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.

39 39 Summer Induction Program, Mentor Program, Regular Needs Assessments, Coordinator Mentorship Provide brief explanation for strategies not selected and how you plan to address their incorporation. SAS Workshops Needs of Inductees 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. Submission of inductee portfolio. Knowledge of successful research- based instructional models. Information collected from previous induction (e.g., program evaluations and second- year teacher interviews). Provide brief explanation of your process for ensuring these selected characteristics. Summer Induction, Needs Assessments, Mentor Program, Coordinator Mentorship Provide brief explanation for strategies not selected and you plan to address their incorporation. Create a better process for determination of Pennsbury requirements into our program when a teacher has completed a previous induction program elsewhere.

40 40 Mentor Characteristics 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). Provide brief explanation of your process for ensuring these selected characteristics. Mentor guidelines, summer induction mentor meeting, mentor/inductee logs Provide brief explanation for characteristics not selected and how you plan to address their incorporation. Common planning and mentor application. Induction Program Timeline Topics Aug- Sep Oct- Nov Dec- Jan Feb - Mar Apr - May Code of Professional Practice and Conduct for Educators X Assessments X X X X Best Instructional Practices X X X X Safe and ive s X X X X X Standards X X X X X Curriculum X Instruction X X X X X Accommodations and Adaptations for diverse learners X Data informed decision making X X X X Materials and Resources for Instruction X X X X X X If necessary, provide further explanation. Some topics covered only in Year 1 and some covered only in Year 2 with no specific curriculum area content studied (always general K- 12 practices). Ju n- Ju l

41 41 Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction program. Through the professional evaluation process, we assess success of the induction program. Recording Process Identify the recording process for inductee participation and program completion. (Check all that apply) Mentor documents his/her inductee's involvement in the program. A designated administrator receives, evaluates and archives all mentor records. /LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program. Completion is verified by the LEA Superintendent on the Application for Level 2 Certification. Special Special Students Total students identified: 2171 Identification Method Identify the District's method for identifying students with specific learning disabilities. Each school in the District maintains a regular Child Study Team process that will be reviewed and revised to provide services to students as necessary. The district continues to use the severe discrepancy model approach to the identification of students with learning disabilities. During the life of this Comprehensive Plan, the district will develop and implement RtII/MTSS in all building K to 12.

42 42 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: Enrollment data indicates the disability categories of Autism, Other Health- Impaired and Speech and Language- Impaired are higher than the state averages. The category of Intellectual Disabilities is much lower than the State's average may suggest that students who have both Autism and ID are given the label of Autism as their first disability category. The same holds true for the ES category is much lower than the State's average and the OHI category is higher than the State's numbers. Some students may have qualified under OHI and ES, but were given OHI as their first disability label. The District is aware of the high number of speech and language students who are being identified and has developed a comprehensive process for RtII/MTSS to help reduce the number of students who are being identified. Additionally, the District has a speech teacher assigned to every kindergarten class to provide supports as a preventative and proactive measure for identification. Non- Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public 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 limit the District's ability to meet its obligations under Section 1306 of the Public Code? The District follows the same procedures for all students attending our schools; they are considered students in our community. If a concern arises, we follow the process for evaluation and if identified those students are placed in the Least Restrictive Environment. There are no barriers that exist limit the District s ability to meet its obligations under Section 1306 of the Public Code.

43 43 Incarcerated Students Oversight 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 Bucks County Intermediate Unit provides services to Pennsbury District students who are placed in the county correctional facility. For these students and others placed in other correctional facilities, the District maintains direct contact with students and caseworkers through our school counselors, social workers and psychologists. Updated evaluations, observations, IEPs, and NOREPs are delivered in the correctional facility with support of the Intermediate Unit. The second Thursday of each month, the District management assistants, social workers, district alternative school liaison, and administrators meet with Juvenile Probation to discuss Pennsbury students on the caseload of each Probation Officer. Determinations are made about transition and educational services for affected special education students. Least Restrictive Environment 1. Describe the District procedures, ensure that, to the maximum extent appropriate,. Children with disabilities, including those in private institutions, are educated with nondisabled 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, 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 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 - al 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.. 1. The Pennsbury District (PSD) utilizes a team approach for each individual student identified with special needs. The classroom is always the first option that is considered and discussed. District administrators as well as teachers will be trained in utilizing the Supplementary Aids and s (SAS) protocol is the method used to determine when all and placements begin. The District also utilizes a continuum of services approach to determine what services and resources are required for the student to be successful in his or her natural setting.

44 44 2. PSD has partnered with the Bucks County Intermediate Unit (22), PaTTAN, and various representatives from the PDE in order to ensure that our staff are utilizing the professional development available in order to maximize the development opportunities that relate to Least Restrictive Environment (LRE). SAS Training, Safe Crisis Training, Inclusion Techniques and Strategies, IEP Writing Training, as well as accommodations and modifications to the general classroom are just some of the examples of trainings that our staff have participated in over the last few years. Behavior s Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de- escalation techniques and responses to behavior that may require immediate intervention. If the district also has - Based Behavioral Health s, please discuss it. The Pennsbury Board Policy (#113.3) complies with state regulations regarding behavior support of students eligible for special education. This policy stresses that positive rather than negative measures will be used to develop and maintain skills to enhance an individual student s opportunity for learning and self- fulfillment. The model of - Wide Positive Behavior that the District continues to use is called Positive Behavior (PBS). This is a research- based way of thinking about behavior that broadens intervention from only one approach (reducing challenging behavior) to encompassing multiple approaches: changing systems, altering environments, teaching skills, and reinforcing positive behavior. 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, services, education placements as well as identified gaps in current, 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. Pennsbury has and will continue to reduce the number of students in out- of- District placements and has developed a full continuum of services for students within the District. When IEP teams recommend supports and services beyond the scope of those provided by the District in the neighborhood schools, alternative placement options may be recommended with the appropriate data to support such a recommendation. Pennsbury accesses student and services from

45 45 neighboring districts, the Intermediate Unit, Approved Private s, and private school providers. The District has made a concerted effort to transfer the majority of that were previously run by the IU. In the school year, Pennsbury took back 9 classes from the IU and created its own ES, AS and LLS classes. When deemed necessary, interagency collaboration and meetings are conducted to assist IEP teams. The Bucks County Interagency Coordinator is a valuable resource to guide and/or direct the process. Interagency collaboration involves the - based Behavioral Health systems, the Intermediate Unit, CASSP, mental health services, and others to coordinate funding and resources. Occasionally, locating appropriate educational placements have required out- of- state options. Representatives of the Pennsbury Special Department attend the Lower Bucks County interagency meetings on a regular basis, keeping apprised of program information regarding the coordination of services, community resources, and to network with those from various service provider agencies. On a case- specific basis, school counselors, school psychologists, social workers, and/or Special Supervisors do the following: (1) interact in a collaborative effort with parents and service provider agencies, (2) make referrals to social service agencies to assist students and their families, and (3) maintain close working relationships with the agencies while providing services to the students and their families. Meeting students' needs and obtaining the necessary resources and support services requires collaborative efforts between the District and service provider agencies. By engaging the interagency process, the District is able to support students in the District-, sponsored IU classes rather than referring students to alternative and/or out- of- District placements. The District teams attempt to support students in their home schools within existing by providing interagency services and resources, such as school- based behavioral and mental health services. In addition, the District has strong interagency, community, and family/caregiver partnerships addressing school- based mental health services, and therapeutic classrooms. Staff from regular and special education, Student Assistance, mental health and developmental, child welfare, juvenile justice, drug and alcohol, and vocational rehabilitation collaborate and interact to support Pennsbury students in the Least Restrictive Environment. Strengths and Highlights Describe the strengths and highlights of your current special education services and. Include in this section directions on how the district provides trainings for staff, faculty and parents. The District's strengths are evident in the resources that are provided for special education students. The District employs 150 special education teachers, 16 speech and language pathologists, 12 psychologists, 5 social workers, 2 behavioral specialists and over 150 paraprofessionals. The District continues to develop a full continuum of services including bringing back AS, ES, and LSS classes from the Buck County IU.

46 46 The District also developed and implemented a Special Parent Advisory Committee. The committee consists of parents, administrators and staff members who meet 6 times a year to discuss strengths and concerns pertaining to the District's program. IEP teams make individualized decisions about special education and related services, and supplementary aids and services, provided to each child with a disability. The IEP Teams are committed to LRE, e.g., children with disabilities will be educated in regular classes with their non- disabled peers with appropriate supplementary aids and services, to the maximum extent appropriate. The Pennsbury District is successful in providing children with disabilities the appropriate level of supports in order for them to make meaningful progress in the general curriculum, participate in state and District- wide assessments, achieve their measurable goals in the IEPs, and be educated with their non- disabled peers. The majority of the special education students are included to the maximum extent appropriate in general education through the use of supplementary aids and services. In order to increase opportunities for students to succeed in the regular education environment, the District provides supplementary supports and services generated by collaboration focused on the needs of students. This emphasis on LRE has resulted in an increased capacity in all District schools to meet the needs of all students. The District is reviewing and revising its RtII/MTSS program to make certain that students receive the appropriate interventions and their progress is monitored appropriately using scientifically researched- based. The District successfully deploys a Specialized Team concept to facilitate the needs of students in the AS, ES and LSS classes. The team consists of a social worker, a psychologist, a speech and language therapist, a behavioral specialist and administrator who are assigned specifically and only to those classes. The team provides academic, behavioral, and social supports to the students and consultative support for the teachers. The team responds to training needs as well as individual student needs. The transition process and bridging the gap between school, community and life remains one of the major priorities of the Pennsbury District in providing services for students who have special needs. The Pre- Vocational Assessment Training and Work Experience Program emphasizes such things as communication skills, independent living skills, accepting greater levels of responsibility and the multiple facets of dealing with employment. In the area of work experience, the Community and Collaboration Program focuses on assisting students in finding, obtaining and maintaining employment in the community. The District has a strong paid and non- paid work experience program for students at the secondary level. The District has supported this program for over 25 years and continues to receive commendations for these efforts. In an effort to return services to the District for job coaching and postsecondary training, the District several years ago developed a program to train students in skills leading to employment within the community. This

47 47 program, called MOST (More Opportunities for Student Training), has generated income for the program to be self- supporting, provide opportunities for students and has gained widespread acclaim. Extensive staff development efforts will continue in the area of progress monitoring and using data to drive instruction and develop IEPs that meet the needs of all special education students. The District will continue with extensive training throughout this three year plan. Pennsbury has embraced the training requirements for paraprofessionals and has developed extensive training opportunities. Ongoing development opportunities are being developed to go beyond the Para- educator Credential of Competency and to parallel the District commitment to inclusion. Para- professionals all receive training in CPR, developing FBAs, Implementing PBSP, positive restraint training, progress monitoring and using technology to track data.

48 48 Assurances Safe and ive s Assurances The LEA has verified the following Assurances: 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 and Attendance (in compliance with 12.1) 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, 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 ) Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with 445 of the 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 of Local Wellness Program (in compliance with Public Law , Section 204) Early Intervention s System Act (if applicable) (11 P.S )

49 49 Establishment and of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS ) 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 Assurances The Local ncy (District) has verified the following Assurances: of a full range of services, and alternative placements available to the District for placement and implementation of the special education in the District. of a child find system to locate, identify and evaluate young children and children who are thought to have a disability eligible for special education residing within the District's jurisdiction. Child find data is collected, maintained and used in decision- making. Child find process and procedures are evaluated for 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 and extracurricular and non- academic and activities to the maximum extent appropriate in accordance with an Individualized Program. Compliance with the PA Department of, Bureau of Special '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 provided to students with disabilities in this local education agency.

50 50 24 P.S and Facilities Facility Name Facility s Provided By St. Francis/St. Joseph Home for Boys Nonresident Pennsbury District 1 (Group Home) None in Pennsbury District Incarcerated Bucks County Intermediate Unit 2 Student Count Least Restrictive Environment Facilities Valley Day Facility Name of Facility of Ashler Manor Buxmont Academy Columbus Academy Delta Elwyn Davidson IU/Bensalem HS IU/Decisions at Del Val College IU/Neshaminy IU/Pennsbury High IU/STEP in TLC Bldg IU/Maple Point Middle IU/Maple Point Middle IU/Tawanka Lakeside Alternative Lifeworks Alternative Approved Private s ES 9 Approved Private ES 1 s Approved Private ES 1 s Approved Private ES 2 s Approved Private ES 1 s Approved Private AS 3 s Neighboring MDS 1 Districts Neighboring LS 2 Districts Neighboring LSS 1 Districts Neighboring MDS 5 Districts Neighboring LSS 2 Districts Neighboring LS 5 Districts Neighboring ES 1 Districts Special LSS 3 Centers Other ES 2 Other ES- 4/AS Number of Students Placed

51 51 Melmark Other MDS 1 Northwestern Human Special AS 1 s Centers Overbrook for the Approved Private VI 3 Blind s PA for the Deaf Approved Private HI 1 s Timothy Approved Private AS 1 s Camphill special school Approved Private LSS 1 s Woods s Approved Private AS 1 s Wordsworth Academy Approved Private ES 2 s Easter Seals Approved Private LSS 1 s Wordsworth Academy Approved Private AS 3 s IU Afton Neighboring MDS 4 Districts IU Emerson Neighboring ES 1 Districts IU Fitch Neighboring ES 1 Districts IU Schaffer Middle Neighboring AS 4 Districts IU Snyder Neighboring ES 4 Districts Ombudsman Approved Private ES 1 s Titusville Approved Private s LS 3

52 52 Special Program Profile Program Position #1 Operator: District Location/ Grade AFTON AFTON 6 to to Program Position #2 Operator: District Location/ Grade AFTON AFTON 10 to to Program Position #3 Operator: District Location/ Grade AFTON AFTON 11 to to

53 53 AFTON Autistic 10 to Program Position #4 Operator: District Location/ Grade AFTON Justification: AFTON 5 to to Program Position #5 Operator: District Location/ Grade AFTON are Justification: AFTON are (Less Than 80% but More Than Speech and Language 9 to 11 9 to

54 54 Program Position #6 Operator: District Location/ Grade AFTON 5 to Program Position #7 Operator: District Location/ Grade AFTON 8 to Program Position #8 Operator: District Location/ Grade AFTON A building in are (Less Than 80% but More Than Multiple Disabilities 5 to 7 6 1

55 55 Program Position #9 Operator: District Location/ Grade EDGEWOOD EDGEWOOD EDGEWOOD Autistic 6 to to to Program Position #10 Operator: District Location/ Grade EDGEWOOD EDGEWOOD 9 to to

56 56 Program Position #11 Operator: District Location/ Grade EDGEWOOD EDGEWOOD EDGEWOOD Autistic 7 to to to Program Position #12 Operator: District Location/ Grade EDGEWOOD EDGEWOOD EDGEWOOD Autistic 9 to to to

57 57 Program Position #13 Operator: District Location/ Grade EDGEWOOD Autistic 5 to Program Position #14 Operator: District Location/ Grade EDGEWOOD Autistic 8 to Program Position #15 Operator: District Location/ Grade EDGEWOOD Justification: Speech therapist are across grades and ages. Speech and Language 5 to

58 58 Program Position #16 Operator: District Location/ Grade ELEANOR ROOSEVELT ELEANOR ROOSEVELT ELEANOR ROOSEVELT are are are (Less Than 80% but More Than Emotional 8 to to to Program Position #17 Operator: District Location/ Grade ELEANOR ROOSEVELT ELEANOR ROOSEVELT Autistic 7 to to

59 59 Program Position #18 Operator: District Location/ Grade ELEANOR ROOSEVELT ELEANOR ROOSEVELT ELEANOR ROOSEVELT ELEANOR ROOSEVELT are are are are (Less Than 80% but More Than Autistic Emotional 10 to to to 10 9 to Program Position #19 Operator: District Location/ Grade ELEANOR ROOSEVELT ELEANOR ROOSEVELT 7 to to

60 60 Program Position #20 Operator: District Location/ Grade ELEANOR ROOSEVELT 9 to Program Position #21 Operator: District Location/ Grade ELEANOR ROOSEVELT ELEANOR ROOSEVELT are are 8 to to Program Position #22 Operator: District Location/ Grade ELEANOR ROOSEVELT are (Less Than 80% but More Than Emotional 6 to Program Position #23 Operator: District Location/ Grade ELEANOR ROOSEVELT are (Less Than 80% but More Than Emotional 8 to

61 61 Program Position #24 Operator: District Location/ Grade ELEANOR ROOSEVELT Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #25 Operator: District Location/ Grade FALLSINGTON FALLSINGTON FALLSINGTON are are are (Less Than 80% but More Than (Less Than 80% but More Than Emotional 10 to to to

62 62 Program Position #26 Operator: District Location/ Grade FALLSINGTON FALLSINGTON FALLSINGTON are are are (Less Than 80% but More Than Emotional 9 to to 10 9 to Program Position #27 Operator: District Location/ Grade FALLSINGTON Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #28 Operator: District Location/ Grade MAKEFIELD MAKEFIELD are are (Less Than 80% but More Than (Less Than 80% but More Than Emotional 10 to to

63 63 Program Position #29 Operator: District Location/ Grade MAKEFIELD MAKEFIELD MAKEFIELD MAKEFIELD are are are are (Less Than 80% but More Than (Less Than 80% but More Than Autistic Deaf and Hearing Impaired 7 to to to to Program Position #30 Operator: District Location/ Grade MAKEFIELD MAKEFIELD MAKEFIELD Autistic 8 to to to

64 64 Program Position #31 Operator: District Location/ Grade MAKEFIELD MAKEFIELD MAKEFIELD MAKEFIELD A building in are A building in are A building in are A building in are (Less Than 80% but More Than (Less Than 80% but More Than Physical Multiple Disabilities 9 to to to to Program Position #32 Operator: District Location/ Grade MAKEFIELD Justification: Speech therapist are across grades and ages. Speech and Language 5 to

65 65 Program Position #33 Operator: District Location/ Grade MANOR MANOR MANOR MANOR Autistic Autistic 9 to to to to Program Position #34 Operator: District Location/ Grade MANOR MANOR MANOR Autistic 7 to to to

66 66 Program Position #35 Operator: District Location/ Grade MANOR MANOR MANOR Autistic 10 to to to Program Position #36 Operator: District Location/ Grade MANOR MANOR MANOR Autistic 8 to to to

67 67 Program Position #37 Operator: District Location/ Grade MANOR MANOR MANOR MANOR are are are are (Less Than 80% but More Than Autistic Emotional 6 to to to to Program Position #38 Operator: District Location/ Grade MANOR MANOR MANOR MANOR are are are are (Less Than 80% but More Than (Less Than 80% but More Than Autistic Autistic 10 to to to to

68 68 MANOR are Emotional 10 to Program Position #39 Operator: District Location/ Grade OXFORD VALLEY OXFORD VALLEY OXFORD VALLEY are are are (Less Than 80% but More Than Emotional 6 to to to Program Position #40 Operator: District Location/ Grade OXFORD VALLEY OXFORD VALLEY OXFORD VALLEY are are are (Less Than 80% but More Than Emotional 9 to to to

69 69 Program Position #41 Operator: District Location/ Grade OXFORD VALLEY OXFORD VALLEY OXFORD VALLEY OXFORD VALLEY are are are are (Less Than 80% but More Than (Less Than 80% but More Than Emotional Blind or Visually Impaired 10 to to to to Program Position #42 Operator: District Location/ Grade OXFORD VALLEY OXFORD VALLEY 8 to to

70 70 Program Position #43 Operator: District Location/ Grade OXFORD VALLEY Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #44 Operator: District Location/ Grade PENN VALLEY PENN VALLEY PENN VALLEY Autistic 10 to to to

71 71 Program Position #45 Operator: District Location/ Grade PENN VALLEY PENN VALLEY PENN VALLEY PENN VALLEY are are are are (Less Than 80% but More Than Emotional Autistic 9 to 10 9 to to 10 9 to Program Position #46 Operator: District Location/ Grade PENN VALLEY PENN VALLEY PENN VALLEY PENN VALLEY are are are are (Less Than 80% but More Than Emotional Autistic 6 to to to to

72 72 Program Position #47 Operator: District Location/ Grade PENN VALLEY are (Less Than 80% but More Than Emotional 5 to Program Position #48 Operator: District Location/ Grade PENN VALLEY Justification: Speech therapists are across grades and ages. Speech and Language 5 to Program Position #49 Operator: District Location/ Grade PENN VALLEY PENN VALLEY PENN VALLEY Physical 8 to to to

73 73 Program Position #50 Operator: District Location/ Grade QUARRY HILL QUARRY HILL 8 to to Program Position #51 Operator: District Location/ Grade QUARRY HILL QUARRY HILL QUARRY HILL Autistic Physical 7 to to to

74 74 Program Position #52 Operator: District Location/ Grade QUARRY HILL QUARRY HILL QUARRY HILL are are are (Less Than 80% but More Than Emotional 9 to 10 9 to to Program Position #53 Operator: District Location/ Grade QUARRY HILL QUARRY HILL 10 to to Program Position #54 Operator: District Location/ Grade QUARRY HILL 8 to

75 75 Program Position #55 Operator: District Location/ Grade QUARRY HILL Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #56 Operator: District Location/ Grade VILLAGE PARK VILLAGE park QUARRY HILL are are are (Less Than 80% but More Than (Less Than 80% but More Than Emotional 9 to 10 9 to to Program Position #57 Operator: District Location/ Grade WALT DISNEY 9 to

76 76 Program Position #58 Operator: District Location/ Grade WALT DISNEY WALT DISNEY 10 to to Program Position #59 Operator: District Location/ Grade WALT DISNEY WALT DISNEY 7 to to Program Position #60 Operator: District Location/ Grade WALT DISNEY WALT DISNEY are are (Less Than 80% but More Than Emotional 10 to 10 9 to P

77 77 Program Position #61 Operator: Intermediate Unit Location/ Grade WALT DISNEY Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #62 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM Emotional Autistic 11 to to to to Program Position #63 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM Emotional Autistic 12 to to to

78 78 Program Position #64 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM Autistic 12 to to 13 FT E Program Position #65 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM 12 to to Program Position #66 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM 12 to to

79 79 Program Position #67 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM 11 to to Program Position #68 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM 13 to to Program Position #69 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM Autistic 11 to to to

80 80 Program Position #70 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM Autistic Emotional 12 to to to Program Position #71 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM 13 to to Program Position #72 Operator: District Location/ Grade CHARLES BOEHM CHARLES BOEHM CHARLES BOEHM Autistic 13 to to to

81 81 Program Position #73 Operator: District Location/ Grade CHARLES BOEHM Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #74 Operator: Intermediate Unit Location/ Grade CHARLES BOEHM Blind or Visually Impaired 12 to Program Position #75 Operator: District Location/ Grade PENNWOOD PENNWOOD 12 to to

82 82 Program Position #76 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD PENNWOOD Autistic Emotional 12 to to to to Program Position #77 Operator: District Location/ Grade PENNWOOD Life Skills 12 to Program Position #78 Operator: District Location/ Grade PENNWOOD PENNWOOD 13 to to

83 83 Program Position #79 Operator: District Location/ Grade PENNWOOD PENNWOOD Autistic 12 to to Program Position #80 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD Autistic 11 to to to Program Position #81 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD Autistic 11 to to to

84 84 Program Position #82 Operator: District Location/ Grade PENNWOOD PENNWOOD 12 to to Program Position #83 Operator: District Location/ Grade PENNWOOD 12 to Program Position #84 Operator: District Location/ Grade PENNWOOD PENNWOOD Emotional 11 to to

85 85 Program Position #85 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD Emotional 11 to to to Program Position #86 Operator: District Location/ Grade PENNWOOD 13 to Program Position #87 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD Autistic 13 to to to

86 86 Program Position #88 Operator: District Location/ Grade PENNWOOD PENNWOOD PENNWOOD Autistic 12 to to to Program Position #89 Operator: District Location/ Grade PENNWOOD Autistic 12 to Program Position #90 Operator: Intermediate Unit Location/ Grade PENNWOOD Speech and Language 11 to Program Position #91 Operator: Intermediate Unit Location/ Grade PENNWOOD Speech and Language 12 to

87 87 Program Position #92 Operator: Intermediate Unit Location/ Grade PENNWOOD Deaf and Hearing Impaired 12 to Program Position #93 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN 11 to to Program Position #94 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN WILLIAM PENN WILLIAM PENN WILLIAM PENN Emotional Emotional 11 to to to to to

88 88 Program Position #95 Operator: District Location/ Grade WILLIAM PENN 13 to Program Position #96 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN Emotional 13 to to Program Position #97 Operator: District Location/ Grade WILLIAMPENN WILLIAM PENN WILLIAM PENN WILLIAM PENN Autistic Emotional Emotional 13 to to to to

89 89 Program Position #98 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN 12 to to Program Position #99 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN WILLIAM PENN Emotional 11 to to to Program Position #100 Operator: District Location/ Grade WILLIAM PENN 13 to

90 90 Program Position #101 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN WILLIAM PENN WILLIAM PENN Autistic Autistic 12 to to to to Program Position #102 Operator: District Location/ Grade WILLIAM PENN 12 to Program Position #103 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN WILLIAM PENN 11 to to to

91 91 Program Position #104 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN Emotional 12 to to Program Position #105 Operator: District Location/ Grade WILLIAM PENN WILLIAM PENN Autistic 12 to to Program Position #106 Operator: District Location/ Grade WILLIAM PENN Justification: Speech therapist are across grades and ages. Speech and Language 5 to Program Position #107 Operator: Intermediate Unit Location/ Grade WILLIAM PENN Speech and Language 12 to

92 92 Program Position #108 Operator: District Location/ Grade WILLIAM PENN Autistic 12 to Program Position #109 Operator: District Location/ Grade WILLIAM PENN Emotional 12 to Program Position #110 Operator: District Location/ Grade PHS A Senior High 15 to Program Position #111 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 15 to to

93 93 Program Position #112 Operator: District Location/ Grade PHS PHS PHS PHS A Senior High A Senior High A Senior High A Senior High Emotional Autistic 15 to to to to Program Position #113 Operator: District Location/ Grade PHS PHS PHS PHS A Senior High A Senior High A Senior High A Senior High Emotional Emotional 17 to to to to

94 94 Program Position #114 Operator: District Location/ Grade PHS A Senior High Life Skills 17 to Program Position #115 Operator: District Location/ Grade PHS A Senior High Life Skills 19 to Program Position #116 Operator: District Location/ Grade PHS PHS A Senior High A Senior High Autistic Life Skills 20 to to

95 95 Program Position #117 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Autistic 14 to to to Program Position #118 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Deaf and Hearing Impaired 15 to to to

96 96 Program Position #119 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Autistic Autistic 15 to to to Program Position #120 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 15 to to

97 97 Program Position #121 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Life Skills Emotional 18 to to to Program Position #122 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 15 to to Program Position #123 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 16 to to

98 98 Program Position #124 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Emotional 15 to to to Program Position #125 Operator: District Location/ Grade PHS PHS PHS PHS A Senior High A Senior High A Senior High A Senior High Autistic Emotional 15 to to to to

99 99 Program Position #126 Operator: District Location/ Grade PHS PHS PHS PHS A Senior High A Senior High A Senior High A Senior High Emotional Emotional Autistic 16 to to to to Program Position #127 Operator: District Location/ Grade PHS PHS A Senior High A Senior High Emotional 14 to to Program Position #128 Operator: Intermediate Unit Location/ Grade PHS A Senior High Deaf and Hearing Impaired 15 to

100 100 Program Position #129 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 16 to to Program Position #130 Operator: District Location/ Grade PHS A Senior High 15 to Program Position #131 Operator: District Location/ Grade PHS PHS A Senior High A Senior High 15 to to

101 101 Program Position #132 Operator: District Location/ Grade PHS PHS PHS A Senior High A Senior High A Senior High Autistic 16 to to to Program Position #133 - Proposed Program Operator: District Location/ Grade AFTON Speech and Language 5 to Justification: This is a speech teachers caseload and there will be no cases where students will be together who will be in an age range of more than 3 years. Program Position #134 Operator: District Location/ Grade EDGEWOOD Speech and Language 5 to Justification: Speech teacher caseload. There are no cases where students will be together who have an age span of greater than 3 years.

102 102 Program Position #135 Operator: District Location/ Grade ELEANOR ROOSEVELT Speech and Language 5 to Justification: This is a speech and language caseload and no students will be taught together who have greater than a 3 year age span. Program Position #136 Operator: District Location/ Grade FALLSINGTON ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will students be taught together that have more than a three year age span. Program Position #137 Operator: District Location/ Grade PENNSBURY HIGH SCHOOL A Senior High Speech and Language 14 to Program Position #138 Operator: District Location/ Grade MAKEFIELD ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will there be greater than a 3 year age span.

103 103 Program Position #139 Operator: Intermediate Unit Location/ Grade MANOR ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will there be more than a 3 year age grade span. Program Position #140 Operator: Intermediate Unit Location/ Grade OXFORD VALLEY ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will there be greater than a 3 year age span for students who will be taught in the class at the same time. Program Position #141 Operator: Intermediate Unit Location/ Grade PENN VALLEY ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will there be an age span more than 3 years. Program Position #142 - Proposed Program Operator: Intermediate Unit Location/ Grade WALT DISNEY ELEMENTARY Speech and Language 5 to Justification: This is a speech and language teacher's caseload and at no time will there be an age span greater than 3 years.

104 104 Program Position #143 Location/ Grade CHARLES BOEHM MIDDLE SCHOOL Speech and Language 12 to Program Position #144 Operator: Intermediate Unit Location/ Grade PENNWOOD MIDDLE SCHOOL Speech and Language 12 to Program Position #145 Operator: Intermediate Unit Location/ Grade WILLIAM PENN MIDDLE SCHOOL Speech and Language 12 to

105 105 Special s Location Teacher Director Multiple s 1 Supervisor Multiple s 4 Transition Coordinator Multiple s/secondary 1 Psychologist Multiple s 12 Psychiatrist Multiple s 1 Paraprofessionals Multiple s Aides Multiple s 78 Social Worker Multiple s 5 BCBA Multiple s 2 Speech and Language Pathologist Multiple s 6 Special Contracted s Special Contracted s Operator Amt of Time per Week Occupational Therapist/All s Outside Contractor 5 Days Physical Therapist/All s Outside Contractor 5 Days

106 106 Needs Assessment Record Patterns Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools? What other information do you still need to assess? swer: A review of our accomplishments and systemic challenges reveals that we must continue and expand upon the rigorous educational we provide for students at all levels of achievement. We are particularly focused upon targeting and expanding access rigor and supports for our African- American, economically disadvantaged and special education students. We need to assess accomplishments and challenges as they exist in curricular areas at each division and grade level by a review our and how student learning is assessed. We will increase our use of formative and summative assessments as well as deploy the Common Core and PA Standards to map our targeted learning goals and provide intervention and supports when appropriate.

107 107 District Accomplishments Accomplishment #1: 2014 PVAAS Data from the Algebra Keystone Exam shows that students significantly exceeded the projected growth measure in algebra. Accomplishment #2: 2014 PVAAS Data from the Literature Keystone Exam shows that students significantly exceeded the projected growth measure in literature. Accomplishment #3: 2014 PVAAS Data from the Biology Keystone Exam shows that students significantly exceeded the projected growth measure in Biology. Accomplishment #4: 2014 PVAAS Data from the Writing PSSA shows that students significantly exceeded the projected growth measure for writing. Accomplishment #5: 2014 PVAAS data from the PSSA shows significant growth in each quintile for grade 5 mathematics. Accomplishment #6: Pennsbury High was ranked 144 out of 500 among Newsweek s Top High s Accomplishment #7: In the Pennsbury District, 94% of all students participating in the 2014 Advanced Placement Exams scored a 3 or higher. Accomplishment #8: Pennsbury High offers 21 Advanced Placement Courses Accomplishment #9: National Merit Scholarship 2014: 16 Commended Students, 3 National Merit Finalists, 2 National Merit Winners

108 108 Accomplishment #10: In the Pennsbury District, 8 schools were identified as State and National s of Character. In addition, the Pennsbury District is a State and National District of Character. District Concerns Concern #1: In the Pennsbury District in % of students in grade 11 had not demonstrated proficiency in algebra (Keystone) 14% of students in grade 11 had not demonstrated proficiency in literature (Keystone) 35% of students in grade 11 had not demonstrated proficiency in biology (Keystone) Prioritized Systemic Challenges Systemic Challenge #1 (Guiding Question #1) Establish a District system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Systemic Challenge #2 (Guiding Question #2) Establish a District system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Systemic Challenge #3 (Guiding Question #5) Establish a District system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Systemic Challenge #4 (Guiding Question #6) Establish a District system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent. Systemic Challenge #5 (Guiding Question #7) Establish a District system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Systemic Challenge #6 (Guiding Question #3) Establish a District system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Systemic Challenge #7 (Guiding Question #10) Establish a District system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

109 109 District Level Plan Action Plans Goal #1: Promoting the Academic Success of Each Child Related Challenges: Establish a District system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a District system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a District system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Establish a District system that fully ensures professional development is focused, comprehensive and implemented with fidelity. Establish a District system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent. Establish a District system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Establish a District system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Indicators of Effectiveness: : nual Data Source: Interventions via MTSS/RtII Embedded Formative Assessment Specific Targets: Data team assigned in each of the elementary buildings, data team professional development agendas and sign- in sheets, monthly data teams reports. Meetings are scheduled and held in each building weekly or bi- weekly. Google- Doc Folders are created for each building. Written guidelines are established at building levels.

110 110 Strategies: Goal One: Strategy 1: Developing Level Data Teams Using Data to Enhance Student Data Source Include dates of implementation Action Step #1: implement K/1, implement Grades 2/3, implement 4/5, fully implemented Action Step #2: preliminary review of teams/process, implement in Grades 7-12, full elementary implementation, full implementation and review Action Step #3: creation of additional Middle and High teams, continue to add teams at Middle and begin preliminary training of elementary teams, implement embedded formative assessment teams at the elementary level, fully implemented throughout the district and review of effectiveness. Description: Specific targets that will indicate the action plan is having a positive impact on goal attainment. (perceptual, contextual and/or performance) *data teams will be fully implemented and meeting regularly *student action plans will be created *interventions will be implemented *child study team changes will be fully implemented and teams will be meeting regularly *student action plans will be created *interventions will be implemented * number of teams created at all divisions * increase in embedded formative assessment administered * increase in PSSA performance SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and ive s

111 111 Goal One: Strategy 2: Promoting the Understanding of the Growth Mindset Description: Data Source Include dates of implementation July 2016 Discussion of Carol Dweck s book Growth Mindset 2016/2017 Year Administrative teams will encourage all members of the Pennsbury school community (students, staff, families, community partners, and residents) to assume ownership of the learning process Specific targets that will indicate the action plan is having a positive impact on goal attainment. (perceptual, contextual and/or performance) awareness of the growth mindset with Central Office administration and - level administration Create pre/post surveys to look at acquisition of knowledge of the growth mindset. Data from the surveys will be used to create professional staff development opportunities throughout the year (Grading Day, Faculty Meetings, Inservice Days,etc) A common language will be developed at all levels and understanding will be gaged with a post assessment survey Year The growth mindset and impact on student learning will be introduced to all professional and support staff members (paraprofessionals, bus drivers, custodians, and food service providers) and students Administrators will lead discussions with the promotion of incorporating the philosophy of the growth mindset, during team, departmental, grade level, faculty and staff meetings. Teachers will be provided with additional resources to infuse these concepts into instructional practices. Administrators, using the Professional Supervision and Evaluation Plan, will assess teacher success through the Differentiated Supervision Action Plan, Intensive Supervision, Peer Coaching and Portfolio. In addition, parents and guardians at the conclusion of school year will be encouraged to read Mindset and facilitate activities with their children to promote a growth mindset. Student surveys will be developed to assess students understanding of the brain and how it works, empowering students to understand and embrace the growth mindset.

112 Year The principles of the Growth Mindset will be infused into instructional practices. All stakeholders in the Pennsbury Community will embrace the One District, One Mindset, One Goal initiative. alyze data collected from staff, students, and community to determine success of the growth mindset goal. Look at district PSSA, MAP and other assessment data to determine the academic impact of growth mindset goal. Provide opportunities for student successes to be shared and celebrated through Character initiative. SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and ive s

113 113 Steps: ed Strategies: Goal One: Promoting the Academic Success of Each Child Strategy 1: Developing Level Data Teams Using Data to Enhance Student Interventions via MTSS/RtII Description: A core team of Administrators, lead psychologist, lead guidance counselor and reading coordinator will attend a MTSS boot camp at PaTTAN in July of Principals will identify data team members for each of their buildings. Boot Camp Training will be provided for building data team members at the start of the school year. The first year of implementation will include Kindergarten and First Grade in the areas of Reading, Math, Behavior and Attendance. The second year of implementation, will include Second and Third grade and the third year of implementation, will include Fourth and Fifth grade. During , MTSS/RtII will be fully implemented. Universal Screeners will be selected for each of the above mentioned areas. Dibbles and Aimesweb will be investigated as possible screeners. A list of approved interventions will be developed and shared with all building data teams. Cut scores will be developed for each building and at each level of intervention. The data teams will work in conjunction with principals, supervisors, director of special education and assistant superintendent of curriculum and instruction to develop protocols and procedures for the implementation of MTSS. The MTSS data teams will meet weekly to review the data, move students within the Tiers and create action plans for groups of students as well as individual students as necessary. Purchase K- 5 Assessments and intervention curriculum may include: SRA Reading and Math Programs. Review the need for a data warehousing system such as Performance Plus, Performance Tracker and SWISS. Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology ed Strategies: Goal One: Promoting the Academic Success of Each Child Strategy 1: Developing Level Data Teams Using Data to Enhance Student Develop consistent child study teams throughout the district

114 114 Description: Description- - We will establish guidelines, procedure, protocols and forms including mandatory members: Administrator, Psychologist, Nurse, Guidance Counselor, Special Teacher, Supervisor of Special and as needed members: teachers, Math Specialist, Reading Specialists, Curriculum Coordinators for each building. We will utilize Google- Docs to create a universal template and have access to a Child- Study computer folder to access student information and action plans. Teams will meet on a weekly or bi- weekly basis. A schedule for each building will be developed to accommodate teachers schedules and need for coverage. Provide on- going professional development for staff members pertaining to process, procedures, forms, interventions, strategies as well as interpretation of data. Preliminary implementation will take place during with full implementation during Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology ed Strategies: Goal One: Promoting the Academic Success of Each Child Strategy 1: Developing Level Data Teams Using Data to Enhance Student Embedded Formative Assessment - Continue Training and Development Description: Description- - In the school year, several teams from Pennsbury High began a 2 year Embedded Formative Assessment Professional Development program through PaTTAN. This professional development program is based on the work of Dylan Wiliam. Teachers study techniques for embedding formative assessment, practice these techniques in their classrooms and meet regularly to discuss their progress. Year 2 also incorporates participation by students in the discussion sessions. The district coordinator of staff development participated in this training. In the school year, the district coordinator of staff development began the program internally at the middle level. Four middle level teams were formed. Middle level teachers who have participated in the preliminary training will go to their feeder pattern elementary schools to introduce the program before the elementary cohort begins. The expectation is that the district will guide 2 cohorts at each level and then each building will internally adopt the professional development process. Projected implementation for the elementary level is Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

115 115 Goal One: Promoting the Academic Success of Each Child Strategy 2: Promoting the Understanding of the Growth Mindset Raising awareness about the importance of the growth mindset among the administrative team. Description: Awareness of the growth mindset to embrace challenge and learning through experiences and process rather than result/product/outcome will be done by: Book studies PowerPoints to complement reading of books such as Carol Dweck s, and the work of Mary Cay Ricci Professional development during Administrative Workshops to define growth mindset Define, create and develop common language Create PLC among administrative team Gather additional resources to support practical application of growth mindset Access to webinars and other on- line resources to facilitate a deeper understanding Start Date: 7/1/2016 End Date: 8/31/2016 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

116 116 Goal One: Promoting the Academic Success of Each Child One: Strategy 2: Promoting the Understanding of the Growth Mindset What is Growth Mindset? Why implement? Description: Promote universal understanding that: Provides focus on process and the students willingness to embrace challenge. The growth mindset values effort, critical thinking, perseverance, and risk- taking for the journey of life- long learning. Encourages all members of the Pennsbury community (students, staff, families, community partners, and residents) to assume ownership of the learning process, empowering all with the knowledge that 21st century learners will be better developed through increased effort and perseverance. s Best Practices Guidelines Begins to infuse these concepts into instructional practices. Connects the growth mindset to Character Promote a universal understanding by: Exploring additional resources such as Mindsets in the Classroom: a Culture of Success and Student Achievement in s and Ready to Use Resources for Mindsets by Mary Cay Ricci, along with ViaCharacterEd.org website Using Professional Supervision & Evaluation Plan with teachers Disseminating information through newsletters, PTO meetings, workshops, and faculty meetings Collecting perceptual data on the growth mindset through surveys with staff, students, and parents. Start Date: 8/25/2017 End Date: 8/28/2018 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

117 117 Goal One: Promoting the Academic Success of Each Child Strategy 2: Promoting the Understanding of the Growth Mindset Infuse the Principles of Growth Mindset Into Instructional Practices Description: Faculty will infuse the growth mindset into instructional practices by: Participating in professional development Eradicating the fixed mindset philosophy with all staff Developing a library of children s literature that promotes the growth mindset Implementing the Best Practices guidelines of growth mindset Providing evidence to building administrators through the Professional Supervision & Evaluation Plan alyzing and using data from student surveys Students will understand the principles of the growth mindset by: about the brain and how it works Increasing understanding that their brains are capable of growth and change Taking pre/post surveys about the growth mindset Providing students with mentor texts with themes that support the growth mindset and deepen students understanding Connecting the Character school- wide initiative to the growth mindset Deepening understanding that the growth mindset values effort, critical thinking, perseverance and risk taking Taking ownership of their own learning. Establishment of Professional Communities and Development of a Common Language Start Date: 8/24/2018 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

118 118 Action Plans Goal #2: Cultivating Resilience in Each Child Related Challenges: Establish a District system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Establish a District system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a District system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Establish a District system that fully ensures professional development is focused, comprehensive and implemented with fidelity. Establish a District system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent. Establish a District system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Establish a District system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Indicators of Effectiveness: : nual Data Source: The existence of an E- SAP program, MTSS model for schools to utilize in their planning and their MDT processes.usage of Naviance. Specific Targets: Develop and publish a flow chart that defines the roles of all professional staff as they relate to resiliency in students. Flow charts will be shared and communicated through faculty meetings and PLC s. The adoption and implementation of a curriculum to deliver social skills training for students.

119 119 Strategies: Ensuring Social, Emotional and Academic Success by Promoting Resiliency in Each Child Description: Data Source Include dates of implementation Specific targets that will indicate the action plan is having a positive impact on goal attainment. (perceptual, contextual and/or performance) Communicate to all staff the various roles of each individual professional (classroom teachers, counselors, psychologists, social workers, administrators/lea, supervisors) in developing a culture of resiliency for students and staff. July 1, 2016 to June 30, 2019 July 1, 2016 to June 30, 2019 July 1, 2016 to June 30, 2019 Provide clear expectations of the teacher and nonteaching professional employee s role in supporting the whole child. Develop a process flow chart to codify services and supports for students to be shared with all staff. Provide professional development on pedagogical integration of resiliency best practices. Define and develop an understanding of resiliency through best practices with all staff through PLC s within the district. Items to consider include program evaluation at each division: o : Consider expansion of Second Step Social Skills (K-5) o Secondary: Continuation of character education programming and infusing restorative practices within the school & classroom Consider delivery and implementation steps such as scheduling parameters: o Utilize morning meetings at the elementary level Utilize school counselors and other professionals for the delivery of social skills curriculum Consider expansion of SAP to include the elementary division. o level administrators identify SAP team members at each school to attend SAP training through the SAP council. o SAP teams establish protocols for each

120 120 school to manage paperwork and identify students in need of supports. o Consider a K-12 core SAP team to meet quarterly to ensure consistency amongst all three divisions (elementary, middle, high school). Explore options for providing mental health and drug/alcohol support services at all levels. Enhance truancy elimination program and the interventions associated with truancy issues. Development started - Summer Continue to develop a K-12 Child Study Team Model that ensures a consistent child find process for remediation and intervention based upon data. o Develop a comprehensive list of behavioral and instructional interventions district wide. o Develop MTSS/RTII intervention protocols regarding progress monitoring and data point changes. Expand College and Career Readiness K Three Major Goal Areas College and Career Committee Goal 1 - Focus on the expansion of the use of Naviance into the middle school division through possible integration of existing courses (tech ed, family consumer science, and TIMS ). o Explore cost-savings measure of eliminating parent log in accounts to offset the cost of student account expansion to middle level. o In addition, consider phase-in approach that meets financial and student/school needs. College and Career Committee Goal 2 Consider/Explore mandated financial literacy course to include college and career readiness at the secondary level. College and Career Committee Goal 3 - Work with evidence from the K-12 program evaluation for school counselors to realign K-12 programming to the ASCA (American Counseling Association) standards. o Utilize counselors in a greater capacity to ensure proactive child development and

121 121 early college and career readiness exploration at the elementary level. o Review and realign school counselor s job description focusing this work on the ASCA standards as well as the MTSS model. The Second Step program aligns to college and career awareness via ASCA standards. o Focus group in addition, the merging of MTSS and college/career readiness connects high standards in curricula K-12. Program evaluation. alyze responsibilities for school psychologists and special education case managers in relationship to school counselor s roles and responsibilities. SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and ive s Continue to implement a standardized framework for Character

122 122 Description: Data Source Include dates of implementation July 1, 2016 to June 30, 2019 Specific targets that will indicate the action plan is having a positive impact on goal attainment. (perceptual, contextual and/or performance) The goal is to ensure that all stakeholders understand the Character Framework and are aware of how their behaviors and actions tie into the framework. Survey to parents, students, and staff regarding positive school climate. Staff is able to relate the Character Framework to their instruction and classroom practices. The goal is to ensure that staff members and students are following the Character Framework and displaying expected character traits and that ideas and strategies are communicated throughout the district. July 1, 2017 to June 30, 2019 Appreciative Inquiry feedback form. After walkthroughs, bring staff together to provide Appreciative Inquiry feedback Participants provide feedback to each school to detail findings and make recommendations. Ensure that character education is effective and evident in the buildings, in classrooms, hallways, and in conversations with teachers and students. SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and ive s

123 123 Steps: ed Strategies: Goal 2: Cultivating Resilience in Each Child Strategy One: Ensure Social, Emotional and Academic Success by Promoting Resiliency in Each Child Review staff roles in promoting a culture of resiliency Description: Communicate to all staff the various roles of each individual professional (classroom teachers, counselors, psychologists, social workers, administrators/lea, supervisors) in developing a culture of resiliency for students and staff. Provide clear expectations of the teacher and non- teaching professional employee s role in supporting the whole child. Develop a process flow chart to codify services and supports for students to be shared with all staff. Provide professional development on pedagogical integration of resiliency best practices. Define and develop an understanding of resiliency through best practices with all staff through PLC s within the district. Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

124 124 Goal 2: Cultivating Resilience in Each Child Strategy One: Ensure Social, Emotional and Academic Success by Promoting Resiliency in Each Child Continue to develop character education program K- 12 Description: Items to consider include program evaluation at each division: o : Consider expansion of Second Step Social Skills (K- 5) o Secondary: Continuation of character education programming and infusing restorative practices within the school & classroom Consider delivery and implementation steps such as scheduling parameters: Utilize morning meetings at the elementary level Utilize school counselors and other professionals for the delivery of social skills curriculum Start Date: 7/1/2016 End Date: 8/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology Goal 2: Cultivating Resilience in Each Child Strategy One: Ensure Social, Emotional and Academic Success by Promoting Resiliency in Each Child Enhance district- wide support services for all children Description: Consider expansion of SAP to include the elementary division. o level administrators identify SAP team members at each school to attend SAP training through the SAP council. o SAP teams establish protocols for each school to manage paperwork and identify students in need of supports. o Consider a K- 12 core SAP team to meet quarterly to ensure consistency amongst all three divisions (elementary, middle, high school). Explore options for providing mental health and drug/alcohol support services at all levels. Enhance truancy elimination program and the interventions associated with truancy issues. Development started - Summer Continue to develop a K- 12 Child Study Team Model that ensures a consistent child find process for remediation and intervention based upon data. o Develop a comprehensive list of behavioral and instructional interventions district wide. o Develop MTSS/RTII intervention protocols regarding progress monitoring and data point changes. Expand College and Career Readiness K Three Major Goal Areas

125 125 o College and Career Committee Goal 1 - Focus on the expansion of the use of Naviance into the middle school division through possible integration of existing courses (tech ed, family consumer science, and TIMS ). Explore cost- savings measure of eliminating parent log in accounts to offset the cost of student account expansion to middle level. In addition, consider phase- in approach that meets financial and student/school needs. o College and Career Committee Goal 2 Consider/Explore mandated financial literacy o course to include college and career readiness at the secondary level. College and Career Committee Goal 3 - Work with evidence from the K- 12 program evaluation for school counselors to realign K- 12 programming to the ASCA (American Counseling Association) standards. Utilize counselors in a greater capacity to ensure proactive child development and early college and career readiness exploration at the elementary level. Review and realign school counselor s job description focusing this work on the ASCA standards as well as the MTSS model. The Second Step program aligns to college and career awareness via ASCA standards. Focus group in addition, the merging of MTSS and college/career readiness connects high standards in curricula K- 12. Program evaluation. Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology:

126 126 Goal 2: Cultivating Resilience in Each Child Strategy 2: Continue to implement a standardized framework for Character Common language of Character Framework Description: Create a common language throughout the District so that all students, staff members, and community members have a shared understanding of our Character Framework. Simplify the Character Framework to ensure standardization K- 12. Provide professional development to provide a consistent message and language throughout the Pennsbury community. Include this professional development in the induction program. When possible, send a team to a character conference each year. Align the character education among the divisions in Pennsbury so that there are commonalities among elementary, middle, and high school. Create posters to promote awareness of the Character Framework. Each school will establish a PLC to examine individual practices and philosophy. Continue to codify the affective domain curriculum K- 12. Train PTO members on the Character Framework. Start Date: 7/1/2016 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, Special, Student s, Gifted, al Technology

127 127 Goal 2: Cultivating Resilience in Each Child Strategy 2: Continue to implement a standardized framework for Character Utilize the Appreciative Inquiry Mode Description: The District will utilize the Appreciative Inquiry Model, allows colleagues to provide positive and constructive feedback to one another regarding character education efforts. The Appreciative Inquiry Model will be coordinated K- 12. Character education walk- throughs will be conducted throughout the District by a team of personnel from various divisions in they observe and hold discussions with staff and students regarding character education. Identify ways for the professional staff to incorporate evidence of character education practices in Domain 2 of the Danielson Model. Create and maintain a database for employees to access examples of character education practices and strategies throughout the district. Start Date: 7/1/2017 End Date: 6/30/2019 Program Area(s): Professional, Teacher Induction, al Technology

128 128 Goal 2: Cultivating Resilience in Each Child Strategy 2: Continue to implement a standardized framework for Character Include Families and Community as Partners in Character Description: Emphasize service learning in our schools and distinguish between service learning and volunteerism. Recognize students who demonstrate positive character. Establish a District Day of to give back to the community. Emphasize the use of a buddy system to pair older students to younger ones. Seek out and schedule assembly with character education messages from local community and parent groups. Communicate character expectations to potential community employers so that they may consider candidates who display these traits. Use the Career Fair as an opportunity to work with community partners to share the Pennsbury Mission Statement, Vision Statement, and Shared Values. Start Date: 8/25/2017 End Date: 6/30/2019 Program Area(s): Professional, Special, Student s, Gifted, al Technology

129 129 District Level Affirmations We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/avts offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days ever comes first. We affirm that the responses in the Professional Core Foundations and the Professional Development Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas. No signature has been provided Board President No signature has been provided Superintendent/Chief Executive Officer

130 130 Special Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of. The school district understands that the Special Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. Code and as part of the District Level Plan: 1. There are a full range of services, and alternative placements available to the school district for placement and implementation of the special education in the school district. 2. The school district has adopted 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 school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education and extracurricular and non- academic and activities to the maximum extent appropriate in accordance with an Individualized Program. 4. The school district will comply with the PA Department of, Bureau of Special 's revision notice process. 5. The school district follows 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. 6. The school district affirms the Pennsylvania Department of that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and provided to students with disabilities in this local education agency.

131 131 Affirmed by Gary Sanderson on 6/4/2015 Board President Affirmed by Kevin McHugh on 6/4/2015 Superintendent/Chief Executive Officer