Development World Languages Health and Physical Science Social Studies Special

6 6 Technology One alternative school, grades 6-8 One alternative school, grades 9-12 The organization of the grade levels is as follows: primary grades K- 3 intermediate grades 4-5 middle school grades 6-8 high school grades 9-12 Each school is administered by a principal and the middle and high schools also have assistant principals. Curriculum Coordinators and building- level department chairpersons share in the leadership of the academic departments at the secondary level. Additional resources to the District include a Staff Developer, and a Supervisor of Assessment. Planning Committee Name Elizabeth Aldridge Victoria Allen Colleen Bell Peter Brescia Mark Cherepko Christopher Becker Mark Costanzo Kevin Dorsey Donna Dunar, Ed.D. Jeff Fisher Role Principal : Professional Community Representative : Professional Special Director/Specialist : Special Student Curriculum Director/Specialist : Professional Student Curriculum Director/Specialist : Professional Principal : Professional Teacher - Regular : Professional Instructional Technology Director/Specialist : Professional Administrator : Professional Parent : Professional

7 7 Lisa Follman Debra Garonski Alexander Godin Audrey Goldberg Maureen Gradel Matthew Groden Monica James Arlene Johnson Dennis Jones Brian Kerchak Mary Ellen Lane n Langtry Matt Levine Elliott Lewis, Ed.D. Susan Lubanski Deborah Macchia Donna McCormick-Miller Heather McGurrin Kevin McHugh, Ed.D. Paul Meehan Scott Millward Sherri Morett Shawn Neely Mary-Margaret Pannick Jon Perotti Steven Purdy Alice Remmey Administrator : Professional Special High Teacher - Regular : Professional Business Representative : Professional Student : Professional Administrator : Professional High Teacher - Regular : Professional Teacher - Regular : Professional Ed Specialist - Counselor : Professional Business Representative : Professional Teacher - Special : Professional Student Curriculum Director/Specialist : Professional Administrator : Professional Ed Specialist - Psychologist : Professional Special Administrator : Professional Parent : Professional Student Curriculum Director/Specialist : Professional Principal : Professional Parent : Professional Administrator : Professional Principal : Professional Administrator : Professional Special Director/Specialist : Special Principal : Professional Administrator : Professional Intermediate Unit Staff Member : Professional Community Representative : Professional High Teacher - Special : Special

8 8 Daniel Rodgers Mike Rosica Kathy Royal Marguerite Salamone Gary Sanderson Kristin Slota Michele Spack Patricia Steckroat Lynn Vitale nette Young Christine Zervos, Ph.D. Administrator : Professional Teacher - Regular : Professional Teacher - Regular : Professional Student : Professional Board Member : Professional Middle Teacher - Special : Professional Administrator : Professional Administrator : Professional Middle Teacher - Regular : Professional Parent : Professional Special Administrator : Professional

9 9 Core Foundations Standards Mapping and Alignment - Primary Level Standards Mapping Alignment Arts and Humanities Developing Developing Career and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Developing Developing History Developing Developing Science and Technology and Engineering Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American Counselor Association for Students Developing Developing Early Childhood : Infant- Toddler through Second Grade Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": n/a

10 10 - Intermediate Level Standards Mapping Alignment Arts and Humanities Developing Developing Career and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Developing Developing History Developing Developing Science and Technology and Engineering Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": n/a. Middle Level Standards Mapping Alignment Arts and Humanities Developing Developing Career and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Developing Developing History Developing Developing

11 11 Science and Technology and Engineering Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Developing Developing World Language Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": High Level Standards Mapping Alignment Arts and Humanities Developing Developing Career and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Developing Developing History Developing Developing Science and Technology and Engineering Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Developing Developing World Language Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent": Ongoing and ever- changing Pennsylvania Core Standards have compelled the District to monitor, evaluate, and update all areas.

12 12 Adaptations - Primary Level No standards have been identified for this content area. - Intermediate Level No standards have been identified for this content area. Middle Level No standards have been identified for this content area. High Level Arts and Humanities Career and Work 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 History Science and Technology and Engineering Explanation for any standards checked: Ongoing and ever- changing Pennsylvania Core Standards have compelled the District to monitor, evaluate, and update all areas.

13 13 Curriculum Planned Instruction - Primary Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Developing Developing Developing Developing Processes used to ensure Accomplishment: Curriculum renewal cycle ensures accomplishment. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a. - Intermediate Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Developing Developing Developing Developing Processes used to ensure Accomplishment: Curriculum renewal cycle ensures accomplishment. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a

14 14 Middle Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Developing Developing Developing Developing Processes used to ensure Accomplishment: Each content area has an approved curriculum overview that outlines what will be taught in the class broken down into goals and objectives, but it does not state what materials or activities will be included in the units. Those decisions would be designed and implemented by the grade level team and or individual teachers. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a High Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Developing Developing Developing Developing Processes used to ensure Accomplishment: Curriculum renewal cycle ensures accomplishment. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a

15 15 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 standards aligned curriculum. Professional development on the District, building, and department levels all address the students needs and the attainment of the standards. s have processes for modifying students daily needs, regular assessments, final examinations, etc. Principles of Universal Design (UDL) are used regularly. Instruction Instructional Strategies Formal classroom observations focused on instruction Walk- throughs targeted on instruction nual instructional evaluations Peer evaluation/coaching Instructional coaching Regular Lesson Plan Review Administrators Supervisors Department Supervisors Instructional Coaches Provide brief explanation of LEA's process for incorporating selected strategies. Our process includes the use of the Danielson Framework to incorporate standards aligned instruction for teaching and non- teaching professionals as well as the use of a K- 12 curriculum coordinator and instruction. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Implemented - principals' coaching skills to support embedded formative assessments, feedback and standards- based grading practices.

16 16 Responsiveness to Student Needs - Primary Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms - Intermediate Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

17 17 Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms High Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule- related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

18 18 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. Careful screening and recruiting by Human Resources department occurs throughout the year. The District tailors professional development to the needs of the students. Deliberate choices are made when scheduling and assigning teachers to certain classes. Assessments Local Graduation Requirements Course Completion SY 16/17 SY 17/18 SY 18/19 Total Courses English Mathematics Social Studies Science Physical Health Music, Art, Family & Consumer Sciences, Career and Technical Electives Minimum % Grade Required for Credit (Numerical swer)

19 19 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 a student demonstrates proficiency on the associated Keystone Exam or related project- based assessment if 4.4(d)(4) (relating to general policies) applies. Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities X X X X Career and Work X X X X X Civics and Government X X X PA Core Standards: English Language Arts X X X X X PA Core Standards: Literacy in History/Social Studies, Science X X X X X and Technical Subjects PA Core Standards: Mathematics X X X X X Economics X X X Environment and Ecology X X X Family and Consumer Sciences X X X Geography X X Health, Safety and Physical X X History X X X Science and Technology and Engineering X X X X World Language X X X X X

20 20 Methods and Measures Summative Assessments Summative Assessments EEP EEI ML HS PSSA X X X AGS GRADE X X X PASA X X X Teacher Designed Curriculum Assessments (including but not limited to: quarterly, mid and final common assessments, written works and X X X X performance pieces) IOWA Test of Basic Skills X Keystone X X Benchmark Assessments Benchmark Assessments EEP EEI ML HS 4Sight X Study Island X X X AIMSWeb X X X X Scholastic Reading Inventory X X X Houghton Mifflin Harcourt Unit Tests X X Formative Assessments Formative Assessments EEP EEI ML HS Pennsbury Kindergarten Interview X Concepts of Print X Pennsbury Kindergarten Screening X Conventions of Writing X Pennsbury Kindergarten Math Assessment X PASP Test X Pennsbury First Grade Screening X DRA X X Pennsbury Writing Assessment X X PSSA Performance Indicator (Math) X X Teacher Designed Formative Assessments X X X X DRA 2 Word alysis X Measures of Academic Progress (MAP) X X X Teacher Designed Curriculum Assessments (including but not limited to: quarterly and mid year common assessments0 X X

21 21 Diagnostic Assessments Diagnostic Assessments EEP EEI ML HS Orleans Hannah Algebra Readiness Test X Pennsbury Math Screening Tool X X X Scholastic Reading Inventory X X X Scholastic Mathematics Inventory X X X Qualitative Reading Inventory X X X X Basic Reading Inventory X X X X Classroom Diagnostic Tools - Algebra 1, Biology and Literature (Keystone Areas) X X Validation of Implemented Assessments Validation Methods EEP EEI ML HS External Review X X X X Intermediate Unit Review X X X X LEA Administration Review X X X X Supervisor Review X X X X Department Supervisor Review X X X X Professional Community Review X X X X Instructional Coach Review Teacher Peer Review Provide brief explanation of your process for reviewing assessments. Administration works with Curriculum Coordinators to oversee the development, administration and review of common assessments. assessment plan is revised as each curricular area undergoes the curriculum renewal process.

22 22 Development and Validation of Local Assessments If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years. Common/Formative Assessments K- 12 have been developed in all content areas in keeping with educator effectiveness mandate. Reviewed on a continual basis for validation purposes. Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. The Supervisor of Assessment assists District leaders and instructional teams with the analysis and dissemination of PVAAS data. The Assistant Superintendent for Curriculum and Instruction, Principals, Curriculum Coordinators and Department Chairs work together to collect, analyze and disseminate subject- specific 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. Secondary school students who perform below proficient on the Literature, Algebra and Biology Keystone exams are required to take a Keystone project- based course. Incoming freshmen who have scored below proficient on the Grade 8 Reading PSSA are required to enroll in Individualized Reading. Individualized Reading utilizes the Scholastic Read 180 Program. Freshmen scoring below proficient are required to enroll in the Math Standards Seminar, a nine- week course designed to address individual weaknesses in Grade 8 eligible content.

23 23 Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards- aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards- aligned learning objectives. 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. Instructional practices modified or adapted to increase student mastery. Provide brief explanation of the process for incorporating selected strategies. X X X X X X X X X X X X X X X X Middle Level - MAP to help inform instructional groupings and provide appropriate instruction. In addition, at the middle level, specific interventions/courses are in place for students who have not scored proficient on the PSSA. For example, students who are basic/ below basic in reading and scoring below the 35th percentile on GRADE have two additional reading classes per week with the reading specialist. Intervention continues in Grade 7 where identified students are enrolled in a modified Language Arts block utilizing Scholastic Read 180 and System 44. Instructional practices are further modified for students in Grade 8. Proficient readers enroll in a half- year reading course that is then coupled with world language. Struggling readers participate in a year- long reading course, Academic Literacy, using the Reading Apprenticeship framework and are assessed three times per year with the SRI. Struggling math students participate in a year- long math course or take a math intervention course (using SMI data) with the use of such as SRA and Math 180.

24 24 Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS Course Planning Guides X X X X Directing Public to the PDE & other 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 X X X X Mass Phone Calls/ s/Letters X X X X Newsletters X X X X Press Releases X X X X Calendar X X X X Student Handbook X X X X Provide brief explanation of the process for incorporating selected strategies. We utilize resources that are available to us to provide outreach and transparency. Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. The District selected all strategies and we will address each of them. Safe and ive s Assisting Struggling s Describe your entity s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, 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. We are collectively examining student achievement data in leadership teams across the schools, brainstorming and creating goals to guide our interventions. In addition, we use other data points, including PVAAS, PSSA, Keystone and MAP to help goal setting and confirm student achievement growth.

25 25 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 - wide Positive Behavioral Programs X X X X Conflict Resolution or Dispute Management X X 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 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 Resource Officers Student Assistance Program Teams and Training X X Counseling s 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 has limited resources; however, we do have a team of personnel to ensure the safety and security of all students. Identifying and Programming for Gifted Students 1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education offered. We screen all second grade students using the ITBS. From there, evaluations are conducted for those students who meet multiple criteria. We provide gifted support across the curriculum and targeted instruction at elementary using a multi- disciplinary approach in science and social studies.

26 26 Developmental s Developmental s 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 X Career Development/Planning X X X X Coaching/Mentoring X X X X 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 Second Step Program (Social Skills Programming) X Eleven Principles of Effective Character X X X X Explanation of developmental services: n/a

27 27 Diagnostic, Intervention and Referral s Diagnostic, Intervention and Referral s EEP EEI ML HS Accommodations and Modifications X X X X Administration of Medication X X X X Assessment of Academic Skills/Aptitude for 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- al planning X X X X Small Group Counseling- Personal and Social Development X X X X Special Evaluation X X X X Student Assistance Program X X Explanation of diagnostic, intervention and referral services: n/a Consultation and Coordination s Consultation and Coordination s EEP EEI ML HS Alternative X X X X Case and Care Management X X X X Community Liaison X X X X Community s Coordination (Internal or External) X X X X Coordinate Plans X X X X Coordination with Families ( or Behavioral) X X X X Home/Family Communication X X X X Managing Chronic Health Problems X X X X Managing IEP and 504 Plans X X X X Referral to Community ncies X X X X Staff Development X X X X Strengthening Relationships Between Personnel, Parents and Communities X X X X System X X X X Truancy Coordination X X X X Explanation of consultation and coordination services:

28 28 n/a Communication of al Opportunities Communication of al Opportunities EEP EEI ML HS Course Planning Guides 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/ s/Letters X X X X Newsletters X X X X Press Releases X X X X 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 Calendar X X X X Student Handbook X X X X Frequency of Communication - Primary Level More than once a month - Intermediate Level More than once a month Middle Level More than once a month

29 29 High Level More than once a month Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Each school has a leadership team that includes teachers and specialists as well as principals. These teams meet regularly to review student achievement data and monitor progress as well as provide guidance for intervention. Community Coordination Describe how you accomplish coordination with community infant and toddler centers, as well as preschool early intervention. In addition, describe the community coordination with the following before or after school and services for all grade levels, including prekindergarten, if offered, through grade 12. Within the auspices of our high school, we have a fully- operating childcare program in our high school students learn to teach our preschool learners. Our Title One program supports early literacy and numeracy. The District offers after school childcare across the District. Youth Work Force - students from our Transition Academy take part in the community- based workforce program. High school students offer their time to academically support elementary and middle school students. Middle school science students regularly visit several elementary schools. Preschool ncy 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 directly by the LEA and those 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.

30 30 Through the auspices of our Special Department, we conduct observations and support program development for our early- intervention students. Materials and Resources Description of Materials and Resources - Primary Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Developing Developing Developing Developing Provide explanation for processes used to ensure Accomplishment. The curriculum renewal process ensures accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a - Intermediate Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Developing Developing Developing Developing Provide explanation for processes used to ensure Accomplishment. Curriculum renewal cycle ensures accomplishment.

31 31 Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a Middle Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Developing Developing Developing Developing Provide explanation for processes used to ensure Accomplishment. Curriculum renewal cycle ensures accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a High Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Status Developing Developing Developing Developing Provide explanation for processes used to ensure Accomplishment. Curriculum renewal cycle ensures accomplishment. Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: n/a

32 32 SAS Incorporation - Primary Level Arts and Humanities Career and Work Civics and Government Standards 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 History Science and Technology and Engineering Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students Early Childhood : Infant- Toddler Second Grade English Language Proficiency Interpersonal Skills Climate Further explanation for columns selected " Status n/a

33 33 - Intermediate Level Arts and Humanities Career and Work Civics and Government Standards 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 History Science and Technology and Engineering Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency Interpersonal Skills Climate Status Further explanation for columns selected " n/a

34 34 Middle Level Arts and Humanities Career and Work Civics and Government Standards 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 History Science and Technology and Engineering Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency Interpersonal Skills Climate World Language Status Further explanation for columns selected " n/a

35 35 High Level Arts and Humanities Career and Work Civics and Government Standards 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 History Science and Technology and Engineering Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency Interpersonal Skills Climate World Language Status Further explanation for columns selected " n/a

36 36 Professional Characteristics District s Professional Characteristics EEP EEI ML HS Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on effective practice research, with attention given to interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students. Provides educators with a variety of classroom- based assessment skills and the skills needed to analyze and use data in instructional decision making. Empowers educators to work effectively with parents and community partners. X X X X X X X X X X X X X X X X X X X X District s Professional 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. 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. Provides leaders with the ability to access and use appropriate data to inform decision making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. X X X X X X X X X X X X X X X X X X X X Provide brief explanation of your process for ensuring these selected characteristics. Curriculum Coordinator meetings, In- service Committee meetings, Teacher MLP Workshop Evaluations

37 37 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: 8/28/2013 A total of 385 Administrators and Paraprofessionals (support staff) were trained. The LEA plans to conduct the required training on approximately: 9/1/2015 Throughout the school year all staff will be trained. This includes administrators, teachers and paraprofessionals (support staff). With the assistance of the Bucks County Intermediate Unit (22), we are waiting for approval from PDE to award Act 48 credit to the appropriate staff when using an online company, GCN for the training. 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 plans to conduct the training on approximately: 9/1/2015 Currently we are in the process of developing a board policy that supports Act 71. During the school all professional educators will receive professional development in youth suicide awareness and prevention. Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in the Child Exploitation Awareness program is incorporated as outlined in Act 71. Questions The LEA plans to conduct the training on approximately: 9/1/2015 Currently we are in the process of developing a board policy that supports Act 71. During the school all professional educators will receive professional development in youth suicide awareness and prevention. Strategies Ensuring Fidelity Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Disaggregated student data used 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. implementation evaluation is created, based upon specific expectations related to changes in teacher practice, is used to validate the overall effectiveness of the professional development initiative.

38 38 The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional development sessions targeted for their faculties. 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. walk- throughs, classroom observations). Professional is evaluated to show its impact on teaching practices and student learning. Provide brief explanation of your process for ensuring these selected characteristics. Professional Development Committee and Adminstrative In- Committee Meetings. Provide brief explanation for strategies not selected and how you plan to address their incorporation. Study of student data, evidence of teacher practice following professional development. 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. Provide brief explanation of your process for ensuring these selected characteristics.