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BristolBoroughSchoolDistrict
DistrictLevel
ComprehensivePlan
July1,2020untilJune30,2023
Dr.ThomasShaffer,Superintendent
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DistrictProfile
Demographics1776 Farragut Avenue Bristol, PA 19007 (215)781-1000 Superintendent: Dr. Thomas Shaffer Director of Special Education: Dr. Thomas Shaffer
PlanningProcessComprehensivePlanningisacontinuousprocessusedtoensurethatallstudentsareachievingathighlevels.Allschoolscancreatebetterenvironmentssothatmorestudentsaresuccessful.ContinuousComprehensivePlanningofallschoolsisessentialtoprovidingincreasedstudentperformanceandqualityresults.Innovative,exemplary,andresearch-basedprograms,coupledwithstaffdevelopment,focusedandalignedresources,andpublicparticipationinplanning,arecriticalfactorsinschoolsthatdemonstratecontinuousgrowth.
JoAnnPerotti,DirectorofStrategicServiceswiththeBucksCountyIntermediateUnitservedastheExternalFacilitatorofthisprocess.
Highperformingschoolswithvarieddemographicconditionshaveshowntheysharecommoncharacteristics.
TheseNineCharacteristicsarestronglycorrelatedtoconsistentlyhighperformingschools.AsschoolteamsgothroughtheprocessofComprehensiveplanning,theywilllookforthepresenceofthesecharacteristics.Thecharacteristicsare:
1.ClearandSharedFocusEverybodyknowswheretheyaregoingandwhy.Thevisionisshared—everybodyisinvolvedandallunderstandtheirroleinachievingthevision.Thevisionisdevelopedfromcommonbeliefsandvalues,creatingaconsistentfocus.
2.HighStandardsandExpectationsTeachersandstaffbelievethatallstudentscanlearnandthattheycanteachallstudents.Thereisrecognitionofbarriersforsomestudentstoovercome,butthebarriersarenotinsurmountable.Studentsbecomeengagedinanambitiousandrigorouscourseofstudy.
3.EffectiveSchoolLeadershipEffectiveleadershipisrequiredtoimplementchangeprocesseswithintheschool.Thisleadershiptakesmanyforms.Superintendent'softenplaythisrole,butsodoteachersandotherstaff,including
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thoseintheschoolcommunity.Effectiveleadersadvocate,nurture,andsustainaschoolcultureandinstructionalprogramconducivetostudentlearningandstaffprofessionalgrowth.
4.HighLevelsofCollaborationandCommunicationThereisconstantcollaborationandcommunicationbetweenandamongteachers.Everybodyisinvolvedandconnected,includingparentsandmembersofthecommunity,tosolveproblemsandcreatesolutions.
5.Curriculum,InstructionandAssessmentAlignedwithStandardsCurriculumisalignedwithlocal,stateandnationalstandards.Research-basedmaterialsandteachingandlearningstrategiesareimplemented.Thereisaclearunderstandingoftheassessmentsystem,whatismeasuredinvariousassessmentsandhowitismeasured.
6.FrequentMonitoringofTeachingandLearningTeachingandLearningarecontinuallyadjustedbasedonfrequentmonitoringofstudentprogressandneeds.Avarietyofassessmentproceduresareused.Theresultsoftheassessmentareusedtoimprovestudentperformancesandalsotoimprovetheinstructionalprogram.
7.FocusedProfessionalDevelopmentProfessionaldevelopmentforalleducatorsisalignedwiththeschool’scommonfocus,objectives,andhighexpectations.Itisongoingandbasedonhighneedareas.
8.SupportiveLearningEnvironmentTheschoolhasasafe,civil,healthyandintellectuallystimulatinglearningenvironment.Studentsfeelrespectedandconnectedwiththestaff,andareengagedinlearning.Instructionispersonalizedandsmalllearningenvironmentsincreasestudentcontactwithteachers.
9.HighLevelsofCommunityandParentInvolvementThereisasensethatalleducationalstakeholdershavearesponsibilitytoeducatestudents,notjusttheteachersandstaffinschools.Parents,aswellasbusinesses,socialserviceagencies,andcommunityallplayavitalroleinthiseffort.
ThefollowingkeyprinciplesformthebasisfortheComprehensivePlanningProcess:
•TheSuperintendentoftheSchoolmustbeatthehelmofthisprocess—withoutsupportandleadershipoftheSuperintendenttheplanningprocesslackstheleveragethatisneededforchangetooccurinaschoolenvironment.•Keymembersofaschool’sstaff,andrepresentativesofasmanyotherstakeholdergroupsaspossible,shouldparticipateand/orbeawareoftheplanningprocess.Themoreofthecommunitythatis“intheloop,”thebetterthechancesthedistrictwillachieve100%buy-inbytheentirecommunity.•Arepresentativegroupofstakeholderscandothebulkoftheworkifresultsandupdatesarereportedbackonaregularbasistothefullplanningteamandotherstakeholders;especiallyascriticaldecisionpointsarereached.
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•DecisionsaboutComprehensiveplanninggoalsandsolutionsmustbebasedoncarefulconsiderationofmultiplesourcesofdataandresearch.•Comprehensiveplanningisajourneyofcontinuousplanningthatdemandsongoingmonitoringandadjustmentofprogramsandprocessesatthedistricts.•Comprehensiveplanninginstudentoutcomesisdirectlyrelatedtowhathappensintheclassroom.Teachersmustbewillingtobereflectiveabouttheirpracticeandrelentlessinattemptstomeettheneedsofeverystudent.
AllOurChildren
BeginninginFall2018,theBristolBoroughLearningCenters’AcademicOversightCommittee(AOC)beganlookingatwaystoprepareBristolBoroughchildrenforthefuture,andAllOurChildrenwasdevelopedasaresulttoworkinpartnershipwiththeBristolBoroughEducationalCommunity.
ThegoalwastheintegrationoftheAssociationforSupervisionandCurriculumDevelopment’s(ASCD)modelofwhole-childeducationfor“students”agesearlychildcarethroughhighschool.TheyarefamilymembersorneighborsattendingBoroughprivate,public,parochial,cyberorhomeschoolsorlearningcenters.
AllOurChildrenemphasizesstudentsbeingChallenged,Healthy,Engaged,SafeandSupportedthroughouttheirformativelearningyears.ThevisionofAllOurChildrenistheremakingofeducationthatworksforallBoroughstudents,whilealsopromotinganeducationculturethatworkstoattractfamiliesandbusinessestotown.
TheAOCnowrequireseducatorstoimplementatleastoneAllOurChildrenfocusareawhenapplyingforgrantassistance,whiletheBristolBoroughSchoolDistricthasimplementedAllOurChildrenaspartofitsPADepartmentofEducation-requiredComprehensivePlaneffectiveJuly1,2020–June30,2023.
TimelineforProcess:
September2018:InitialmeetingswithSuperintendentandLeadershipTeam.
October2018-April2019:NeedsAssessments(SCOT,Survey,DataAnalysis,PastPlan,Analysis,Other.)
October10,2018–FirstofthreeCommunityConversationsintroducingthefive(5)focusareasofAllOurChildren:Challenged,Healthy,Engaged,Safe&Supported,to33communityat-largeinvitees.(Educators,Boardmembers,Business&CommunityStakeholders)inpartnershipwiththeAOC.
January9,2019–SecondofthreeCommunityConversationsinvolvingtwenty-one(21)educationproviderstodiscussimplementingthefivefocusareasintotheiroperatingproceduresinpartnershipwiththeAOC.
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March28,2019-Facilitatorstrainedonthefivefocusareas(Challenged,Healthy,Engaged,Safe&Supported)atGrundyLibrary.
March/April2019:SpecialEducationPlanon28-daydisplay.
April11,2019-ThirdofthreeCommunityConversationsitfeaturedthedevelopmentofactionplanswithmeasurablestepsandoutcomesdevelopedfrompreviousCommunityConversations.
April2019:SpecialEducationPlanApprovedbySchoolBoard.
May1,2019:SpecialEducationPlansubmittedtoPDE
May2019:ActionPlanDevelopment.
May2019:PlansCompletedandinputtedintoPDEWebTool.
May16,2019:PresentedtoSchoolBoardasaninformationalitem.
May/June2019:ComprehensivePlanondisplayfor28days.
June20,2019:ComprehensivePlanapprovedbySchoolBoard.
June2019:BristolBoroughComprehensivePlanSubmittedtoPDE.
MissionStatementTheBristolBoroughSchoolDistrictempowersallstudentstoachieveexcellenceandbecomeleadersinaglobalsociety,throughaneducationalsystemimmersedinthefabricofauniqueanddiversecommunity.
VisionStatementWewill:
• continuetoenhanceouracademicprograms
• continuetoworkandimprovecommunicationwithinthedistrict
• enhanceandbroadencommunityandparentalinvolvement
• proactivelyaddressstudentneedsthroughstaffdevelopment
• continuetoenhancethetechnologyprogram
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SharedValues
1. Allstudentscanlearn
2. Asafeandnurturingenvironmentfostersrisk-taking
3. Theprimaryresponsibilityforlearningrestswiththeindividual
4. Excellenceineducationrequiressupport,sacrifice,andinvolvementfromtheentirecommunity
5. Effectivecommunicationisthekeytosuccess
6. Tovaluediversitystrengthensoursociety
7. Learningoccurseverywhereandisalife-longprocess
EducationalCommunityTheBristolBoroughSchoolDistrictislocatedinthesoutheasternpartofBucksCounty22milesnorthofPhiladelphia.ItisborderedontheeastbytheDelawareRiverandissurroundedontheremainingthreesidesbytheBristolTownshipSchoolDistrict.Itencompasses1.7squaremoles.Itisasuburbancommunitywithapopulationofapproximately9,726peopleaccordingtothe2010census.ItserveschildrenlivingintheBoroughofBristol.
Establishedin1681,BristolBoroughisanhistoricrivercommunitythatoncewasthehubofindustryintheNortheastattheturnofthecentury.Bristolhasservedasthecountyseat,atradingcenter,andforyearshadstrongshipbuilding,aircraft,andmillingindustries.ManylargecorporationsaresituatedinoraroundBristolBorough,suchasDowChemical,Lenox,andCanalWorks.Thetownalsohasavibrantbusinesscommunity.PartofthetownhasbeendesignatedaNationalHistoricLandmark.ThisareaincludedmanyhistorichomesdatingtotheCivilWarwhenBristolservedasastopfortheUndergroundRailroad.BristolBoroughisalsoproudofitsRiversideTheatre,oneofthecountry'spremierOff-BroadwayTheatres.AprimaryresourceinthecommunityistheGrundyLibrary,whichoffersnumeroushomeworkprograms,includingSTEMPrograms.Thelibraryandtheschoolworkcloselywitheachother.
BristolBoroughhasstrongethnictraditions.Theboroughalsohasstrong,deep-rooted,Italian,Irish,African-AmericanandPuertoRicancommunities.
Theschooldistrictreflectstheculturalandethnicdiversityofthecommunity.
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PlanningCommitteeName Role
Bobbi Cimochowski Administrator : Professional Education George Gatto Administrator : Professional Education Christopher McHugh Administrator : Professional Education Kelli Rosado Administrator : Professional Education Special
Education Dr. Thomas Shaffer Administrator : Professional Education Special
Education John D'Angelo Board Member : Professional Education Mary Jane Paglione Board Member : Professional Education Maria Sansom- St. Mark School Building Principal Alison Angelaccio Business Representative : Professional Education Kate Farmer Business Representative : Professional Education Valerie Hamilton Business Representative : Professional Education Jeff Manto Business Representative : Professional Education Pat Mulhern Business Representative : Professional Education Kelly Sell Business Representative : Professional Education Craig Whitaker Business Representative : Professional Education Gary Alloway Community Representative : Professional
Education Darletta Berry-Johnson Community Representative : Professional
Education Andy Bidlingmaier Community Representative Brianna Curran Community Representative : Professional
Education Christina DeLuca Community Representative : Professional
Education Deb Fine Community Representative : Professional
Education Jim Fine Community Representative : Professional
Education Mike Girard Community Representative : Professional
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Education Amy McIlvaine Community Representative : Professional
Education Mary McIlvaine Community Representative : Professional
Education Mayor Joe Saxton Community Representative Jim Sell Community Representative : Professional
Education Ron Sherratt Community Representative : Professional
Education Staci Tantum- 21st Century Grant Community Representative : Professional
Education Evan Van Scheid- 21st Century Community Representative : Professional
Education Veronica Walker Community Representative Eugene Williams- Director, Grundy Foundation Community Representative : Professional
Education Annie Wise Community Representative : Professional
Education Paul Hetherington Ed Specialist - Instructional Technology :
Professional Education Jim Denny- School Security Ed Specialist - Other : Professional Education Joseph Harris- School Resource Officer Ed Specialist - Other : Professional Education Carlos Rivera - School Resource Officer Ed Specialist - Other : Professional Education Cheryl Rigby Ed Specialist - School Nurse : Professional
Education Stephanie Haggan Ed Specialist - School Psychologist : Special
Education Dr. Damon Smith Ed Specialist - School Psychologist : Professional
Education Special Education Michael Ciotti Elementary School Teacher - Regular Education :
Professional Education Special Education Dawn DeLuca Elementary School Teacher - Regular Education :
Professional Education Theresa Kramer Elementary School Teacher - Special Education :
Special Education Maria Doherty High School Teacher - Regular Education :
Professional Education Heather Quattrocchi High School Teacher - Regular Education :
Professional Education
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Dana Babar- Grundy Library Instructional Coach/Mentor Librarian : Professional Education
JoAnn Perotti- External Facilitator/Bucks County Intermediate Unit
Intermediate Unit Staff Member : Professional Education Special Education
Doug Braun Middle School Teacher - Regular Education : Professional Education
Michele Hager Middle School Teacher - Special Education : Professional Education
Di'aja Boyd Parent : Professional Education Dori Morgan Parent : Professional Education Angelo O'Brien Parent : Professional Education Sarah Snyder Parent : Special Education Gretchen Stallone Parent : Professional Education Jesse Walker Parent : Professional Education Mary Gesualdi Title I Coordinator : Professional Education
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade Developing Developing
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing
ElementaryEducation-IntermediateLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing Developing
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Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing
MiddleLevel
Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing
HighSchoolLevel
Standards Mapping AlignmentArtsandHumanities Developing Developing
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CareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing
Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Aregularmethodofunitplanandlessonplanreviewisdevelopedandisfollowedtoassessthequalityofteachers'plansthroughdatateams.
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ElementaryEducation-IntermediateLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Aregularmethodofunitplanandlessonplanreviewneedstobedevelopedandfollowedtoassessthequalityofteachers'plans.
MiddleLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
Aregularmethodofunitplanandlessonplanreviewisdevelopedandisfollowedtoassessthequalityofteachers'plansthroughdatateams.
HighSchoolLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Developing
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing
ProcessesusedtoensureAccomplishment:
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Aregularmethodofunitplanandlessonplanreviewisdevelopedandisfollowedtoassessthequalityofteachers'plansthroughdatateams.
ModificationandAccommodations
Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.
ThereisastatedexpectationintheBristolBoroughSchoolDistrictthatformativeassessmentdataisusedtodifferentiatelearningforallstudentsintheclassroom-thisdifferentiationincludesappropriatemodificationandaccommodationsintendedtohelpallstudentsmeetcoursestandards.OurK-12focusinspecialeducationisoninclusionwithappropriatesupports.Forstudentswiththemostintenseneeds,whoreceivecoreinstructioninaseparatesetting,theofficialmodifiedstandardsissuedbyPDEareusedinIEPdevelopmentanddailyinstruction.
Instruction
InstructionalStrategies
CheckedAnswers• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching • Instructional Coaching
Regular Lesson Plan Review
Checked Answers • Administrators • Instructional Coaches
ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
Formalclassroomobservationswithannualinstructionalevaluationsandwalkthroughsaretheprimarymeansofsupervisionandevaluation.InstructionalcoachingisusedinalessformalmannerandwithinthecultureofthelearningcommunityinBBSDtoinvolveexperiencedteacherstoassistintheimprovementofnoviceteachers.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
AdministratorsandthefiveinstructionalcoachesinBristolBoroughSchoolDistrictareutilizedforinstructionalmodelingandprovidingfeedbacktoteachers.
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ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareused Full
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tomeetstudentneeds. Implementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
Recruitment
Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.
Afteranalyzingdata,aneedsassessmentiscompletedthatidentifiesspecificneedsofindividualstudents.Oncetheneedisidentified,BristolBoroughSchoolDistrictassignsqualifiedinstructorsand/orspecialiststoaddresstheindividualneeds.
Assessments
LocalGraduationRequirementsCourseCompletion SY20/21 SY21/22 SY22/23
TotalCourses 24.00 24.00 24.00English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00SocialStudies 4.00 4.00 4.00Science 3.00 4.00 4.00PhysicalEducation 0.05 4.00 4.00Health 0.05 0.05 0.05Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation
4.50 4.50 4.50
Electives 2.00 2.00 2.00Minimum%GradeRequiredforCredit(NumericalAnswer)
65.00 65.00 65.00
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers
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• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.
• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.
LocalAssessmentsStandards WA TD NAT DA PSW Other
ArtsandHumanities X X CareerEducationandWork X CivicsandGovernment X PACoreStandards:EnglishLanguageArts X X
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
X X X
PACoreStandards:Mathematics X X X Economics X EnvironmentandEcology X FamilyandConsumerSciences X Geography X Health,SafetyandPhysicalEducation X
History X X ScienceandTechnologyandEngineeringEducation X
WorldLanguage X
MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HSEvaluationsofPortfoliosofStudentWork XKeystoneExams X XNAEP X APExams XPASA X X X XPSSA X X
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ScientificExperiments X X X XTextbookAssessments X X X XWorksofArt,Musical X XWrittenWorkbyStudents X X X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HSAIMSWeb X X X XDIBELS X X Fountas&PinnellBAS X X StudyIsland X X X TextbookAssessment X X X
FormativeAssessments
FormativeAssessments EEP EEI ML HSDemonstration,performances,productsandprojects X X X XDiagnosticAssessments X X X XEvaluationsofPortfoliosofStudentWork X X X XExitTickets X X X XProgressMonitoring X X X XScientificExperiments X X X XTextbookAssessment X X X XWorksofArt,Musical,TheatricalorDance X X X XWrittenWorkbyStudents X X X X
DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HSDRAs X X X RunningRecords X X TextbookAssessments X X X X
ValidationofImplementedAssessments
ValidationMethods EEP EEI ML HSExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X DepartmentSupervisorReview
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ProfessionalLearningCommunityReview InstructionalCoachReview X X TeacherPeerReview Providebriefexplanationofyourprocessforreviewingassessments.
AssessmentdataarereviewedthroughPerformanceTrackerattheEEP,EEI,MLLevels.Individualteacher-generatedandtextbookassessmentreviewsareperformedthroughtheformalobservationprocessandindiscussionsgeneratedbyWalkthroughobservations.
CollectionandDissemination
Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.
Instructionalcoach,TitleIspecialists,andbuildingsupervisorcollectandanalyzedataquarterly.Dataareusedtodetermineflexibility,differentiation,andappropriateprogrammingforindividualstudents.
DataInformedInstruction
Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.
Informationisusedtoprovidetargetedsmallgroupinstruction,placementintoTitlei,regrouping,andselectionofcourselevels.
AssessmentDataUses
AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.
X X X X
InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.
X X X X
SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.
X X X X
Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
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Individualteachersaredirectedtoutilizedataatgradelevelmeetingsanddepartmentmeetingstoassesstheneedsofindividualstudentsandtomodifyand/oradaptinstruction.
DistributionofSummativeAssessmentResults
DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X
IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.
ThedistrictutilizesthepublicforumofSchoolBoardmeetingstopresentinformationconcerningsummativeassessments.
SafeandSupportiveSchools
AssistingStrugglingSchools
Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.
Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.
Acomprehensivesystemofcurriculum,instructionandprofessionaldevelopment,alongwithanarticulatedandcoordinatedsystemofspecialservices,continuestobeourbestmeanstoensurestudentprogresstowarddistrictandstatestandards.
Programs,StrategiesandActions
Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X
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School-widePositiveBehavioralPrograms X X X ConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X X X XStudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
School-widepositivebehavioralprogramsarenotprovidedinourhighschool.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)Teachersrecommendstudentsforapre-screeningassessmentwhichmayleadtoafullgiftedevaluationbytheschoolpsychologist.TheBristolBoroughSchoolDistrictannuallyinformsthepublicofgiftededucationservicesandprogramsofferedwithinthedistrict,aswellasthereferralprocess.IncompliancewithPennsylvaniaregulations(Chapter16)regardingnotification;postsanoticeonthedistrictweb-site,FaceBookandBacktoSchoolNights;andprovidesabriefnoticeinsidethedistrict'scalendar.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheBristolBoroughSchoolDistricthasaresponsibilitytoidentifyallstudentsresidingwithinthedistrictwhoareeligibleforgiftedsupportservices.Thedistrictfulfillsthisresponsibilitythroughascreeningandevaluationprocessthatallowseverychildtobeconsideredforpossibleparticipationinthegiftedsupportprogram:ScreeningMeasures
a.abilityscreenerorabbreviatedabilitymeasure(s)
b.nationally-normedachievementmeasureaddressingReadingandMath
c.checklistdatasuppliedbyparentand/orteachers
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Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).TheBristolBoroughSchoolDistrictutilizesmultiplecriteriatodeterminestudenteligibilityforgiftedsupportservices.Studentsmaybefoundeligibleiftheydemonstrateverysuperiorcognitivefunctioningandtheydemonstrateaneedforacademicenrichmentand/oraccelerationbeyondwhatthegeneraleducationprogramcanprovide.Studentsmayalsobefoundeligibleiftheydemonstrateacombinationofsuperiorcognitivefunctioningandexceptionalacademicachievement,baseduponspecificdistrictcriteriaandprofessionaljudgment,andtheydemonstrateaneedforenrichmentand/oraccelerationbeyondwhatthegeneraleducationprogramcanprovide.ThefollowingguidelinesassistbuildingteamstodetermineeligibilityinaccordancewithStateanddistrictcriteria.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.GiftedSupportProgramGiftedSupportprogrammingisdeterminedbytheGIEPteam.Formanystudents,thegeneralframeworkoftheirgiftedprogrammingmaybesimilartoothergiftedstudents;however,eachstudent'sprogramiscustomizedbytheGIEPteamandstudenttotapintoindividualstudentstrengthsandinterests.
DevelopmentalServicesDevelopmentalServices EEP EEI ML HS
AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X BullyingPrevention CareerAwareness XCareerDevelopment/Planning XCoaching/Mentoring XCompliancewithHealthRequirements–i.e.,Immunization X X X X
EmergencyandDisasterPreparedness X X X XGuidanceCurriculum HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning Nutrition X X XOrientation/Transition X RTII/MTSS X X X Wellness/HealthAppraisal
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Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS
AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework CrisisResponse/Management/Intervention IndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning SmallGroupCounseling-PersonalandSocialDevelopment X
SpecialEducationEvaluation X X X XStudentAssistanceProgram X
ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS
AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal)
CoordinatePlans CoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X
SystemSupport X X X XTruancyCoordination X X X X
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CommunicationofEducationalOpportunitiesCommunicationofEducationalOpportunities EEP EEI ML HS
CoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X
CommunicationofStudentHealthNeeds
CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X
FrequencyofCommunication Elementary Education - Primary Level
• Quarterly
Elementary Education - Intermediate Level
• Quarterly
Middle Level
• Quarterly
High School Level
• Quarterly
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CollaborationforInterventions
Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.
Collaborationtakesplaceatgradelevelteammeetingsandduringcommonplanningtime.
CommunityCoordination
Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
1.Childcare:TitleIcoordinatorcommunicatesandpartnerswithlocalpre-schoolprograms.2.Afterschoolprograms:TitleIcoordinatorworksinconjunctionwithlocalprograms.3.Youthworkforcedevelopmentprograms:Youthworkforcedevelopmentprogramshavebeendevelopedthrough21stCenturygrantcoordinationwithUnitedWay,andthroughapartnershipwiththeBucksCountyCommunityCollege.4.Tutoring:Tutoringhasbeendevelopedthrough21stCenturygrantcoordinationwithUnitedWay,throughapartnershipwithBucksCountyCommunityCollegeandtheAVITProgram.
PreschoolAgencyCoordination
ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
SpecialEducationcoordinatorcoordinateswiththeBucksCountyIntermediateUnittoensuretransitionfromearlyinterventiontoschoolageprogramming.
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MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
BristolBoroughSchoolDistrictcontinuesthealignmentofinstructionandassessmenttowardsPACoreStandards.
ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
BristolBoroughSchoolDistrictcontinuesthealignmentofinstructionandassessmenttowardsPACoreStandards.
MiddleLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
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BristolBoroughSchoolDistrictcontinuesthealignmentofinstructionandassessmenttowardsPACoreStandards.
HighSchoolLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing
Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing
ProvideexplanationforprocessesusedtoensureAccomplishment.
BristolBoroughSchoolDistrictcontinuesthealignmentofinstructionandassessmenttowardsPACoreStandards.
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
district
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classrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicableEarlyChildhoodEducation:Infant-Toddler→SecondGrade NotApplicable
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
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PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
MiddleLevel
Standards Status
ArtsandHumanities Implementedin50%ormoreof
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districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiency Implementedin
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50%ormoreofdistrict
classrooms
WorldLanguageImplementedin50%ormoreof
districtclassrooms
HighSchoolLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
district
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classrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
WorldLanguageImplementedin50%ormoreof
districtclassrooms
Education
CharacteristicsDistrict’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X
Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.
X X X X
Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.
X X X X
Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X
District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.
X X X X
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Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.
X X X X
Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X
Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X
Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Professionaldevelopmentopportunitiesareofferedwithinthedistrictandatexternallocations(workshops/conferences).Leadersworkcloselywithadministratorstocoordinateassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsaswellasattentiongiventointerventionsforgiftedstudents.
ProfessionalDevelopment Bristol Borough SD
Professional Development
Title: AVID (Advancement Via Individual Determination) Description AVID—Advancement Via Individual Determination—fosters a safe, open
culture, high expectations for teachers and students, and collaboration in all classrooms. Student success is guided AVID’s mission. All the funding, requirements, new technology, educator trainings, and curriculum are meaningless unless students can achieve their college and career goals. Passionate teachers with genuinely high expectations are creating lifelong connections and positively impacting the trajectory of their students’ lives every day because of the AVID Effect.
AVID professional learning transforms conceptual understandings into usable strategies that are intentional, purposeful, repeatable, and lead to student success. AVID brings educators together to learn how to implement engaging activities in their classrooms, raise their level of commitment to student success and, thus, produce a learning environment where all students are equipped to tackle complex issues,
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problems, and information.
AVID professional learning is targeted and specific to what educators do every day. Teachers learn how to use the strategies they experience and practice during trainings to engage their students in daily instruction. They are able to build a classroom culture where rigorous academic instruction combines with social and emotional support to accelerate learning and close the achievement gap.
Person Responsible Superintendent, AVID CoordinatorStart Date: 9/5/2017End Date: 6/30/2023Proposed Cost/Funding:
Start YearEnd YearCostFunding Source
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Hours Per Session 8.0# of Sessions: 3# of Participants Per Session: 35Provider: AVIDProvider Type: Non-profit OrganizationPDE Approved: YesKnowledge Gain: AVID professional learning transforms conceptual understandings into
usable strategies that are intentional, purposeful, repeatable, and lead to student success. AVID brings educators together to learn how to implement engaging activities in their classrooms, raise their level of commitment to student success and, thus, produce a learning environment where all students are equipped to tackle complex issues, problems, and information.
Research & Best Practices Base:
AVID professional learning is targeted and specific to what educators do every day. Teachers learn how to use the strategies they experience and practice during trainings to engage their students in daily instruction. They are able to build a classroom culture where rigorous academic instruction combines with social and emotional support to accelerate learning and close the achievement gap.
For classroom teachers, school counselors and education specialists:
• Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.• Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for
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struggling 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.
For school or LEA administrators, and other educators seeking leadership roles:
• 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 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.
Training Format:
• LEA Whole Group Presentation• Series of Workshops• School Whole Group Presentation• Department Focused Presentation• Online-Synchronous• Online-Asynchronous• Professional Learning Communities• Offsite Conferences
Participant Roles:
• Classroom teachers• Principals / Asst. Principals• Supt / Ast Supts / CEO / Ex Dir• School counselors• New Staff• Other educational specialists
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Grade Levels: • Middle (grades 6-8)• High (grades 9-12)
Follow-up Activities:
• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers• Analysis of student work, with administrator and/or peers• Creating lessons to meet varied student learning styles• Peer-to-peer lesson discussion• Lesson modeling with mentoring• Joint planning period activities• Journaling and reflecting
Evaluation Methods:
• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.• Student PSSA data• Standardized student assessment data other than the PSSA• Classroom student assessment data• Participant survey• Review of participant lesson plans• Review of written reports summarizing instructional activity• Portfolio
EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
QuestionsTheLEAplanstoconducttherequiredtrainingonapproximately:10/1/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.11/3/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.12/1/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.
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Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
QuestionsTheLEAplanstoconductthetrainingonapproximately:10/1/2015Provideeducatorswith1hourofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.11/3/2015Provideeducatorswith2hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.12/1/2015Provideeducatorswith1hourofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71. Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsTheLEAplanstoconductthetrainingonapproximately:11/4/2015Provideseducatorswithfour(4)hoursofprofessionaldevelopmentforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
StrategiesEnsuringFidelity
• Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
• Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further alignment.
• Professional Development activities are developed that support implementation of strategies identified in your action plan.
• Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to
changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
• 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. walkthroughs, classroom observations).
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• Professional Education is evaluated to show its impact on teaching practices and student learning.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Throughstaffmeetings,informalmeetings,andformalobservationmeetings,administrationplans,supports,andparticipatesintheprofessionallearningopportunities.
InductionProgram• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby
theLEAasknowntoimprovestudentachievement.
• Inducteeswillassignchallengingworktodiversestudentpopulations.
• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.
• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.
• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.
• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Thebuildingprincipal,orassistantprincipal,willensureeachinducteewillbeapartoftheinservicetrainingtoensurethegoals,objectives,andcompetenciesaremet.Inducteeswillalsobeassignedamentor.AttheelementaryandmiddleschoollevelsthementorwillbetheGradeLevelChair.AtthehighschoollevelthementorwillbetheDepartmentChair.Theywillalsoworkwiththeinducteetoensuretheabovegoals,objectivesandcompetenciesaremet.
NeedsofInductees• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto
identifyneeds.
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• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.
• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.
• StudentPSSAdata.
• StandardizedstudentassessmentdataotherthanthePSSA.
• Classroomassessmentdata(Formative&Summative).
• Inducteesurvey(local,intermediateunitsandnationallevel).
• Reviewofinducteelessonplans.
• Reviewofwrittenreportssummarizinginstructionalactivity.
• Submissionofinducteeportfolio.
• Knowledgeofsuccessfulresearch-basedinstructionalmodels.
• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Thebuildingprincipalorassistantprincipalwillberesponsibleobservationsanddatacollection.Theywillalsoensurethementorsaremeetingwiththeteachers.
MentorCharacteristics• Pool of possible mentors is comprised of teachers with outstanding work performance.• Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and
other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,
purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).
• Mentors and inductees must have compatible schedules so that they can meet regularly.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
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MentorsattheelementaryandmiddleschoollevelsaretheGradeLevelChairperson.Attheselevelstheteachersplanandprepareaspartofateam.ThehighschoollevelmentorsaretheDepartmentChairs.Alllevelsareprovidedwithacommonplanningperiod.
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
Newteachersareobservedatleastonceduringthefirstsemesterandatleastonceduringthesecondsemester.Therearealsofrequentwalk-throughsbytheadministrators.ThenewteachersarealsocontinuallyinvolvedinmeetingswiththeChairs.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers
• Mentordocumentshis/herinductee'sinvolvementintheprogram.
• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.
• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.
• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.
SpecialEducation
SpecialEducationStudentsTotal students identified: 290
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
BothSnyder-GirottiElementarySchoolandBristolMiddle/HighSchoolwillemploytheDiscrepancyModelintheidentificationofstudentswithpotentiallearningdisabilities.Ifstudentshavealargeenoughdiscrepancybetweentheirpredictedlevelofacademicperformance,asmeasuredbytheircognitiveability,andtheirobservedacademiclevelofability,adeterminationforapossiblelearningdisabilitywillbemade.Typically,adiscrepancyofatleast1or2standarddeviationswouldconstituteasignificantdifference;
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however,considerationshouldbegiventothepsychometricproperties(reliability)oftheinstrumentsbeingusedandtheirintendeduse(validity).Whilenationallyrecognizednorm-referencedmeasurestypicallyaretheprimarymeasuresusedinmakingthisdetermination,theevaluationteamwillalsotakeintoconsiderationadditionaldataandinformationfromcurriculum-basedmeasuresandteacherobservations.Otherfactors,suchasmedicalconcerns,intellectualdisability,behavioralproblems,Englishasasecondlanguage,inadequateinstruction,environmentaloreconomicdisadvantage,etc.aretakenintoconsiderationinanefforttorulethemoutassignificantcontributorstotheacademicdeficiency.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Dataarenotsignificantlydisproportionate.
Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
1.Atthistime,therearenoinstitutions(includingdetentionhomesordrug/alcoholtreatmentcenters)locatedwithinthedistrictborders.2.Allstudentsareaffordedthesameservicesandsafeguardsasresidentstudentsatnocosttoparentsortheinstitutionwheretheyreside.Everystudentisprovidedwithafreeappropriatepubliceducation(FAPE).3.Nobarriersexistwhichinterferewiththedistrict'sabilitytomeetitsobligationunderSection1306.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
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BristolBoroughSchoolDistrictdoesnothaveafacilitywithinthedistrictservingincarceratedstudents.However,whenaBristolBoroughstudentwithdisabilitiesisincarceratedinacorrectionalinstitution,thedistrictcooperateswiththeinstitutiontoprovidetheappropriaterecordstoassistwiththeeducationaldecisionsbeingmadethroughtheMDE/IEPteamprocess.Alleligiblestudentsareprovidedwithafreeappropriatepubliceducation(FAPE).
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
ThegoaloftheBristolBoroughSchoolDistrictistoeducateallstudents,eventhosewithdisabilities,intheLeastRestrictiveEnvironment.Thisinvolvesincludingalllearners,tothemaximumextentpossible,inthegeneraleducationcurriculum,aswellasco-curricularandextracurricularactivities,withappropriatesupplementaryaidsandservices.DecisionsregardingeducationalplacementaremadeonanindividualizedbasisbytheIEPteam.TheIEPteamadherestotheGeneralPrinciplesoftheBEC14.102(a)(2)(xxiv).AllstudentsattendingschoolwithintheBristolBoroughPublicSchools,K-12,areincludedforhomeroom,lunch,recessandvariousspecialsandelectives.Allstudents,K-8,areincludedforallScience/SocialStudiesinstruction.Allstudentsareincludedinothergeneraleducationclasses,withpull-outinstructionprovidedbasedonthedecisionoftheIEPteam.Inaddition,studentsenrolledinBucksCountyIntermediateUnitclassroomsarealsoincludedintheclassroom,lunch,recess,andothervariousactivities.TheIEPteam,includingtheparents,discussesthefourquestionsinPartVII.,EducationalPlacement,withintheIEP,priortoprovidingtheexplanationsregardingparticipationwithstudentswithoutdisabilities.Discussionrevolvesarounddatacollectedbytheteaminvolvingthestudent’spastperformanceinthegeneraleducationenvironment,andanynecessarysupplementaryaidsandservicesnecessarysothatthestudentisabletomake
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progressinthegeneraleducationenvironment.Benefitsand/orharmfuleffectstothestudentandhispeersinboththeregulareducationenvironmentandthespecialeducationsettingareconsideredbeforetheIEPteammakesanydecisionregardingeducationalplacement.TheBristolBoroughSchoolDistrictworkscooperativelywiththeBucksCountyIntermediateUnitandneighboringschooldistrictstoprovideacontinuumofservicesforstudentswhoseneedsvarybytypeandlevelsofsupport.StudentswhohavebeenidentifiedwithadisabilityanddemonstrateaneedforspeciallydesignedinstructionareprovidedwithanIndividualizedEducationalProgram(IEP).TheIEPteamsmeetanddocumentthattheyhaveconsideredmultipleeducationalplacementoptionsforeachstudent.Thedistricthasprovidedanarrayofinclusiveprogrammingandpractices,including(1)consultationservicestotheregulareducationteacher(s)bythedistrictpsychologistandtheIUProgramandTrainingSpecialist;(2)individualteachingassistantsforallorpartofthedayforstudentswithspecialneedsforallorpartoftheday;(3)itinerantservicestotheclassroombyaspecialeducationteacherorteachingassistantas"push-in"support;(4)andco-teachingbyregularandspecialeducationteachers.Thedistrictalsoprovidesacontinuumofsupportandsupplementaryaidsandservicesforexceptionalstudentsthroughanarrayofspecialeducationprograms.Teachersworkcollaborativelywithregulareducationteachersatalllevelstodevelopcurricularaccommodationsandmodificationsforindividualstudents.Instructionalassistantsaresometimesassignedtospecificstudentsinordertofacilitatetheircontinuedinclusioninregulareducationprograms.Also,theservicesoftheoccupational,physicalandspeechandlanguagetherapistareprovidedtostudentswithdisabilitiesinregularclasseswhenappropriate.Assistivetechnologyisprovidedtoaidstudentsincommunication,instruction,andparticipation.TheIEPteamsrelyupontheguidancecounselors,behaviorplans,restorativepractices,andconflictresolutionwithintheregularclasssettingtoassiststudentswithemotionaland/orbehaviorneeds.HighschoollevelstudentsoftenchoosetoparticipateintheprogramsattheBucksCountyTechnicalHighSchool.Alearningsupportteacherand/orindividualinstructionalassistantstypicallysupportstudentsrequiringaccommodationsandmodificationsinthesegeneraleducationprograms.Everyeffortismadetoallowfortheparticipationofchildrenwithdisabilitieswithnon-disabledpeersthroughouttheschoolday(art,music,lunch/recess,assemblies).Copiesofastudent'sIEPGoalsandSpeciallyDesignedInstructionaredistributedtoallregulareducationteachersatthebeginningofeachsemester,orwhenanewIEPiswrittenorarevisionismade.Thisensuresthatstudentsreceiveappropriateaccommodationsandmodificationsintheirregulareducationcourses.Programsforstudentswithlowincidencedisabilitiesofamoderatetoseverenature(i.e.intellectualdisability,autism,severeemotionaldisturbance,multipledisabilities,etc.)maybeprovidedwithservicesthroughtheIntermediateUnitinaprogramlocatedwithintheBristolBoroughSchoolDistrict,aneighboringschooldistrict,oratthelocalVocational-TechnicalSchool.AfewstudentsreceivetheireducationinmorerestrictivesettingssuchasanApprovedPrivateSchool,alternativeschools,oranout-of-stateplacement(noneatthistime).
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Professionaldevelopmentandsupportsareavailablethroughthedistrict,IUconsultants,andPATTANstafftoaddresstheissueofaccesstothegeneralcurriculumandtopicssuchasco-teaching,differentiatedinstruction,behaviorsupportplans,andprogressmonitoring.TheBristolBoroughSchoolDistrictstaffattendsprofessionaldevelopmentofferingsthroughthelocalIntermediateUnitandPATTAN,aswellasworkingwiththeIUProgramandTrainingSpecialist,orTAC.Theseopportunitiesexpandthesupports/serviceswhichallowforstudentstoincreaseaccesstothegeneraleducationcurriculumintheleastrestrictiveenvironment.Smallgrouptrainingsessions,individualtrainingandmentoringisprovidedfortopicssuchastransitionservices,progressmonitoring,assistivetechnology,behaviormanagement,andothersastheneedisidentified.Accordingtothe2016-17SPPTargetsintheIndicator5section,theBristolBoroughSchoolDistrictobtainedthefollowingresults:
• No,thedistrict(33.1%)didnotmeettheSPP/APDTargetforSEInsideRegularClass80%orMore
• No,thedistrict(16.9%)didnotmeettheSPP/APDTargetforSEInsidetheRegularClassLessThan40%
• No,thedistrict(6.8%)didnotmeettheSPP/APDTargetforSEinOtherSettings.
Currently,theadministrationisreviewingthedeliveryofservicesanddeterminingiftherearemoreopportunitiesforstudentstobeinclasswiththeirregulareducationpeers.Inaddition,theadministrativeteamwillreviewhowteachersarecalculatingtimeintheregulareducationclassandthelevelofservice(Full-time,Supplemental,andItinerant).Regardingstudentsplacedoutofthedistrict,theBristolBoroughSchoolDistrictislookingtoexpanditscontinuumofservicesinconjunctionwiththeneedsofthestudents.Ifthedistrictcanmeetthestudents'needs,supportsareputinplacetoensurethestudentisprovidedwithanappropriatelevelofaccommodations/adaptionsintheleastrestrictiveenvironment.ForthosestudentswhoseneedscannotbemetwithinthedistrictandareplacedoutsideoftheLEA,theIEPteamwillmeetinordertoensureadequateprogrammingandopportunitiesforinstructionwithnon-disabledpeers.Thedistrictcontinuestotrackallstudentsenrolledinplacementsoutsideofthedistrictinordertoensureeducationalbenefit.IEPteamsarereconvenedasneededinordertoprovideappropriatesupportsbaseduponprogressmonitoringdata.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
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TheSchool-WidePositiveBehavioralInterventionsandSupports(SWPBIS)continuestoinfluenceboththecultureandclimateofourschoolinaverypositiveway.Itunifiesteachersandstudentswithacommongoalofbuildingapositiveschool-widecommunity.EachschoolyearstartswithaSWPBISassemblytoreviewandreteachourschool-wideexpectationsandourreinforcementsystem.Ourschoolexcelsatreinforcingpositivebehaviorsandofferingarangeofincentivestomotivateallstudents.Thisyearwewillhaveourschool-widequarterlyincentiveswhichrecognizestudentswhohaveearnedTomahawkticketsinthequarter.Studentswhoexhibitpositivebehaviorsarecelebratedatschool-wideassembliesandduringmorningannouncements.OurSWPBISexpectationsaretaught,reviewed,andpostedwithintheschool.Staffmembersarerecognizedforteachingexpectedbehaviorsandrewardingstudents.Thisyearwehaveaddeda“StaffMemberoftheMonth”parkingspotinthefrontoftheschooltocelebratestaffmemberswhoexemplifyourPBISculture.TheSWPBIScoreteamincludesadiversegroupofteachersandadministrators.OuradministrativestaffplaysanintegralroleinfacilitatingtheSWPBISteammeetings,ensuringtheimplementationandconsistencyoftheprogram.Wehaveadiversegroupofteammembersandeachteammemberisdelegatedaroleandresponsibility.Wereviewschool-wideandstudentdatatoproblemsolveandplaninterventionsatourmonthlymeetings.OurSWPBISprogramisexplainedatbacktoschoolnightsandatParent-Teachermeetings.Weencouragefamilyinvolvementbyinvitingparentstoattendmonthlyawardsassemblies.ThedistrictcontinuestoreceivenewtrainingandsupportfromtheIU.TrainingconsistsofCPItrainingaswellasaSpecialistwhoassistsstaffinstrategiesandinterventionswhenworkingwithdifficultstudents.TheBehavioralSpecialistassistsstaffindevelopingFunctionalBehaviorAssessmentsaswellaswritingappropriateBehaviorSupportPlans.Additionally,thedistrictprovidesasocialworkerandbehavioralhealthagencytoassiststudents/parentsintheschoolsettingorcommunity.TheSchool-BasedBehavioralHealthServicesareprovidedattheelementaryandthesecondarylevel.Studentsarereferredbystafftotheagencywhothenreachesouttotheparent/guardianifnecessarytobegincounselingsupportfortheindividual(s)inneed.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
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3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
TheBristolBoroughSchoolDistrictisdedicatedtoalwaysprovidingaFreeandAppropriatePublicEducation(FAPE)foralldisabilitycategories.WhenitisdeterminedthatFAPEcannolongerbeprovidedinanexistingeducationalplacement,stepsaremadetoensurethatFAPEcontinuestobeprovidedintheLeastRestrictiveEnvironment(LRE).Insomecases,wehaveemployedseveralsupplementalsupportsandpersonalaidesinordertomaintainthestudentintheLRE(ex:1-to-1aide,PersonalCareAssistant,BehaviorTherapist,Interpreter,MobileTherapist,andTSS).Atthesametime,wehavesolicitedhelpfromtheBCIUorotheragenciesthatcouldprovidesupportforourstudents.InadditiontoutilizingsupplementalsupportsandaidestoprovideFAPE,theBBSDisalwayswillingtouseotheragenciesandservices(ex:BCIU,MH/MR,ChildrenandYouthServices,LatinoAlliance,OfficeofJuvenileProbation,21stCentury,etc...).Ifsupportsareinplaceandaplanisimplemented,butthestudentcontinuestorepeatedlyexhibitthebehaviorsofconcerntoadegreethatisdisruptivetothestudent'sownlearningorthelearningofothers,alternativeplacementsareinvestigatedandmatchedtothestudent'sneeds.AlternativeplacementshaveincludedBCIUclassroomswithinourbuilding,BCIUclassroomsoutsideofourfacilities,placementinneighboringschooldistricts(ex:BristolTownshipSchoolDistrict,PennsburySchoolDistrict),placementinapprovedprivateschools(ex:TheValleyDaySchool,FairwoldAcademy,PathwaySchool),placementinAEDYprograms(ex:Ombudsman),placementinprivateschools(ex:HolyFamilySchool),andplacementintheBucksCountyTechnicalSchool.BecauseBBSDisarelativelysmallschooldistrict,wearealwayslookingtoexpandservicesinordertoaccommodatetheneedsofourstudentpopulation.Additionalclasses(ex:EmotionalSupport,AutisticSupport,andMultipleDisabilitiesSupport)havebeendevelopedinordertoaccommodatetheincreasingneedsofourstudentsintheseareas.Asanexampleoftheexpandingcontinuumofservices,theBBSDisconsideringprovidingEmotionalSupportintheMiddleSchoolbecauseoftheexpanding/increasingneedofourstudentpopulation.
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Assurances
SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:
• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))
• FreeEducationandAttendance(incompliancewith§12.1)
• SchoolRules(incompliancewith§12.3)
• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)
• Discrimination(incompliancewith§12.4)
• CorporalPunishment(incompliancewith§12.5)
• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)
• FreedomofExpression(incompliancewith§12.9)
• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)
• HairandDress(incompliancewith§12.11)
• ConfidentialCommunications(incompliancewith§12.12)
• Searches(incompliancewith§12.14)
• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)
• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))
• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))
• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)
• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)
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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)
• AcceptableUsePolicyforTechnologyResources
• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.
SpecialEducationAssurancesThe Local Education Agency (District) has verified the following Assurances:
• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.
• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.
• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
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LeastRestrictiveEnvironmentFacilitiesFacilityName Typeof
FacilityTypeofService Numberof
StudentsPlaced
BucksCountyTechnicalHighSchool
NeighboringSchoolDistricts
LearningSupport 12
FairwoldAcademy ApprovedPrivateSchools
EmotionalSupport 2
ValleyDaySchool ApprovedPrivateSchools
EmotionalSupport 6
BristolTownshipSchoolDistrict
NeighboringSchoolDistricts
LifeSkillsSupport 5
PennsburySchoolDistrict
NeighboringSchoolDistricts
EmotionalSupport 1
Ombudsman Other AlternativeEducation 4HolyFamilyRegionalSchool
Other MultipleDisabilities 1
BucksCountyIntermediateUnit
Other EmotionalSupport(ES),IntellectualDisabilities(ID),OtherHealthImpairment(OHI),AutisticSupport(AS),MultipleDisabilities(MDS)
6
LifeworksAlternativeSchool
Other EmotionalSupport 1
MilestoneAcademy Other LearningSupport 1NewHopeAcademy Other EmotionalSupport 1CommunityServiceFoundation-BuxmontAcademy
Other EmotionalSupport 2
SpecialEducationProgramProfileProgram Position #1 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to8 20 1
Locations:
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WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #2 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to8 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #3 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 7to10 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #4 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to11 20 1
Locations: WarrenSnyder-JohnGirotti AnElementary AbuildinginwhichGeneral
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ElementarySchool SchoolBuilding Educationprogramsareoperated Program Position #5 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #6 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #7 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to13 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
52
Program Position #8 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 9to12 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #9 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to14 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #10 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to16 20 1
Locations: BristolHighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
53
Program Position #11 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to16 20 1
Locations: BristolHighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #12 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 20 1
Locations: BristolHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #13 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 20 1
Locations: BristolHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
54
Program Position #14 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: ClassandPosition Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to19 62 1Justification:StudentsareallinRegularEducationClassesLocations: BristolHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #15 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 14to18 20 1
Locations: BristolHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #16 - Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
16to20 6 0.75
Locations: BristolHighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
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Program Position #17 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
13to17 8 1
Locations: BristolHighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #18 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to15 12 1
Locations: BristolHighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #19 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 5to7 12 1
Locations: Snyder-GirottiElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #20 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014
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PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to9 20 1
Locations: Snyder-GirottiElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #21 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to12 13 1
Locations: Snyder-GirottiElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #22 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 3, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 20 1
Locations: Snyder-Girotti AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #23 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 4, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to14 65 1
Justification:StudentsareallSpeechLanguageSupportStudentswhoareservedindividuallyorinagroupnotexceedingthemandatedthreeyearagespan.Locations:
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Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #24 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 4, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
14to21 10 0.2
Justification:StudentsareSpeechLanguageSupportstudentswhoareservedindividuallyorinasmallgroupnotexceedingthefouryearagespan.Locations: BristolMiddle/HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #25 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 4, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearingImpairedSupport
5to21 1 0.03
Justification:Studentsareservicedindividuallyorinagroup,notexceedingthemandatedthreeyearagespan.Locations: BristolBoroughHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #26 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 4, 2014
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
5to21 1 0.03
Justification:Studentsareservicedindividuallyorinagroup,notexceedingthemandatedthreeyearagespan.Locations: BristolBoroughHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
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Program Position #27 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 5to8 20 1
Locations: WarrenSnyder-JohnGirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #28 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 10to11 20 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #29 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
10to12 8 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #30 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 7to8 10 1
Locations:
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Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #31 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 9to12 8 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #32 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 7to9 20 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #33 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 9to11 20 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #34 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
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Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 10to12 20 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #35 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 9to11 20 1
Locations: Snyder-GirottiElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #36 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 16to18 20 1
Locations: BristolHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #37 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class Implementation Date: September 6, 2017
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
13to14 8 1
Locations: BristolHighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #38 - Proposed Program
Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION
Type: Class
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Implementation Date: September 6, 2017 PROGRAM SEGMENTS
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to14 20 1
Locations: BristolHighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location Teacher
FTESchoolPsychologist BristolHS 0.2SchoolPsychologist Snyder-GirottiK-8 0.8Paraprofessional BristolMiddle/HighSchool 1Paraprofessional BristolMiddle/HighSchool 1Paraprofessional BristolMiddle/HighSchool 1Paraprofessional Snyder-GirottiElementarySchool 1Paraprofessional Snyder-GirottiElementarySchool 1Paraprofessional Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1CoordinatorofPupilServices/SPED
PupilServicesOffice-Snyder-GirottiElementary]School
1
Paraprofessional Snyder-GirottiElementarySchool 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
OccupationalTherapist IntermediateUnit 2DaysPhysicalTherapist IntermediateUnit 1Days
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SocialWorker IntermediateUnit 2DaysTaCConsultant IntermediateUnit 2DaysSpeechTherapist IntermediateUnit 8DaysVisionImpairedSupport IntermediateUnit 3Hours
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NeedsAssessmentDistrictAccomplishmentsAccomplishment#1:TheBristolBoroughSchoolDistrictistherecipientofasignificant21stCenturyGrant.Thisgrantprovidesafterschoolprogramsandtutoringforstudentsingradesfourthrough12.
Accomplishment#2:BristolHighSchool,inconjunctionwith21stCentury,receivedagrantduringtoprovidesummerschoolacademicprogramsforstudentswhofailedtomaintainapassinggrade.Theprogramwasfreetoallstudentswhoneededthecredits.ThisisthefirsttimeBristolHighSchoolofferedsuchaprogram.Priortothisprogram,studentshadtopaytoattendsummerschoolinotherdistricts.
Accomplishment#3:BristolMiddleSchoolreceivedagrantforasummerprogramtoaddresstheneedsofthosestudentswhowerenotpassingreadingormath.
Accomplishment#4:TheAVIDProgrampreparesstudentsthroughrigorouscourseworkforcollegeandcareerawarenessandreadiness.
Accomplishment#5:TheBristolBoroughHighSchool,workinginconjunctionwiththeBucksCountyCommunityCollege,offersITMicrosoftCertifications.Whencompleted,studentsareidentifiedasMicrosoftexperts.TheAOChelpsdeferthecostofthisprogram.
Accomplishment#6:TheBristolBoroughSchoolDistrictinconjunctionwiththeBristolBoroughLearningCenters’AcademicOversightCommittee(AOC)providesopportunitiesforacademicsupportandenrichment,inadditiontoenhancingtheartsandathleticprogramsforourstudents..
Accomplishment#7:TheWarren-SnyderElementarySchoolhasbeenrecognizedbyPDEasamodelPBISSchool.
Accomplishment#8:BristolHighSchooloffersmultiplecollegecoursesthroughdual-enrollmentprogramsattheBucksCountyCommunityCollege.
Accomplishment#9:BristolHighSchoolstudentsreceivecollegecreditsforchemistryandAmericanHistoryAPcoursesthroughtheBucksCountyCommunityCollege.
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DistrictConcerns
Concern#1:ThereisaneedtocontinuetoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
Concern#2:Thereisaneedtocontinueimprovethe"CommunityConnections"intheBristolBoroughSchoolDistrict.
Concern#3:ThereisaneedtocontinueimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
SystemicChallenge#3(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.
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AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
SystemicChallenge#5(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.
AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
SystemicChallenge#6(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
AlignedConcerns:
ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.
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Thereisaneedtoimprovethe"CommunityConnections"intheBristolBoroughSchoolDistrict.
ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.
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DistrictLevelPlan
ActionPlans
Goal#1:AcademicAchievement-(Challenged)
RelatedChallenges:
• 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 high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.
• 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 each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Indicators of Effectiveness:
Type: Annual
Data Source: Our data source will be DRA's, PSSA's, CDT's and Keystones.
Specific Targets: All schools including the district will make AYP.
Strategies:
Provide after school and summer school support and enrichment programs to improve academic achievement
Description:
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Providesupportforenrichmentbasedafterschoolprogramsinliteracy,thearts,STEM,careerexplorationandjobpreparedness.ProvideAcademicEnrichment,socialskillsdevelopmentandrecreation.ProvideCreditRecovery,supporttheBristolHighSchoolSummerGardenandGreenTechnologyProgram.
SAS Alignment: Materials & Resources, Safe and Supportive Schools
Addressing the needs of at-risk students by implementing a multi-tier system of support
Description:
Identifyat-riskstudentsbyanalyzingacademicandattendancedataquarterly.DevelopaTruancyEliminationPlanforstudentswhoarechronicallytruant.Developaninterventionplantomeetthesocialneedsofallstudents.Provideanopportunityforat-riskhighschoolstudentstocompletehighschoolgraduationrequirementsthroughEdgunityandBridges.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools
Implementation Steps:
After School Program
Description:
Providesupportforenrichmentbasedafterschoolprogramsinliteracy,thearts,STEM,careerexplorationandjobpreparedness.
Start Date: 9/1/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
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Identification of Students
Description:
Identifyat-riskstudentsbyanalyzingacademicandattendancedatamonthly.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Summer Camp – Grades K through 6
Description:
ProvideAcademicEnrichment,socialskillsdevelopmentandrecreation.
Start Date: 9/10/2018 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
Truancy Elimination Plan
Description:
ContinuetodevelopaTruancyEliminationPlanforstudentswhoarechronicallytruant
Start Date: 9/17/2016 End Date: 6/30/2023
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Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Summer Camp – Grades 7 through 12
Description:
ProvideCreditRecovery,supporttheBristolHighSchoolSummerGardenandGreenTechnologyProgram.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
Student Assistance Program (SAP)
Description:
Continuethedevelopaninterventionplantomeetthesocialneedsofthehighschoolstudents
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Addressing the needs of at-risk students by implementing a multi-tier system of support
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Teaching Diverse Learners including Mulit-tier System of Support
Description:
Continuethedevelopmentandimplementascheduletoprovidesmallgroupinstructionforstudentswhoareat-risk
Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Support At-risk Students through Alternative Programs
Description:
Provideanopportunityforat-riskhighschoolstudentstocompletehighschoolgraduationrequirementsthroughEdgunityandBridges.
Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Language and Literacy Acquisition including Gifted Professional Development
Description:
ProvideLanguageandLiteracyAcquisitionandGiftedProfessionalDevelopmentasavailable.
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Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Professional Education, Gifted Education
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Bristol Borough "All Our Children" - Challenged
Description:
ContinuetoworkandexpandcommunityoutreachthroughtheAOC.Utilizetheactionplandevelopmentalreadyestablishedthroughthe2018-2019CommunityConversationmeetings.
Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
• Addressing the needs of at-risk students by implementing a multi-tier system of support
AVID (Advancement Via Individual Determination)
Description:
AVID—AdvancementViaIndividualDetermination—fostersasafe,openculture,highexpectationsforteachersandstudents,andcollaborationinallclassrooms.StudentsuccessisguidedAVID’smission.Allthefunding,requirements,newtechnology,educatortrainings,andcurriculumaremeaninglessunlessstudentscanachievetheircollegeandcareergoals.Passionateteacherswithgenuinelyhighexpectationsarecreatinglifelongconnectionsandpositivelyimpactingthetrajectoryoftheirstudents’liveseverydaybecauseoftheAVIDEffect.
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AVIDprofessionallearningtransformsconceptualunderstandingsintousablestrategiesthatareintentional,purposeful,repeatable,andleadtostudentsuccess.AVIDbringseducatorstogethertolearnhowtoimplementengagingactivitiesintheirclassrooms,raisetheirlevelofcommitmenttostudentsuccessand,thus,producealearningenvironmentwhereallstudentsareequippedtotacklecomplexissues,problems,andinformation.
AVIDprofessionallearningistargetedandspecifictowhateducatorsdoeveryday.Teacherslearnhowtousethestrategiestheyexperienceandpracticeduringtrainingstoengagetheirstudentsindailyinstruction.Theyareabletobuildaclassroomculturewhererigorousacademicinstructioncombineswithsocialandemotionalsupporttoacceleratelearningandclosetheachievementgap.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• Provide after school and summer school support and enrichment programs to improve academic achievement
• Addressing the needs of at-risk students by implementing a multi-tier system of support
Goal#2:CommunityConnections-(Engaged)
Related Challenges:
• Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Indicators of Effectiveness:
Type: Annual
Data Source: Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.
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Specific Targets: Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District
Strategies:
Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.
Description:
EstablishaServiceLearningrequirementforallhighschoolstudents.Establishservicelearningprojectsbaseduponthemesincludingthearts,culture,history,STEM,socialservices,entrepreneurialskillsandcareerdevelopment.EstablishacommitteetomanageServiceLearningProgram.HighSchoolfacultywillreachouttothecommunitytoestablishconnectionsforservicelearning.Thiswillincludemeetingwithstudents.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools
Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District
Description:
EstablishaBristolBoroughSchoolDistrict“AdvisoryCouncil”comprisedofPTA/parents,civicorganizations,AdvisoryOversightCommittee,Rotaryandothercommunitypartners.Establishgoals,meetingdatesandcommunicationandmediaplans.Developaprocessforsharinginformation.Establishaschool-basedCommunityCenter.
SAS Alignment: Materials & Resources, Safe and Supportive Schools
Implementation Steps:
Service Learning Requirement
Description:
ContinuewiththedevelopmentofaServiceLearningrequirementforallhighschoolstudents.
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Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.
Establishment of Service Learning Projects
Description:
Continuetoexpandtheservicelearningprojectsbaseduponthemesincludingthearts,culture,history,STEM,socialservices,entrepreneurialskillsandcareerdevelopment.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.
Outreach and collaboration with community organizations/businesses.
Description:
Continuetoreachouttothecommunitytoestablishconnectionsforservicelearning.Thiswillincludemeetingwithstudents.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
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• Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.
Bristol Borough "All Our Children" Community Engagement
Description:
ContinuetoworkandexpandcommunityoutreachthroughtheAOC.Utilizetheactionplandevelopmentalreadyestablishedthroughthe2018-2019CommunityConversationmeetings.
Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District
Goal#3:StudentServices(Healthy,Safe&Supported)
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 high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.
• 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.
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• Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Indicators of Effectiveness:
Type: Annual
Data Source: College and Career Pathways Support and Implement School-wide Positive Behavior Interventions and Support
Specific Targets: Establish a core team at the elementary/middle school levels – provide training and develop program, Implement SWPBIS at Snyder-Girotti Elementary/Middle School, Change focus of graduation project from academic to college and career emphasis
Strategies:
College and Career Pathways Support
Description:
ContinuetodevelopandimplementthePathwayProgramsforCollegeandCareerAwarenessinconjunctionwiththerequiredPDEK-12CounselingPlan.Researchpathwayprogramsinotherdistrictsandexplorebusiness/communityconnections.ContinuetoprovideNavianceProgramtrainingtoallnecessarystaff.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools
Continue with School-wide Positive Behavior Interventions and Support
Description:
ContinuewithSchool-widePositiveBehaviorInterventionsandSupportinK-6grades.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools
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Implementation Steps:
Research Pathway Programs
Description:
Researchpathwayprogramsinotherdistrictsandexplorebusiness/communityconnections
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• College and Career Pathways Support
Naviance Training
Description:
ContinuetoprovideNavianceProgramtrainingtoallnecessarystaff.
Start Date: 9/4/2017 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• College and Career Pathways Support
Bristol Borough "All Our Children" - Healthy, Safe & Supported
Description:
ContinuetoworkandexpandcommunityoutreachthroughtheAOC.Utilizetheactionplandevelopmentalreadyestablishedthroughthe2018-2019CommunityConversationmeetings.
Start Date: 9/3/2018 End Date: 6/30/2023
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Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
• College and Career Pathways Support • Continue with School-wide Positive Behavior Interventions and Support
Continue with the implementation of PBIS
Description:
ContinuewiththeimplementationofPBISthroughtheK-6levels.
Start Date: 9/3/2018 End Date: 6/30/2023
Program Area(s): Student Services
Supported Strategies:
• Continue with School-wide Positive Behavior Interventions and Support
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DistrictLevelAffirmations
WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.
WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.
Nosignaturehasbeenprovided
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
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SpecialEducationAffirmations
WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).
AffirmedbyNunzioDeMarchison4/29/2019
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BoardPresident
AffirmedbyThomasShafferon4/29/2019
Superintendent/ChiefExecutiveOfficer