[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",5986161,"mediaKeyId","5766815-bec5b18657daee7c69d9d7f3e24d000f","parentId",5766815,"title","District presents PBIS \"data to action\" review; teams set targets after mixed results","audioSeconds",1493,"startMs",2327000,"endMs",3820000,"viewUrl","/Search/View?dp=1&key=5766815-bec5b18657daee7c69d9d7f3e24d000f&start=2327&end=3820","thumbnailUrl","https://assets.pipeline.soar.com/5766815-bec5b18657daee7c69d9d7f3e24d000f/thumbnail_2327000.jpg","articleUrl","/articles/5986161/Pennsylvania/District-presents-PBIS-data-to-action-review-teams-set-targets-after-mixed-results","mediaUrl","https://secure.pipeline.soar.com/5986161-34021342dad7aa085fad4b5d4b39c704/orig.mp4?Expires=1773698818&Signature=i8mIkcM0BSJ-CBEDGqqts~26Bldd7akugFkT1mPubhKQlY8RrAzTjge6KX08g1Y6-x1XIiTLaf6oQjEM5xDPhXU8Y-Q9uRWxiOptcLy8OQuxtH9O4sfMOKOxBre~MCOpXPPu1dol7SetgAoUGJp9T8yIK8IUEH7Gz11knU1ylM87s2eQH63vXp7C1ZdRHLDlb4s9vpq4B6RHrile7MUOMvcXGs9~cnw9oZmaEmIlt67~Ew5JHPeJIkA0sQV3~WbT1W8lCFvcQ4umveXwFMoGmI7GphKJ-8216D1Ri42TmFCJU6gnYjwMttp-sZgLfGvXTMtwFb-F3wF2kIOGm-jf4w__&Key-Pair-Id=KUT5TJCACFTXG","author","Wallingford-Swarthmore School District","date","2025-09-12T18:10:09Z","article","Sept. 9, 2025 — The district's director of student services and the supervisor of counseling and wellness presented a second-year review of Positive Behavioral Interventions and Supports (PBIS), describing multiple data sources the district uses to move \"data to action\" and set annual goals for each school.
Why it matters: PBIS is the framework the district uses to organize universal and targeted behavioral supports. District leaders said PBIS is intended to be proactive and to provide a continuum of behavioral health services; the data the teams collect guide interventions, goal setting and resource allocation.
Dr. McCullough, the director of student services, said, \"PBIS is the whole framework, and that's how we deliver a comprehensive continuum of behavioral health services in our schools,\" and described the tiered structure (tier 1, tier 2 and, at most schools, tier 3) used to match supports to student needs.
Presenters reviewed multiple data sources used at different levels:
- Satellite-level reports that provide districtwide context, including the PAES student self-report survey on substance use and behavioral health and an annual behavioral health report summarizing tier-3 referrals, Safe2Say summaries, child-line reports and hospitalization data; presenters said those data include subgroup breakdowns.
- Map-level tools used by building leaders, including the Tiered Fidelity Implementation instrument (TFI) and the Staff Self-Assessment Survey (SAS), which measure the degree to which PBIS features are implemented and staff perceptions of PBIS effectiveness. The TFI includes observations, interviews and document review by the district's PBIS coach; 70% is identified as the state proficiency threshold.
- Street-level data such as ongoing behavioral referrals entered by staff that capture student demographics, location, behavior, perceived motivation and responses; teams use that data to identify patterns and intervene early.
The district also uses SHAPE (School Health Assessment and Performance Evaluation) to assess school mental health systems and a trauma-responsiveness self-assessment; Panorama provides student self-report social-emotional check-ins for grades 3'12 (paper versions for K'2). Program-specific sources include an effective school solution report card for the high school emotional support program and reports from the district's student assistance program, delivered by an external behavioral-health partner.
Presenters said highlights for the year included state-level recognition for tier 1 and tier 2 teams (all scored 80% or higher), improvement in several Panorama indicators (an increase in students reporting a sense of belonging at the secondary level) and a decrease in behavioral referrals for students with disabilities. Areas for growth included a persistent gap in behavioral referrals between white students and Black and Hispanic students and lower student emotional-regulation scores (national percentile roughly 40th'50th), which presenters said have remained a challenge since COVID.
Presenters described supports to address concerns: PBIS coaching from the district's external coach (DCIU PBIS coach), culturally responsive and restorative modules under the district's cultural-proficiency work (described as \"educate and heal\" lessons), affinity groups for students (male and female affinity groups were described by presenters), and targeted interventions identified through school-level data reviews. Presenters said affinity groups give students a safe space to share concerns; district leaders also said they leverage staff identified by students as trusted adults to provide additional supports.
Committee members asked how the district addresses incidents such as verbal slurs and what concrete steps are taken beyond documentation. Presenters said the district uses restorative educational modules and PBIS prevention curricula to educate students and coaches teachers on in-the-moment responses; they also pointed to affinity groups and trusted-staff supports as mechanisms for follow-up. Presenters cautioned there is no single quick fix but said the district is using multiple interventions to reduce incidents over time.
Presenters said the annual data review process culminates in each school's PBIS team setting goals for the coming year; teams review prior targets, current data and recommendations from central office, then finalize realistic, school-level focus areas. No formal action or vote was taken during the presentation.
The committee followed the presentation with questions from members and public discussion of next steps, including requests for clearer action plans tied to identified areas of growth.","mediaType","Video","parentTitle","WSSD Educational Affairs Meeting 9/9/25","oneSentenceSummary","Sept. 9, 2025 — The district's director of student services and the supervisor of counseling and wellness presented a second-year review of Positive Behavioral Interventions and Supports (PBIS), describing multiple data sources the district uses to move \"data to action\" and set annual goals for each school.","taxTitle","Wallingford-Swarthmore SD, School Districts, Pennsylvania","taxId",38778,"location","Pennsylvania","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5986167,"District presents 2025–26 professional development plan focused on equity and evaluation",1963,343000,2306000,"/Search/View?dp=1&key=5766815-bec5b18657daee7c69d9d7f3e24d000f&start=343&end=2306","https://assets.pipeline.soar.com/5766815-bec5b18657daee7c69d9d7f3e24d000f/thumbnail_343000.jpg","/articles/5986167/Pennsylvania/District-presents-202526-professional-development-plan-focused-on-equity-and-evaluation","https://secure.pipeline.soar.com/5986167-b0fb2a6dc6395c3c2c427f2970f79ed5/orig.mp4?Expires=1773698818&Signature=Q~GkEc83ZN2vtbGDvfeH3rp4x0iDebgcYlfDdvvCNAp0wBwAJSn1SfHywW4r5yEY2oCSH3kMkcPfs-xXOgJIB1Y9TNAnHldWEsg4BkKnLLMFDXlh9aQ3hfJJadwFEGIbUx90akRn80Q9tujAFz3CgjrUGa0vl~l0-V7rUX41v6r78U1Vr~w8foS-l12vay-qxMmZQ~7YozTzH36NAZO0hdeJgm86GDZ7s3b~XDQtnvZ1Y7uLx~tJ9jl~2MFiJd3T-W98aplifdr4UQ1Nbxsd5cg9qsKJUTuuZ37gz6CYE-fMDuN7DbusL4AFjbx52IgzvBXRHPtmqCleBWfc2nYqJg__&Key-Pair-Id=KUT5TJCACFTXG","Sept. 9, 2025 — The Education Affairs Committee heard a presentation of the district's 2025'26 professional development plan, which the presenters said is built around three pillars'excellence, equity and cultural proficiency, and alignment'and is intended to support staff growth and help close opportunity gaps.
The plan is designed to align stakeholder priorities with state-required training and to provide district-, department- and building-level professional learning. Committee members were also shown an evaluation framework that uses immediate feedback collected in the district's My Learning Plan system and a set of follow-up metrics to assess whether training is producing expected changes for staff and, later, for students.
Why it matters: The plan combines stakeholder priorities with trainings the Pennsylvania Department of Education requires districts to provide, and district leaders said the evaluation work will be used to document compliance and to guide future professional learning investments.
District presenters described the plan's priorities as teaching diverse learners through differentiation, curriculum and alignment, instructional coaching and peer collaboration, responsiveness interventions (RTI/MTSS and PBIS), social-emotional learning, effective assessment of growth and achievement, and culturally responsive practices. Presenters said required topics mandated by the state and federal education departments are embedded in the plan so the district remains compliant.
The plan includes three delivery levels: districtwide sessions aligned to strategic priorities; department-level learning for content teams (for example, special education and student services); and building-level, job-embedded collaborative time for school-specific needs. Presenters emphasized principals and building staff will tailor building-level work to local needs.
A built-in flexible professional learning day is scheduled for Nov. 26, the Wednesday before Thanksgiving; the district described that day as offering virtual and asynchronous options to promote staff wellness while continuing progress on priorities. The district also plans multi-year outlines and said the current work is the first year of a longer professional learning framework.
On evaluation, Dr. Leslie Pratt (district staff member leading the evaluation overview) said the district will start with two kinds of evidence''direct evidence (attendance, materials distributed) and indirect evidence (participant perception and willingness to apply learning)'and later expand to supporting evidence that ties training to student outcomes. \"How do we know this is working for us as an organization? How do we know this is working for our teachers? How do we know if it's doing things that are good for kids?\" Pratt said.
The district will collect quantitative and narrative feedback after sessions via My Learning Plan (also referred to as the district's professional learning management platform). Presenters said the My Learning Plan feedback is not anonymous and uses a four-point Likert scale that forces a positive or negative response; narrative comments will be reviewed by principals and directors and used for immediate follow-up when issues are raised.
Committee members asked whether teachers and principals were involved in creating the priorities; presenters said a needs assessment and Act 48 committee input informed the priorities and that the top priorities were consistent across stakeholder groups. Members also asked about multi-year planning; presenters said two- and three-year outlines are planned but the current presentation focused on the first-year implementation and its evaluation.
Committee discussion noted the district must demonstrate compliance to the Pennsylvania Department of Education through the district's comprehensive plan (submitted every three years) and that the professional development plan will be one of the supplemental documents uploaded to the state system. A board member asked whether state funds specifically support professional learning days; presenters said the state provides general funds but not a dedicated line item for these specific days.
No formal action or vote on the plan was taken at the meeting. Board members expressed general support and requested that evaluation results be shared with the board and with Act 48 committee members as the year progresses.
The committee moved on to the next agenda item at the end of the presentation.","On Sept. 9 the Education Affairs Committee reviewed the district's 2025'26 professional development plan, which centers on three pillars (excellence, equity/cultural proficiency and alignment), embeds state-mandated trainings, and introduces an evaluation process using direct and indirect evidence collected in My Learning Plan.","actionData","errors"]

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District presents PBIS "data to action" review; teams set targets after mixed results

District presents 2025–26 professional development plan focused on equity and evaluation