bristol township school district comprehensive plan

Bristol Township School District

Comprehensive Plan

District Level Plan

July 1, 2017 – June 30, 2020

Dr. Melanie Gehrens, Superintendent

Angela Nober, School Board President

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District Profile

Demographics

6401 Mill Creek Rd Levittown, PA 19057 (215)943-3200 Superintendent: Dr. Melanie Gehrens Director of Special Education: Lou deFonteny

Planning Process Prior to the July 1, 2017-2020 School Year, the Bristol Township School District was notified that the

Strategic Planning process would be replaced by the Comprehensive Planning (CP) Process. Our

district secured the services of Ms. JoAnn Perotti, Director of Strategic Services to facilitate us

through the process.

With a focus on creating a District Level Plan that satisfied state mandates and requirements and

contained a collection of action plans designed to implement research based strategies for the

purpose of meeting district identified goals, we established and implemented the following timeline:

Timeline: Bristol Township School District Comprehensive Plan

As a Phase 2 District, Bristol Township School District will be submitting their Comprehensive Plan

to PDE on November 30, 2016.

November 10, 2015– Information/Reflection session with Administration.

November – January 2016– District collects data, needs assessment as per comprehensive plan.

January– June 2016 Action Plans Developed.

January 11, 2016– Presentation to School Board Members.

February 24, 2016 -Steering Committee Session to Develop Goal/Strategy Areas.

March 2016 -Special Education Plan Presentation to School Board Members

April 2016 - Special Education Plan approved by Board

May 1, 2016 - Special Education Plan due to PDE

June 2016- Plans Finalized.

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Summer 2016 - Comprehensive Plan inputted into PDE Web Tool.

September- October 2016–Comprehensive Plan on display for 28 days for public review.

November 2016–Comprehensive Plan Approved by Bristol Twp. School Board.

November 30, 2016– Comprehensive Plan submitted electronically to PDE.

Mission Statement

The Mission of the Bristol Township School District

Bristol Township School District will prepare and empower our students to be productive,

competitive members in an ever-changing global society.

Every Student, Every Day

Vision Statement

We are committed to the following vision:

Operate and develop school policies and practices in the best interests of our students’ learning and

personal growth;

Communicate high expectations for all of our students' academic success.

Promote, recognize and celebrate individual and collective efforts and achievement;

Work collaboratively to continuously improve our academic and student support programs;

Nurture a diverse community of students and staff who treat each other with mutual respect,

consideration, and acceptance;

Encourage and support parent and community participation in our school and district improvement

efforts;

Provide meaningful curriculum and learning experiences that will engage even the most reluctant of

our learners;

Conduct ourselves in ways that contribute to physically and emotionally safe learning environments;

Guide our students in accepting responsibility for their learning, decisions, and actions;

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Deliver disciplinary practices that maintain dignity and respect, and teach and support acceptable

behavior;

Encourage and support each student in participating in the highest levels of our curricular and co-

curricular programs;

Attend at all times to the academic progress of each and every student, and address their unique

learning needs and challenges; and

Provide each student with the information, assistance, and support to develop appropriate

educational and career goals.

Shared Values

We believe all students can learn and achieve at high levels.

We believe understanding and respecting diversity strengthens our educational community.

We believe a safe and healthy learning environment is essential for student success.

We believe in providing high-quality and standards-based instruction for all students.

We believe an effective partnership with families, staff and our community will improve

opportunities for student success.

We believe students can be empowered to become life-long learners and effective members of

society.

We believe all successes should be acknowledged and celebrated.

Educational Community

Bristol Township School District is an urban suburban school district which and is one of six districts

located in the lower end of Bucks County, the township encompasses a total area of 17.2 miles, and is

approximately, twenty-eight miles from Doylestown, Pennsylvania which is the county seat. The

township is made up of twenty-one neighborhoods. The township is in close proximity

to Philadelphia and New Jersey where families and the district staff are able to access various arts,

academic, and sporting events.

There are three elementary schools, two middle schools, and a high school serving the community.

Bristol Township also offers recreational activities, sporting programs such as little league baseball

and football which create communities where families and friends gather frequently for

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events. Families in the township are able to select from a wide range of experiences for their

children to participate in year round which allows them to continue to build a strong community

where parents hold the best regard for their children's future.

The Bristol Township School District is working diligently to significantly enhance the rigor and

relevance’s of its academic programs and raise performance expectations of all students. The

standardization of materials and a more systemic approach to learning has been instrumental in

students' academic success and observed in a recent increase in scores in the district. Students are

realizing the importance of their education which has also had an impact on learning.

During this Comprehensive Planning Process, board members, district administrators, teachers,

parents, and concerned community members have worked together to effect the needed operational

and academic changes that will maintain the upward spiral of achievement. The district's new focus

on accountability at all levels, and operational attention to our mission and belief statements will

assist us as we continue to serve Every Student, Every Day.

Planning Committee Name Role

JoAnn Allison Administrator : Professional Education Special

Education

Michele Anderson Administrator : Professional Education

Kevin Boles Administrator : Professional Education

Lyndell Davis Administrator : Professional Education

Lou deFonteny Administrator : Professional Education Special

Education

Administrator : Professional Education

Dr. Melanie Gehrens Administrator : Professional Education Special

Education

Theresa Giardine Administrator : Professional Education

Shannon McMahon Administrator : Professional Education Special

Education

Catherine Newsham Administrator : Special Education

Robert Pfau Administrator : Professional Education

Karen Snedeker Administrator : Professional Education

Gerald Bachman Board Member : Professional Education

James Baker Board Member : Professional Education

Fred Black Board Member : Professional Education

Shane Bowen Board Member : Professional Education

Helen Cini Board Member : Professional Education

Amanda Geist Board Member : Professional Education

Stacey Gerlach Board Member : Professional Education

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Constance Moore Board Member : Professional Education

Angela Nober Board Member : Professional Education

Leza Raffel Business Representative : Professional

Education

Tim Rice Business Representative : Professional

Education

Alice Tardino Business Representative : Professional

Education

Barbara Bill Community Representative : Professional

Education

Linda Wolfson Community Representative : Professional

Education

Leslie Rothberg Ed Specialist - Home and School Visitor :

Professional Education

Suzanne Skinner Ed Specialist - Home and School Visitor :


Jill Negro Ed Specialist - Instructional Technology :


Beth Teitelman Ed Specialist - Other : Professional Education

Steve Pierce Ed Specialist - School Counselor : Professional

Education

Patricia Dougherty Elementary School Teacher - Regular Education :


Kathleen Heffle Elementary School Teacher - Regular Education :


Erin Krusen Elementary School Teacher - Regular Education :


Bonnie O'Hare Elementary School Teacher - Regular Education :


Andrew Troutman Elementary School Teacher - Regular Education :

Special Education

Luann Bender Elementary School Teacher - Special Education :

Special Education

Kathy Watkins Elementary School Teacher - Special Education :


JoAnn Perotti External Facilitator - BCIU #22 Director of

Strategic Services : Professional Education

Special Education

Dawn Rein High School Librarian : Professional Education

Keith Flynn High School Teacher - Regular Education :


Richard Schafer High School Teacher - Regular Education :

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Mae Fernandez High School Teacher - Special Education :


Bernadette Barone Instructional Coach/Mentor Librarian :


Dawn Martesi Instructional Coach/Mentor Librarian :


Michelle Miller Instructional Support Teacher : Professional

Education

Joseph Marlow Middle School Teacher - Regular Education :


Ellen Wisnosky Middle School Teacher - Regular Education :


Linda Carmona-Bell Parent : Professional Education Special

Education

Kelly Chew Parent : Professional Education

Micah Freeman Parent : Professional Education

Samantha Haines Student : Professional Education

Elizabeth McGoldrick Student : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Non Existent Non Existent

Geography Accomplished Accomplished

Health, Safety and Physical Education Developing Developing

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade


English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

Family and Consumer Science is not a PDE standard per requirement at this level.

Elementary Education-Intermediate Level



Career Education and Work Developing Developing



PA Core Standards: Literacy in History/Social Studies, Accomplished Accomplished

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Science and Technical Subjects


Economics Developing Developing


Family and Consumer Sciences Accomplished Accomplished


Health, Safety and Physical Education Developing Developing










We are working on a set curriculum for Career Education and Work at this level.

Middle Level



Career Education and Work Accomplished Accomplished






Economics Accomplished Accomplished




Health, Safety and Physical Education Accomplished Accomplished









World Language Accomplished Accomplished

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N/A

High School Level



Career Education and Work Developing Developing


PA Core Standards: English Language Arts Developing Developing



PA Core Standards: Mathematics Developing Developing

Economics Accomplished Accomplished




Health, Safety and Physical Education Accomplished Accomplished








School Climate Developing Developing

World Language Accomplished Accomplished


N/A

Adaptations


Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography History Science and Technology and Engineering Education

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Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography History Science and Technology and Engineering Education

Middle Level

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical

Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Health, Safety and Physical Education History Science and Technology and Engineering Education

High School Level

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Health, Safety and Physical Education History Science and Technology and Engineering Education

Explanation for any standards checked:

We have aligned the Language Arts and Mathematics to the PA Common Core. We have increased our Project Lead the Way STEM offerings. Our elementary science, geography, and social studies programs are aligned to PA standards. The middle school and high school has revised the social studies curriculum. The Health curriculum has been revised at the high school and is in transition at the middle school.

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Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Accomplished

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Accomplished

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Accomplished

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Accomplished

Processes used to ensure Accomplishment:

Professional development provided by the BCIU. Literacy coaches are supporting teachers in the classrooms. Principals are observing and using walkthroughs to ensure implementation.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

N/A




Accomplished


Accomplished


Accomplished


Accomplished


Professional development provided by the BCIU the PA Writing and Literacy Project and the American Reading Company. Literacy coaches are supporting teachers in the classrooms. Principals are observing and using walkthroughs to ensure implementation.


N/A

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Middle Level



Accomplished


Accomplished


Accomplished


Accomplished


Meetings took place to establish content, materials and activities, and instructional time.


N/A

High School Level



Developing


Developing


Developing


Developing


Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are being fully developed.


N/A

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Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Through differentiated instruction, the standard overlay for ESL instruction, co-teaching, tiered instruction, specialized programs such as Read 180, System 44, ALEKS, Wilson Reading, and necessary materials and resources, we meet the needs of all students. There are specialized programs to address the needs of our students with mental and physical challenges.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations Peer evaluation/coaching Instructional Coaching

Regular Lesson Plan Review Administrators Building Supervisors Instructional Coaches

Provide brief explanation of LEA's process for incorporating selected strategies.

Principals are expected to observe all staff. Weekly and monthly walkthroughs are conducted. Common observation tools are used (PAETEP) aligned to the State Teacher Effectiveness tools. Literacy coaching is used in all K-2 classrooms and targeted classrooms 3-5. Peer and Literacy coaching is used in Grades 7- 8 and peer coaching is being implemented at the high school within some classrooms. Lesson plans are reviewed at the building and district level.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The district does not have Department Supervisors at this time. The Instructional Coaches are prohibited from reviewing lesson plans as per CBA. It is not part of the administrative structure.

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Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

Flexible instructional time or other schedule-related practices are used to meet student needs.

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Full Implementation

If necessary, provide further explanation. (Required explanation if column selected was

This narrative is empty.




Implementation


Full Implementation


Implementation


Full Implementation



Middle Level



Implementation


Full Implementation


Implementation


Full Implementation

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High School Level



Implementation


Full Implementation


Implementation


Full Implementation



Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. We only hire highly qualified teachers to meet the learning needs of students who are below proficiency or are at risk of not graduating.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20

Total Courses 26.00 26.00 26.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 3.00 3.00 3.00

Science 4.00 4.00 4.00

Physical Education 1.50 1.50 1.50

Health 0.50 0.50 0.50

Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 6.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

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Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:

Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in § 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in § 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in § 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

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the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated; the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X

Civics and Government X X

PA Core Standards: English Language Arts

X X X X


X X X X

PA Core Standards: Mathematics X X X X

Economics X

Environment and Ecology X X X X

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education

X

History X X X

Science and Technology and Engineering Education

X X X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X X

Keystone X X

AP Exams X

Course Final Exams X

WIDA X X X X

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Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

GRADE X X

DIBELS X X

LinkIt X X X

Course Quarterlies X X

Math Quarterlies X

Progress Monitoring Tools X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Running Records X X

DIBELS/Progress Monitoring X X

Coaching and Conferencing X X X

Ongoing active engagement strategies X X X X

Profiles X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT X X X

LinkIt X X X

DIBELS X X

Universal Screening Tools - AIMES Web, MAZES X X X

W-APT X X X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review

Instructional Coach Review X X X

Teacher Peer Review X

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Provide brief explanation of your process for reviewing assessments.

Our process is to collect data at the building level. These data are sent to central office administration.

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.


Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

School Data Dashboards (an Excel spreadsheet of specific student data) are used for each

building and shared with teachers and administrators. Data from the Emetrics and PVAAS

websites are shared with the building administrators and are part of data discussions.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

Data is used to place students in tiered instruction. Teachers analyze to inform instruction

within their classrooms. At the secondary level the CDT is used to assist in informing

instruction in state proficiency areas.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X X X X

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Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

BTSD has a K-8 RtII process that incorporates assessment results, PA assessment anchors and eligible content and learning objectives. Students identified through this process are given specialized instruction.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

Reports are sent home with report cards and included in parent teacher conferences. There is District newsletter.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

The District believes the methods used are adequate.

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Safe and Supportive Schools

Assisting Struggling Schools Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher. If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement. We provide Multi-Tiered System of Supports (MTSS), Student Assistance Programs K-12 (SAP), English Language Learning classes in each building, professional development in areas of demonstrated need, and targeted classroom coaching. Elementary Counselors use the Second Step Program to teach prosocial skills to elementary students. Members from each building participated in the Mental Health Training and several members throughout the district are trained in Nonviolent Crisis Intervention Prevention Strategies. The Safe Schools Report is submitted each year and the results are viewed by District Administration and goals for the next coming year are discussed. Providing space to behavioral health agencies so members of our community can readily access their services. A partnership with the YMCA allows 21st Century Programs to exist in three elementary and all secondary schools. VITA has an English Language program in the district that allows community members to learn English.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:

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We will have recently started a Peer Tutoring Program at the high school.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

Gifted Services are listed and described on the district’s website. When a parent expresses

to staff that he/she thinks their child may be gifted or if he/she requests an evaluation, an

education team meeting is convened to give the parent a forum to discuss their concerns.

During those meetings parents are informed about Chapter 16, the State Regulations

governing Gifted Services, eligibility for gifted services and how gifted services are provided

in the district.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

The district is implementing a “child find” process beginning in September 2016, to implement the following procedures: The Psychologist, Instructional Support Teacher and Supervisor of Special Education will meet following the times when Universal Screenings are conducted to review the findings. The top 3% of each grade will be selected based on their scores from Universal Screenings. The general education teachers for those 3% will provide grades and information on academic functioning. Based on this information the team will determine selection of students that will be administered the Naglieri NonVerbal Intelligence Screening Test (NNAT2), which can be administered in a group setting. The psychologists will administer the NNAT2 Screening Test to the group of students selected from the child find process. Following the group testing the education team will convene to review the results of the screening and the academic and behavioral information provided by the teacher.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

The School Psychologist completes cognitive and achievement assessments and a classroom

observation of the student. The teacher completes the Renzulli Scale of Gifted

Characteristics and provides information on the student’s academic and behavioral

functioning. The student must score proficient or advanced on the formative assessments

and the Pennsylvania State Standardized Assessments, be identified as having at least 8 of

the characteristics on the Renzulli Scale, and achieve a Full Scale IQ or General Ability Index

of 128, which is the 97 percentile on the WISC-V to be determined eligible for Gifted

Services. Following the evaluation the education team will meet to discuss multiple criteria

across environments and determine whether the student needs specially designed

instruction to address the areas in which the student is “precocious.”

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Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

In the elementary schools gifted services are provided during pull-out sessions each week. The “prep” sessions provide enrichment and acceleration during the humanities based instruction but also provide enrichment and acceleration work for students who are precocious in math and science. The teachers of the gifted work collaboratively with the general education teachers to provide information and resources on how to enrich and accelerate the general education curriculum. The secondary schools provide acceleration and enrichment in a double period of humanities by highly qualified instructors. Secondary schools are able to place students in honors and AP classes to provide enrichment and acceleration for students in their identified areas of precociousness. The teachers of the gifted work consultatively with the highly qualified content area teachers to develop ideas and resources to enhance the grade level curriculum so that enrichment and acceleration can be provided.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X

Career Development/Planning X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

Universal screenings for health, academics, behavior, and attendance are done annually. LinkIt, PSSA, and Keystone data is reviewed annually to assist with academic placements. Data is reviewed and students are recommended to outside and inside programs that meet their individual needs. Our counselors meet with students to develop individual student plans.

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Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

Universal screenings for health, academics, behavior, and attendance are done annually. Students identified as at risk are referred to counselors or instructional support teams based on a review of the data collected behavioral academic, and/or counseling interventions are developed. These interventions included but are not limited to tiered interventions for academics, behavioral or social skills groups with the school counselor, referral to the students' assistance program and/or referral for special education evaluations.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

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System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:

We have two Home and School Visitors and three Social Workers that assist with home and family communication and assist with referrals to Community agencies. The district provides educational opportunities for parents and programs that include support for those in need.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Connect-Ed Phone calls in critical situations (Shout-Point)

X X X X

During kindergarten registration X

Athletic and mandated Physicals X X X X

During Dental Screening X X X X

27

Frequency of Communication

Elementary Education - Primary Level

Yearly

Elementary Education - Intermediate Level

Yearly

Middle Level

Yearly

High School Level

Yearly

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. The collaboration between classroom teachers and individuals providing interventions

regarding differing student needs and academic progress occurs during the following:

Instructional Support Team meetings

Guidance Support Team meetings

Student Assistance Programs

Team meetings at the middle school

Grade level meetings at the elementary school

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

Lower Bucks County has developed a team of interested individuals that have attended training workshops and have developed a plan for continued involvement in these programs.

28

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

4. The district partners with the Bucks County IU # 22 to provide EI services and we work collaboratively to transition school age eligible children into appropriate services.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Accomplished

A robust supply of high quality aligned instructional materials and resources available

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Accomplished

Provide explanation for processes used to ensure Accomplishment.

District and administrators review lesson plans. Coaches have assisted with lesson planning based on data and developmental scope and sequences.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

N/A

29




Accomplished


Accomplished



Accomplished


District and administrators review lesson plans. Coaches have assisted with lesson planning based on data and developmental scope and sequences.


N/A

Middle Level



Accomplished


Accomplished



Accomplished


Administrators collect and review lesson plans weekly. The Supervisor of Curriculum is working with the Department Chairs to align the curriculum and budget for resources.


N/A

High School Level



Accomplished

A robust supply of high quality aligned instructional materials and Accomplished

30

resources available



Accomplished


Administrators collect and review lesson plans weekly. The Supervisor of Curriculum is working with the Department Chairs to align the curriculum and budget for resources.


N/A

SAS Incorporation


Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology Implemented in

31

50% or more of district

classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade

Implemented in less than 50% of

district classrooms

English Language Proficiency Full

Implementation

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

32

The early childhood programs are just coming onboard with the SAS website.


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms



district classrooms

Geography


district classrooms



district classrooms

33

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

English Language Proficiency


district classrooms



district classrooms

School Climate


district classrooms


N/A

Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government Implemented in 50% or more of

district

34

classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students Implemented in 50% or more of

35

district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


N/A

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics Implemented in

36

50% or more of district

classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

37

World Language


district classrooms


N/A


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

X X X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X X X

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X X X

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

38

Provide brief explanation of your process for ensuring these selected characteristics.

We are working with the Bucks County IU to provide meaningful, strategic workshops for our administrators. Through KtO workshops and the development of benchmark assessments we are addressing the needs of the classroom teachers. We are utilizing peer, instructional, and leadership coaching throughout the district. We offer opportunities for teachers to attend self-selected workshops and interventions. We have included six ½ days for building specific professional development.


All strategies were selected.

Educator Discipline Act 126, 71

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:

10/08/2012 Initial training was conducted, training will continue.

The LEA plans to conduct the required training on approximately:

10/10/2016 Training will be continued on an in-service day for those who have not completed the initial training.

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA has conducted the training on:

8/28/2012 Initial training was conducted, training will continue.

The LEA plans to conduct the training on approximately:

10/10/2016 Training will be continued on an in-service day for those who have not completed the initial training.

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

This section was not answered.

Strategies Ensuring Fidelity

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Using disaggregated student data to determine educators’ learning priorities.

39

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).

Professional Education is evaluated to show its impact on teaching practices and

student learning.


An assessment was completed by community, staff and administrators to identify the professional development needs of the district to address literacy from birth to grade twelve. Workshops were designed to address those needs. The district administrators are continuing to monitor the success and adjust continuing needs for professional development.


N/A

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

40

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.


There is a four-day workshop before the beginning of the school year to provide the

opportunity to address the topics listed above. There are also workshops provided

throughout the school. New teachers are assigned a mentor.

Provide brief explanation for strategies not selected and how you plan to address their

incorporation.

N/A

Needs of Inductees

Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

41

Inductee survey (local, intermediate units and national level).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).


We meet with the teachers regularly to review the above.

Provide a brief explanation for strategies not selected and your plan to address their

incorporation.

N/A

Mentor Characteristics

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).


We meet with principals to select mentor teachers with the characteristics listed above.

42

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.

It is not always possible to have compatible schedules, but we do try our best to address this.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X

Assessments X X

Best Instructional Practices X X X

Safe and Supportive Schools X

Standards X

Curriculum X X

Instruction X X

Accommodations and Adaptations for diverse learners

X X

Data informed decision making X X

Materials and Resources for Instruction X X X

If necessary, provide further explanation.

N/A

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

We ask the inductees to evaluate the program and offer suggestions for improvement if needed. We monitor and adjust according to new state initiatives, current research, changed policies and procedures. Administrators assist with monitoring by giving us feedback and recommendations for changes. The completion of a specific number of hours and activities is monitored by the supervisors of curriculum and instruction.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

43

School/LEA maintains accurate records of program completion and provides a

certificate or statement of completion to each inductee who has completed the

program.

LEA administrator receives, tallies, and archives all LEA mentor records.

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Special Education

Special Education Students

Total students identified: 1301

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

The Bristol Township School District recognizes its obligation toward Child Find

and has developed a comprehensive process to assist in the early identification of

students with disabilities. In addition to Child Find notices being published in the

local newspaper, on the district website, on the district television channel, and the

district's "Parent Handbook", the district provides each professional staff member

with an hour of in-service training relative to special education law, Child Find

processes, and district procedures regarding the identification of students with

disabilities.

To assist in identifying students with Learning Disabilities, the district employs an

MTSS process in grades K to 8 to assist in the screening and early intervention of

struggling learners. This process includes universal screening of all students'

academic performances including the review of summative data (for example:

PSSA, PASA. student report cards), formative data (for example: Link IT and CDT),

and benchmark data (for example: Inventory of Reading and Language

Assessment, DIBELS, AimsWeb probes, Fuchs and Fuchs probes). Leadership teams

in each of the district's schools review this data quarterly to make informed

decisions regarding interventions for struggling learners. Students identified as

needing intervention may receive instruction in the areas of phonics, phonemic

awareness, fluency, vocabulary development, reading comprehension, math

44

computation, and math application, for a period of 8 to 12 weeks. The leadership

team reconvenes to review each child's progress throughout the course of the

intervention. Based on the student's progress, the team makes a determination

regarding the continuation of MTSS (Multi-Tiered Systems of Support), the

student's return to the "Benchmark" group, or requests a Multi-Disciplinary

Evaluation.

Once a student is referred for a Multi-Disciplinary Team Evaluation, the district

completes a comprehensive psycho-educational evaluation. This evaluation is

based on the discrepancy model, but MTSS data is reviewed and included in the

evaluation. In considering both sets of data, the team can make informed decisions

regarding patterns of strengths and needs, determine how the student is

performing relative to his/her peers and which instruction strategies were most

effective. The end result is a comprehensive evaluation which provides the team

with the best opportunity to assist the student in making meaningful educational

progress.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports

Disability categories that are disproportionate with state data:

Emotional Disturbance

Multiple Disabilities

Other Health Impairment

Intellectual Disability

The families of Bristol Township School District are at risk for added stressors due to

social-economic needs and higher poverty rates as compared to the state average. As a

district our School Based Guidance Counselors and Social Workers guide families in how to

seek supports and resources within the community while also connecting them to our

School Based Mental Health services housed within several school buildings. As a result,

the district will continue to provide these supports to those students with Emotional

Disturbance and Other Health Impairments.

The Guidance Counselors and Social Workers at Armstrong Middle School are working in

http://penndata.hbg.psu.edu/BSEReports

45

collaboration with the YMCA staff under their 21st Century Community Learning Centers

Grant to support at-risk students. The staff is in the process of identifying students under

MTSS in need of Tier II interventions as a progression of the district’s commitment to

MTSS Tier I School-Wide Interventions in the 2015/16 school year. The Armstrong staff

will provide training in a pro-social social skills curriculum, Skillstreaming for Adolescents,

which also addresses deficits in executive functioning. The district staff will develop

groups to receive the social skills instruction during the day and the YMCA staff will run

groups during their after school program. Sustainability will be insured by expanding this

social skills instruction to the elementary and high school. A "Train the Trainer" model

will be used to develop trained personnel to implement these strategies.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

There are no educational facilities for non-resident students within the boundaries

of Bristol Township School District. In the event that such a facility did exist, the

District would serve as LEA for these students.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The School District works in concert with I.U. #22, which monitors the incarceration

of students and provides appropriate educational programming. The district will

communicate with the I.U. as they are providing instruction to students that are

incarcerated to report on student progress and to conduct evaluations if there is a

need.

The District provides office space at Harry S Truman High School for the probation

officers who service the lower part of Bucks County. Our special education

supervisors consult regularly with the probation officers to keep the district

informed on district students that are assigned to or released from court appointed

placements. On-going collaboration continues while the students remain on

46

probation after returning home. A special education secretary employed by the

District maintains student records including all special education documents, and

enters pertinent information into the student information system. A supervisor

from the District is designated to serve as LEA Representative for incarcerated

students.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

Bristol Township School District has intensified its commitment to educate students

with disabilities in the least restrictive environment. Since July, 2007, the district

has continuously improved LRE statistics reported in the annual Special Education

Data Report. Since July, 2007 the district has increased the number of students

included in the general education environment for greater than 80% of the day.

While the district did not meet the SPP Targets for students included less than 40%

and students placed in other settings, the overall trend is improving. These

improvements can be attributed to the ongoing development of district programs to

support students in the low incidence populations, with an emphasis on including

these students in the general education environment to the maximum extent

appropriate.

When a student is newly identified through a comprehensive multidisciplinary

evaluation, the first consideration for services is within the least restrictive

47

environment with supplementary aids and services as detailed in the student's

Individual Education Program (IEP). The IEP team reviews the student's progress

on regular intervals throughout the school year. If the student is not making

sufficient progress, the team will review and modify the supplementary aids and

services and revise the student's IEP as needed. If the student continues to

demonstrate a lack of sufficient progress after revisions to their IEP, the team will

discuss if a more restrictive environment appropriately addresses the student's

needs. The district takes every measure to ensure that a change in placement

constitutes a Free and Appropriate Public Education for each student. If the team is

in agreement that a student may need more intensive support to meet his/her

educational needs, a re-evaluation is conducted to ensure every possible measure

has been taken to support that student in the least restrictive environment. A

Supplemental Aids and Services Toolkit may be employed to thoroughly examine

how the district can best address the student's strengths and needs in the least

restrictive environment. The information gathered through the evaluation process

or in the process of completing the Toolkit will be used to develop or expand

specially designed instruction that will support the student in whatever educational

setting the IEP Team deems appropriate to support strengths and address deficit

areas.

The district was awarded the Keystones to Opportunities Grant, which provides

professional development for general and special education teachers together in

Kindergarten through Second Grade, eliminating the lines and divisions between

general and special education. Teams of teachers received group instruction as well

as on-site coaching in the classrooms in an effort to improve teacher effectiveness

and student outcomes. General and special education teachers were supported in

the development of co-teaching practices and differentiation of instruction.

Bristol Township is recognized as the first district in Bucks County that made the

commitment to implement School-Wide Positive Behavior Support (SWPBS) in

every school in the district over the span of one and a half years. Bucks County IU

Program and Training Specialists and Technical Support staff trained and supported

the district administration and representatives from each building in rolling out

behavior support programs in every building. With the SWPBS initiative teachers

were trained in implementing positive classroom management strategies that

created environments more conducive to including students with emotional

disturbance, other health impairment and autism. The district utilizes a Bucks

County IU Behavior Analyst to conduct Functional Behavior Assessments and train

48

staff in effective implementation of behavioral strategies and supports. The district

has integrated support services such as School Social Workers, Guidance

Counselors, Teaching Assistants, Inclusion Specialists and Personal Care Assistants

to support students and families in inclusion in the general education environment.

In the event that a student is placed in another public facility, approved private

school or alternative education program, a LEA Representative participates in each

of the student's IEP Team Meetings. At each meeting the LEA Representative will

initiate the consideration for returning the student to a less restrictive environment

with the supports and services required to ensure progress.

Behavior Support Services

Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

The district has established behavior support services, which strive to support individuals

with disabilities in the least restrictive environment. Positive behavioral support plans and

supplemental aids and services are implemented to assist students who demonstrated

undesired behaviors in the general education setting. The district emphasizes the use of

positive rather than negative behavior techniques to ensure that students are free from

demeaning treatment and unreasonable use of restraints to foster student engagement.

The district has also established a policy to address the discipline of students with

disabilities. Within this policy, the district clearly denotes the length of time that

suspensions may occur, the provision of services during disciplinary exclusions that may

last more than 10 consecutive days or 15 cumulative days, and the need for interim

alternative educational settings for offenses that will last up to forty-five days due to

significant disciplinary infractions. Furthermore, this policy denotes the individual's right to

an informal hearing and manifestation determination, if so warranted, as well as the

parent/guardian's right to an appeal. The district, with support from PaTTAN and the

Bucks County Intermediate Unit has joined the Pennsylvania Positive Behavior Support

Network. As such, the district leadership team dedicated to the SWPBS program meets

monthly to review building level behavioral data. Building level teams also generate a

standard set of behavioral expectations for their buildings, along with a matrix to explain

these expectations, and a system to reward the student’s progress toward achieving

49

building level goals.

In meeting the needs of the whole child, Bristol Township School District has established

relationships with School Based Behavioral Health Services (Delaware Valley Children’s

Center and Family Services). By providing space for these agencies in several of our school

buildings, agencies are able to have access to the child during the school day. This allows

families to connect with needed services within both the school and home communities.

Each school building has a Student Assistance Program (SAP) that supports families in

finding community supports for students in need.

Bristol Township School District made a district-wide commitment for the 2015/16 school

year to implement MTSS Tier 1 behavioral interventions in every building. The two middle

schools, Armstrong and FDR are preparing to move forward with implementation of MTSS

Tier 2 interventions. Guidance counselors and social workers are being trained in a social

skills curriculum called, "Skillstreaming for Adolescents." Counselors and social workers are

identifying at-risk students in need of MTSS tier 2 interventions and forming small groups

to receive social skills instruction. The ultimate plan is to invite parents to be trained in the

curriculum for follow through at home and to provide support for parenting skills.

Throughout the year, the district offers training to individuals in Non-Violent Crisis

Prevention and Intervention. These individuals are asked to participate as part of the

buildings support team and may be called upon to de-escalate and respond to behaviors

that may require immediate intervention.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

A wide variety of resources and facilities are located within reasonable travel

distances from our boundaries. If a student is not making reasonable progress, an

IEP team meeting is convened to discuss behavioral and academic progress. The IEP

50

team may make a recommendation if more intensive supports and services are

needed. Student's needs and environments are considered before making a

determination. The district provides a continuum of services for students from

Kindergarten through 12th grade. The district has programs for students who need

Autistic, Emotional, Learning and Life Skills support from Kindergarten through

12th grade. Unique to this district are fully equipped sensory rooms to support low

incident populations. Students preparing for post-secondary transition are given

opportunities to work through the student worker program as well as with the

district/student run E3 Cafe. Project Lead the Way supports accelerated instruction

at the secondary level in the area of science and engineering.

If appropriate programming is not available at the regular school level, the District

will first consider a temporary placement in our own alternative program (BTAP)

where students are given the opportunity to refocus and receive special supports

from a full time counselor and a school psychologist. In other cases, a school team

may refer a student to the Bucks County Intermediate Unit, approved private

schools, and/or other alternative programs in the area. On very rare occasions, a

child may be placed on instruction-in-the-home until a less restrictive program is

found. School counselors, school social workers, and home and school visitors,

employed by the District collaborate with other agencies to assist administrators in

matching students with appropriate school placements and work with families to

help provide smooth transitions. Community partnerships have been developed and

are maintained with a variety of agencies such as, Neighborhood First, the K & S

agency for truancy reduction, Bucks County Children and Youth, NOVA, and other

mental health groups that provide partial hospitalization, inpatient, wrap-around

services, and family-based services. The district also permits Family Services and

Delaware Valley Children’s Center to use district office space, free of charge, to

provide mental and behavioral health services to students and their families. This

ongoing collaboration serves to supplement school-based services and provides an

added layer of support to students while in outside placements.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The School District of Bristol Township is renowned for its emphasis on supporting special

education students and families as the first priority and consideration in making

educational decisions. LEA Representatives facilitate and empower parents as equal

51

members of the IEP team, as most knowledgeable about and the first teachers of their

children. Parents are supported with extensive discussions, provision of information, and

resources to become educated and comfortable with decisions about their children's

education. Parents are offered Procedural Safeguards and versed in their rights and

protections under IDEA federal law and Chapter 14 provisions. At the end of the IEP

meeting, parents are offered instructions to complete a district electronic survey to report

on the satisfaction of the experience. District social workers and guidance counselors are

trained and supported in providing extensive support services, resources and networking

information to families.

Bristol Township School District places a priority on developing ongoing collaboration with

parents as highly valued members of the IEP Teams. Ongoing training is provided to

parents, one family at a time, one IEP at a time, as we invite parents to join us in the work of

educating our children. Parents have been invited to participate with staff in district

professional development opportunities.

The district is committed to the goal of creating special education programs based on sound,

consistent data collection. All students in the district are assessed using an electronic

system that measures progress based on nationally standardized measures and provides

individualized analysis of students' strengths and deficit areas to guide instruction. Since

students with disabilities are included in the general education environment and taught the

grade level curriculum, they are also included in these assessments and in the adaptations

made to support appropriate instruction.

Bristol Township School District made a district-wide commitment to implementing MTSS

Tier 1 Behavioral Interventions for the 2015/16 school year. The two middle schools

committed to initiatives to implement MTSS tier 2 strategies. Groundwork is being laid and

training begun for staff to form groups for social skills instruction using the Skillstreaming

for Adolescents Prosocial Curriculum. Guidance counselors and social workers help identify

at-risk students to utilized MTSS tier 2 small group interventions. Ultimately, there is a plan

to invite parents to be trained in the Skillstreaming curriculum to ensure follow through at

home and to provide support in parenting skills.

Comprehensive assessment and data collection takes place at the beginning of each school

year, mid-year and at the end of the school year. The data is analyzed and interpreted; not

only to drive individual instruction for each student, but also to guide decisions concerning

curriculum, methodology and research based educational programs. With the guidance

provided by Bucks IU personnel, the district's educational staff has been trained in essential

evidence-based notions about the content of literacy, the processes involved in students'

literacy learning and how to facilitate learning in a coherent and consistent manner. Special

52

and General Education teachers joined together in the on-going process of learning about

their roles in developing an integrated, aligned and comprehensive set of literacy learning

experiences for their students. The district approach to professional development is

effectively dissolving the lines and separations between general and special education;

imparting the essential truth that all teachers are joined in teaching all children.

In meeting the needs of the whole child, Bristol Township School District has established

relationships with School Based Behavioral Health Services (Delaware Valley Children’s

Center and Family Services). By providing space for these agencies in several of our school

buildings, children and families are able to access services during the school day. This

allows families to connect with needed services within both the school and home

communities.

Our school community has begun a two-year partnership with the Digital Promise and

Verizon Foundation which provided all students and teachers in our middle schools with a

Samsung Galaxy Note 10.1 Tablet computer. In addition to the tablet donation, Verizon

donated 5 gigabyte data plans to every student to eliminate the Digital Divide, allowing our

students to have unlimited internet access outside of school.

53

Assurances

Safe and Supportive Schools Assurances The LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


54

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.


55

24 P.S. §1306 and §1306.2 Facilities There are no facilities.

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Lakeside Other Emotional Support, Learning Support

5

Wordsworth Private Academic School

Other Emotional Support 1

New Hope Academy Other Learning Support 2

Life Works Other Emotional Support 15

Kids Peace Other ID, AS, MDS 1

Burlington County Special Services School District

Other Multiple Disabilities Support

2

Community Services Foundation Buxmont

Other Emotional Support, Learning Support

6

Glenn Mills Other Emotional Support 1

Delta Approved Private Schools

Emotional Support 1

Valley Day Approved Private Schools

Emotional Support 10

Wordsworth Approved Private Schools

Emotional Support 11

Bucks County Youth Center Other ES, LS for Incarcerated Students

3

Concern Treatment Unit for Boys; Lehighton, PA

Other ES, LS for Incarcerated Students

1

Instruction in the Home Instruction in the Home

LS 2

Leo Kanner Devereux Approved Private Schools

ES 3

Melmark Approved Private Schools

AS 1

PA School for the Deaf Approved Private Schools

Deaf/Hard of Hearing 3

St. Lucy's Day School Other Blind 0

Titusville Academy Out-of-State Schools

AS 1

Wood Services Approved Private Schools

MDS 2

Wordsworth APS Approved Private Schools

ES 10

YALE School Out-of-State Schools

AS 6

56

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: September 1, 2015

Average square feet in regular classrooms: sq. ft.

Square footage of this classroom: sq. ft. (feet long x feet wide)

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

Location/Building Grade Building Type

Type of Support

Level of Support

Age Range

Caseload FTE

James Buchanan An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

11 to 12

10 0.5

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: September 1, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. (feet long x feet wide) 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

Location/Building Grade Building Type Type of Support

Level of Support

Age Range

Caseload FTE



Itinerant Learning Support

9 to 11 11 0.5

57




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

8 to 10 10 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




7 to 8 15 0.5




58

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




6 to 8 20 1

Program Position #6

Operator: School District PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Emotional Support

6 to 8 12 1



Type: Class Implementation Date: September 1, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. (feet long x feet wide) 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


Level of Support

Age Range

Caseload FTE

Harry S Truman High School

A Senior High School Building



14 to 16

12 1

Program Position #8



Level of Support

Age Range

Caseload FTE





14 to 16

13 1

59

Program Position #9



Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

14 to 16

11 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

15 to 17

13 1



Type: Class Implementation Date: September 1, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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


Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

14 to 16

16 1

60




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





16 to 18

14 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





16 to 18

11 1



Type: Position Implementation Date: September 1, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

61

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

George Washington Elementary School

An Elementary School Building



Learning Support

5 to 8 10 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

9 to 12

10 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




9 to 12 14 0.5

62




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




9 to 12 8 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

8 to 11

20 1

Program Position #19



Type of Support

Level of Support

Age Range

Caseload FTE

Maple Shade An Elementary School Building



Learning Support

5 to 8 11 1

63




Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

9 to 12 12 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

John Fitch An Elementary School Building



Learning Support

5 to 8 15 1




64

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

John Fitch An Elementary School Building



Learning Support

9 to 12 12 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

16 to 18

13 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

17 to 19

6 1

65




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Harry Truman High School




16 to 18

13 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

FDR Middle School A Middle School Building


Itinerant Autistic Support

12 to 14

12 1

Justification: This is an Itinerant Autistic Support caseload and the state regulations allow up to 12 students.




66

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





17 to 19

13 1




PROGRAM SEGMENTS

Location/Building Grade Building Type Type of Support Level of Support

Age Range

Caseload FTE




Learning Support

12 to 14

12 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Emotional Support

12 to 14

12 1

67




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

17 to 19

14 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





17 to 20

4 1




Age Range

Caseload FTE




Learning Support

13 to 15

9 1

68




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




13 to 15

16 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





14 to 16

13 1




69

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




13 to 15

12 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





14 to 16

13 1




Age Range

Caseload FTE




Autistic Support

12 to 15

8 1




70

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





16 to 18

1 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

FDR Middle school A Middle School Building



12 to 15

13 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Itinerant Emotional Support

17 to 19

13 1

71




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





14 to 16

6 1




Level of Support

Age Range

Caseload FTE





17 to 19

12 1




PROGRAM SEGMENTS


Type of Support Level of Support

Age Range

Caseload FTE

Harry S Truman A Senior High School Building



Life Skills Support

14 to 17

8 1

72




PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

18 to 21

13 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Itinerant Life Skills Support

16 to 18

10 1




73

PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

18 to 20

9 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Full-Time Special Education Class

Life Skills Support

14 to 16

10 1




74

PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

18 to 21

8 1


Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS



Age Range

Caseload FTE

Harry S, Truman High School




Autistic Support

15 to 18

7 1


Operator: Intermediate Unit PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

George Washington An Elementary School Building



Multiple Disabilities Support

10 to 12

6 1




Type of Support

Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




Emotional Support

9 to 11

10 1

75



Type: Class Implementation Date: February 2, 2016 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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


Type of Support

Level of Support

Age Range

Caseload FTE

Clara Barton Elementary




Autistic Support

5 to 7 7 1




Type of Support

Level of Support

Age Range

Caseload FTE

Abraham Lincoln An Elementary School Building



Emotional Support

10 to 12

10 1




Level of Support

Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 12 13 0.5

Justification: Staff member is a speech and language pathologist serving students in grades Kindergarten through sixth. Students are seen separately and at no point does the age of the students in the group exceed 3 years.

76




Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson Elementary School




5 to 12 20 0.5





Level of Support

Age Range

Caseload FTE




12 to 13

2 0.5




Level of Support

Age Range

Caseload FTE

Maple Shade Elementary School




5 to 12 35 0.5





Level of Support

Age Range

Caseload FTE

John Fitch Elementary School




5 to 12 17 0.5


77



Type: Position Implementation Date: June 9, 2016 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) 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


Level of Support

Age Range

Caseload FTE





14 to 21

38 0.8

Justification: Staff member is a speech and language pathologist serving students in grades 9 through 12. Students are seen separately and at no point does the age of the students in the group exceed 4 years.




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Itinerant Deaf and Hearing Impaired Support

14 to 17

6 0.2

78




Level of Support

Age Range

Caseload FTE

Harry s Truman High School



Itinerant Blind or Visually Impaired Support

15 to 17

3 0.05



Type: Position Implementation Date: June 9, 2016 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. (feet long x feet wide) 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


Level of Support

Age Range

Caseload FTE

James Buchanan Elementary School




5 to 12 34 0.6





79

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Mary Devine An Elementary School Building



5 to 12 2 0.02

Justification: Staff member is a hearing therapist serving students in grades Kindergarten through sixth. Students are seen separately and at no point does the age of the students in the group exceed 3 years.

Lafayette An Elementary School Building



5 to 12 6 0.05


Clara Barton An Elementary School Building



6 to 12 7 0.05





5 to 12 2 0.15


Neil Armstrong A Middle School Building



12 to 14

3 0.15




8 to 12 2 0.1

Justification: Staff member is a vision therapist serving students in grades Kindergarten through sixth. Students are seen separately and at no point does the age of the students in the group exceed 3 years.



Type: Class Implementation Date: September 1, 2014 Average square feet in regular classrooms: 784 sq. ft. Square footage of this classroom: 784 sq. ft. (28 feet long x 28 feet wide)

80

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

James Buchanan Elementary




Emotional Support

8 to 10

12 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Emotional Support

7 to 10

20 1



Type: Position Implementation Date: September 1, 2015 Average square feet in regular classrooms: 600 sq. ft. Square footage of this classroom: 600 sq. ft. (30 feet long x 20 feet wide)

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

George Washington




5 to 8 15 0.5




81

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

George Washington




9 to 12 15 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 8 15 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




9 to 12 15 0.5




82

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 8 15 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

5 to 8 10 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




6 to 9 15 0.5




83

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

6 to 9 10 0.5



Type: Position Implementation Date: September 1, 2015 Average square feet in regular classrooms: 600 sq. ft. Square footage of this classroom: 600 sq. ft. 30 feet long x 20 feet wide)

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




9 to 12 15 0.5



Type: Position Implementation Date: September 1, 2015 Average square feet in regular classrooms: 600 sq. ft. Square footage of this classroom: 600 sq. ft. 30 feet long x 20 feet wide)

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

9 to 12 10 0.5




84

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 8 15 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

5 to 8 10 0.5




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




9 to 12 15 0.5




85

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

9 to 12 10 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Life Skills Support

5 to 8 12 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Life Skills Support

9 to 12 12 1




86

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

5 to 8 20 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

7 to 10 20 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

11 to 13

20 1

87




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Fitch Elementary An Elementary School Building



Emotional Support

10 to 13

11 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Fitch Elementary An Elementary School Building



Learning Support

8 to 12 14 1

Justification: Parents have agreed to age range waivers to support the students in the Intensive Learning Support program




88

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Harry S. Truman High School




14 to 16

12 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




5 to 8 10 0.5




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




Learning Support

5 to 8 5 0.5




89

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

FDR A Middle School Building



12 to 15

15 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

FDR A Middle School Building



12 to 15

18 1




PROGRAM SEGMENTS


Age Range

Caseload FTE

Neil A. Armstrong A Middle School Building



Learning Support

12 to 15

12 1




90

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Neil. Armstrong A Middle School Building



12 to 15

9 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




12 to 15

12 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




12 to 15

8 1




91

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




12 to 15

10 1




PROGRAM SEGMENTS


Age Range

Caseload FTE




Life Skills Support

12 to 15

10 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Life Skills Support

12 to 15

8 1




92

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Emotional Support

12 to 15

8 1

Justification: This is a special education classroom and the age range can span three years.




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

6 to 8 8 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

8 to 9 8 1

93




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

7 to 9 8 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

11 to 12

8 1




94

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

8 to 10 8 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 7 14 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




7 to 9 25 1




95

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




11 to 12

15 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 8 20 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




9 to 12 25 1



Type: Position Implementation Date: May 27, 2016 Average square feet in regular classrooms: 100 sq. ft. Square footage of this classroom: 120 sq. ft. (10 feet long x 12 feet wide) Explain any unchecked boxes for facilities questions: This is a Speech/Language Pathologist position and this position is not assigned to a classroom. The

96

Speech/Language Services are provided in general education classrooms or in a small available space in the school building. This Speech/Language Pathologist is contracted through Bucks County Intermediate Unit.

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 60 0.26

Justification: Speech/Language Therapy is provided to students in small groups and the age range does not exceed 3 years.



Type: Position Implementation Date: May 27, 2016 Average square feet in regular classrooms: 180 sq. ft. Square footage of this classroom: 180 sq. ft. (12 feet long x 15 feet wide)

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 2 0.1





97

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 60 1





PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 4 0.1





PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




8 to 10 1 0.01

98




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Neil Armstrong Middle School

A Middle School Building



12 to 14

15 0.26




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Neil Armstrong A Middle School Building



12 to 14

5 0.1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Franklin Delano Roosevelt




12 to 14

10 0.26

99




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Franklin D. Roosevelt




12 to 14

1 0.01




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson Elementary




5 to 12 30 0.26





100

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Ralph Waldo Emerson




3 to 12 2 0.01





PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 35 0.8





PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




5 to 12 35 0.8


101




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Lafayette Elementary




5 to 12 40 1


Special Education Support Services

Support Service Location Teacher FTE

Para Educator George Washington Elementary School 1

Para Educator George Washington Elementary School 1

Para Educator George Washington Elementary School 0.6

Para Educator George Washington Elementary School 0.6

Para Educator Ralph Waldo Emerson Elementary School 1

Para Educator Ralph Waldo Emerson Elementary School 0.6

Para Educator Ralph Waldo Emerson Elementary School 0.6

Para Educator Maple Shade Elementary School 1

Para Educator Maple Shade Elementary School 0.6

Para Educator Maple Shade Elementary School 0.6

Para Educator John Fitch Elementary School 1

Para Educator John Fitch Elementary School 0.6

Para Educator John Fitch Elementary School 0.6

Para Educator FDR Middle School 1



Para Educator FDR Middle School 0.6




Special Education Director District 1

Special Education Supervisor George Washington Elementary School 0.2

Special Education Supervisor Ralph Waldo Emerson Elementary School 0.2

102

Special Education Supervisor FDR Middle School 0.2

Special Education Supervisor Maple Shade Elementary School 0.2

Special Education Supervisor John Fitch Elementary School 0.2

School Psychologist George Washington Elementary School 0.33

School Psychologist Ralph Waldo Emerson Elementary School 0.33

School Psychologist Maple Shade Elementary School 0.33

School Psychologist John Fitch Elementary School 0.33

School Psychologist FDR Middle School 0.5

Social Worker FDR Middles School 0.2

Social Worker Harry S Truman High School 0.6

Social Worker Neil Armstrong Middle School 0.2

Social Worker George Washington Elementary School 0.14

Social Worker Ralph Waldo Emerson Elementary School 0.14

Social Worker Maple Shade Elementary School 0.14

Social Worker John Fitch Elementary School 0.14

Para Educator Harry S Truman High School 1











Para Educator Harry S Truman High School 0.6




School Psychologist Harry S Truman High School 1

Special Education Supervisor Harry S Truman High School 0.6

School Social Worker James Buchanan Elementary School 0.45

Special Education Supervisor James Buchanan Elementary School 0.2

School Psychologist James Buchanan Elementary School 0.5

Para Educator James Buchanan Elementary School 1




Para Educator James Buchanan Elementary School 0.6




103

Special Education Teacher Abraham Lincoln Elementary School 1

Paraprofessional Clara Barton Elementary 1

Paraprofessional Clara Barton 1



Paraprofessional Clara Barton 1

Paraprofessional Clara Barton 0.6





Psychologist Clara Barton 0.5

Supervisor of Special Education Clara Barton 0.2

Social Worker Clara Barton 1

Paraprofessional Abraham Lincoln 1

Paraprofessional Abraham Lincoln 0.6

Paraprofessional Abraham Lincoln 0.6

Psychologist Abraham Lincoln 0.4

Supervisor of Special Education Abraham Lincoln 0.2

Guidance Counselor Abraham Lincoln 0.33

Paraprofessional Mary Devine 1

Paraprofessional Mary Devine 1

Paraprofessional Mary Devine 0.6



Psychologist Mary Devine 0.33

Paraprofessional Neil Armstrong 1



Paraprofessional Neil Armstrong 0.6




Psychologist Neil Armstrong 0.5

Supervisor of Special Education Neil Armstrong 0.2

Guidance Counselor Neil Armstrong 0.5

Guidance Counselor Neil Armstrong 0.5

Paraprofessional Lafayette 1

Paraprofessional Lafayette Elementary 1





104

Guidance Counselor Lafayette Elementary 0.25

Psychologist Lafayette Elementary 0.5

Supervisor of Special Education Lafayette Elementary 0.2

Para Educator Clara Barton 0.6





Para Educator Neil Armstrong 0.6

Para Educator Neil Armstrong 0.6

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Behavior Specialist (1 FTE) Intermediate Unit 5 Days

Social Workers (2.4 FTEs) Intermediate Unit 5 Days

Occupational Therapist (3.1 FTEs) Outside Contractor 5 Days

Physical Therapist (1 FTE) Intermediate Unit 5 Days

105

Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

Implementation of a Districtwide Schoolwide Positive Behavior Instruction Support Program.

Accomplishment #2:

Established an innovative District Website and user friendly District Facebook account.

Accomplishment #3:

Truman High School received College Board AP Honor Roll and US News and World Reports "Top

High School" Bronze in 2013.

District Concerns

Concern #1:

There is a need to improve Student Achievement through curriculum alignment, assessment and

instruction.

Concern #2:

There is a need to improve technology in our district as it impacts instruction.

Concern #3:

There is a need to improve professional development utilizing professional learning goals,

principal/teacher effectiveness and instructional coaching.

106

Concern #4:

There is a need to improve communication and engagement through internal and externals sources

of the district.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures

consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:

There is a need to improve Student Achievement through curriculum alignment,

assessment and instruction.

Systemic Challenge #2 (Guiding Question #2) Establish a district system that fully ensures the

consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:




Systemic Challenge #3 (Guiding Question #3) Establish a district system that fully ensures staff

members in every school use standards aligned assessments to monitor student achievement and

adjust instructional practices.

Aligned Concerns:



Systemic Challenge #4 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:


There is a need to improve professional development utilizing professional learning goals,

principal/teacher effectiveness and instructional coaching.

107

Systemic Challenge #5 (Guiding Question #4) 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.

Aligned Concerns:



Systemic Challenge #6 (Guiding Question #9) 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.

Aligned Concerns:

There is a need to improve communication and engagement through internal and

externals sources of the district.

Systemic Challenge #7 (Guiding Question #13) Establish a system that fully ensures the district's

resources effectively address instructional priorities aligned with the district's vision and mission

and fully ensures that the expenditure and accounting of funds meets all legal and ethical

requirements within the parameters of generally accepted accounting practices.

Aligned Concerns:


108

District Level Plan

Action Plans

Goal #1: Improve and Increase Student Achievement

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.

Indicators of Effectiveness:

Type: Annual

Data Source: Measures of Academic Progress: Fall/Winter/Spring 2016-2019

DIBEL’S

Quarterly Assessments in all Core Areas

Keystones/PSSAs

Specific Targets: Growth on the Linkit!

DIBEL's Benchmarks

Strategies:

Standards Aligned Curriculum As a district we believe it is imperative that a standards-aligned curricula be implemented across all schools for all students.

Description:

Standards Aligned Curriculum: As a district we believe it is imperative that standards-aligned curricula be implemented across all schools for all students.

109

SAS Alignment: Standards, Assessment, Curriculum Framework,

Instruction

Standards Aligned Assessments: The purpose of this strategy is to

fully ensure staff members in every school use standards-aligned

assessments to monitor student achievement and adjust

instructional practices.

Description:

Standards Aligned Assessments: The purpose of this strategy is to fully ensure staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

SAS Alignment: Standards, Assessment, Instruction, Curriculum

Framework

Teaching and Learning: The purpose of this strategy is to fully

ensure the consistent implementation of effective literacy

instructional practices across all classrooms and content in each

school.

Description:

Teaching and Learning: The purpose of this strategy is to fully ensure the consistent implementation of effective literacy instructional practices across all classrooms and content in each school.

SAS Alignment: Standards, Assessment, Curriculum Framework,

Instruction

Implementation Steps:

Standards Aligned Curriculum

Description:

Align all curricula to the PA Core Standards/Curriculum documents for each subject area

Start Date: 7/1/2016 End Date: 6/30/2020

110

Program Area(s): Professional Education, Special Education, Gifted

Education, Educational Technology

Supported Strategies:


Standards Aligned Curriculum-Special Education

Description:

Align special education standards to CC standards – continue to work under PA adaptive standards until PA establishes a set of standards for cognitively impaired students.


Program Area(s): Professional Education, Special Education, Student

Services



Standards Aligned Common Assessments

Description:

Design and implement common standards aligned assessments to monitor student achievement and adjust instructional practice.


Program Area(s): Professional Education, Teacher Induction, Special

Education, Student Services, Gifted Education, Educational Technology


Standards Aligned Assessments: The purpose of this strategy is to fully ensure staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices.

111

Standards Aligned Formative Assessment

Description:

Build all teachers’ capacity in using standards-based daily formative assessments to monitor student achievement and adjust instructional practices.



Education, Student Services, Educational Technology



Data Driven Instruction

Description:

Build all educators' capacity in using data to monitor student achievement and adjust instructional practices.

Student Achievement Data

Teacher Survey

Professional Development Sign-in Sheets



Education, Student Services, Gifted Education, Educational Technology



112

Using Literacy Based Instructional Strategies in all Disciplines

Description:

Build teachers’ capacity delivering instruction through the use of literacy skills and strategies for teaching and learning in all content area classes.

Teacher observations and lesson plans

Use of John Collins Type 1 and 2 writing samples



Education, Gifted Education, Educational Technology


Teaching and Learning: The purpose of this strategy is to fully ensure the consistent implementation of effective literacy instructional practices across all classrooms and content in each school.

Goal #2: Technology as it Impacts Instruction

Related Challenges:

Establish a system that fully ensures the district's resources effectively address

instructional priorities aligned with the district's vision and mission and fully

ensures that the expenditure and accounting of funds meets all legal and ethical

requirements within the parameters of generally accepted accounting practices.


Type: Annual

Data Source: HEAT/LOTI Tool

Survey

Google Classroom Data

Infinite Campus Portal

113

Specific Targets: HEAT/LOTI - % of teachers at a level 5

Storytelling videos - Indicates how teachers are using the technology based

on the SAMR model

% increase in parent use of portal

Benchmarks to determine Google Classroom usage

Strategies:

Teachers & Technology as it Impacts Instruction

Description:


SAS Alignment: None selected

Students & Technology

Description:



Infrastructure facilities and safety of technology as it impacts

instruction

Description:

Infrastructure facilities and safety of technology as it impacts instruction



Equality for All

Description:

114

Continuing to provide access to technology to all educational stakeholders in the district.

Have students complete online course selection.

Develop an electronic elementary report card that can be accessed online by teachers and parents. Have parents able to use the parent portal.

Research and implement competency based education/learning opportunities for students.


Program Area(s): Educational Technology





Increase Use of Shared Drive Access

Description:

Increase the use of the shared drive to include the elementary teachers.






115

Online Tool for Educator Effectiveness

Description:

Continue the use of Edulink to assist with personnel evaluation.





1-1 Devices

Description:

District will acquire and utilize 1-1 Devices.






Online/Virtual Learning

Description:

Online options for Cyber School and Blended Learning Opportunities.

Students will have online options to choose from in 2017-2018




116




Research and Develop an Online/Virtual Option for Students

Description:

Research and develop a course that presents the research behind and the best methods in teaching online learners.


Program Area(s): Professional Education





Update Appropriate Use Policies to include One-to-One Devices

and Virtual Learning

Description:

Update the policies to include Cyber School, Blended School Options, and 1-1 Devices or BYOD.

Polices have been passed by the School Board





117

Goal #3: Communication and Engagement

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.


Type: Annual

Data Source: School Messenger

Increased involvement and engagement by staff and community.

Specific Targets: Building Web Page Administrators are appropriately trained.

Building Principals agree to a set of standards for website communications.

PTO Facebook Page is launched

Progress on construction projects is communicated in a factual and timely manner.

Website is updated regularly by all buildings.

Local Educational Channel (LEC) better utilized.

Strategies:

Promote consistent communications styles among school buildings.

Description:

Engage Schoolmessenger to provide skills-based seminars (basic, intermediate) to all building website-providers. Engage building principals in regular group discussions of communications practices with the goal of setting standards. Publish a set of communications expectations and standards as collaboratively set by building principals/district staff. All 2016-17 Building Web Page Administrators are appropriately trained in web page management. A participatory discussion of building communications best practices

118

becomes a regular part of monthly principals meetings. Building Principals agree to a set of standards for website communications.

SAS Alignment: Safe and Supportive Schools

Strive to engage and inform the community in key school district

activities.

Description:

Continue process of holding community meetings to update residents on building progress. Designate and train one person at each building to make certain the website has up-to-date information.


Build Parent Engagement and Involvement

Description:

Encourage schools to have at least one interactive curriculum related family event a year Gather Parents’ feedback on events through survey.

Increase the use of Google Classrooms between teachers and parents to inform them of school activities and events.



Web Page Training

Description:

Work with School Messenger (website provider) to provide two levels of training 1) Basic Level for new or beginner web page administrators, and 2) Intermediate level for administrators who have one-year or more experience and want to raise their site to a new level. Repeat every three years. Document with sign-in sheets.


119




Best Practices in Communications

Description:

BTSD principals meet monthly to share information and discuss issues of common concern. Best practices in communication should be added to the discussion roster with the aim of setting up universal guidelines to communications/Minutes of Principals’ meetings.





Guidelines for School District Communications

Description:

After two semesters of discussion at their monthly meetings, building principals should be in a position to set out and agree upon guidelines for communication. These should be set in writing and accepted by all building administrators/Publication and implementation of guidelines.





Communicating School Building Progress

Description:

Use community meetings as well as in-house communication tools (website) to engage the public in the final progress of our building program/Number of meetings, communications made on subject.

120




Strive to engage and inform the community in key school district activities.

Website Mentoring

Description:

Select an administrator to exercise overall responsibility for the website.







Engage PTO Leadership

Description:

The District PTO’s also struggle with the issue of parent participation and engagement. We will work together to develop a district-wide plan for parent involvement.




Promote consistent communications styles among school buildings. Strive to engage and inform the community in key school district

activities.


121

Continue One Interactive Curriculum Related Event a Year

Description:

Continue having at least one Interactive Curriculum Related Event a Year in every school building.






122

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed: Improve and Increase Student Achievement

Strategy #1: Standards Aligned Curriculum As a district we believe it is imperative that a standards-aligned curricula be implemented across all schools for all students.

Start End Title Description

7/1/2016 6/30/2020 Standards Aligned Curriculum Align all curricula to the PA Core Standards/Curriculum documents for each

subject area

Person Responsible SH S EP Provider Type App. Supervisors of

Curriculum, Special Ed. Supervisors and Department Chairs, Principals

3.0 5 12 District Personnel School Entity

Yes

Knowledge Committee will learn to design and implement a common assessment manual for Grades K-12.

Supportive Research

Guaranteed and viable curriculum.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for 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.

123

For school and district 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.


Training Format

Series of Workshops Department Focused Presentation Professional Learning Communities

Participant Roles

Classroom teachers Principals / Asst.

Principals New Staff Other educational

specialists Parents

Grade Levels

Elementary - Intermediate (grades 2-5) 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

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Standardized student assessment data other than the PSSA

Classroom student assessment

124

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Adaptive standards will be added to district IEP software package.

data Review of participant lesson plans Portfolio


Strategy #1: Standards Aligned Curriculum As a district we believe it is imperative that a standards-aligned curricula be implemented across all schools for all students.


7/1/2016 6/30/2020 Standards Aligned Curriculum-

Special Education

Align special education standards to CC standards – continue to work under PA

adaptive standards until PA establishes a set of standards for cognitively

impaired students.

Person Responsible SH S EP Provider Type App. Special Education

Supervisors 3.0 5 12 District Personnel School

Entity Yes

Knowledge Staff will become familiar with adaptive PA core standards and how to develop goals based on the

standards.

Supportive Research

Guaranteed and viable curriculum.


For classroom teachers, school counselors and education


125

specialists: Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.







Training Format

Series of Workshops Professional Learning Communities

Participant Roles

Classroom teachers Paraprofessional Other educational

specialists Related Service Personnel Parents

Grade Levels

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)

Follow-up Activities Team development and

sharing of content-area lesson implementation outcomes, with

Evaluation Methods Classroom observation focusing

on factors such as planning and preparation, knowledge of content,

126

involvement of administrator and/or peers



Joint planning period activities

Adaptive standards will be added to district IEP software package.

pedagogy and standards, classroom environment, instructional delivery and professionalism.

Classroom student assessment data

Portfolio Review of IEP’s in which goals will

reflect PA common core goals.


Strategy #1: Standards Aligned Assessments: The purpose of this strategy is to fully ensure staff members in every school use standards-aligned assessments to monitor student achievement and adjust instructional practices.


7/1/2016 6/30/2020 Standards Aligned Common

Assessments

Design and implement common standards aligned assessments to monitor

student achievement and adjust instructional practice.

Person Responsible SH S EP Provider Type App. Leadership

Teams/Department Chairs (HS)

3.0 10 25 Supervisors of C & I/Department Chairs/Leadership Teams

School Entity

Yes

Knowledge Understanding the PA Core and Assessment.

Supportive Depth of Knowledge, Understanding By Design, Rubrics (Brookhart).

127

Research











Training Format

Series of Workshops School Whole Group Presentation Department Focused Presentation Professional Learning Communities

Participant Roles



Grade Levels


128

specialists







Evaluation Methods


Student PSSA data Standardized student assessment

data other than the PSSA Classroom student assessment

data Review of participant lesson plans Data Analysis of Common

Benchmark Exams




7/1/2016 6/30/2020 Standards Aligned Formative

Assessment

Build all teachers’ capacity in using standards-based daily formative

assessments to monitor student achievement and adjust instructional practices.

Person Responsible SH S EP Provider Type App.

129

Curriculum Supervisors, Principals


Yes

Knowledge Committee will learn about common formative assessment strategies by content area for Grades K-12.

Supportive Research

Using Dylan Wiliam's research, the teachers will learn to design and implement common assessment

strategies for Grades K-12.









Training Format

Series of Workshops School Whole Group Presentation Department Focused Presentation Professional Learning Communities Offsite Conferences

130

Participant Roles


Principals Paraprofessional New Staff Other educational

specialists

Grade Levels








Adaptive standards will be added to district IEP software package

Evaluation Methods


Classroom student assessment data

Review of participant lesson plans

131




7/1/2016 6/30/2020 Data Driven Instruction

Build all educators' capacity in using data to monitor student achievement and

adjust instructional practices.

Student Achievement Data

Teacher Survey

Professional Development Sign-in Sheets

Person Responsible SH S EP Provider Type App. Curriculum

Supervisors, Special Education Supervisors/Administrators


No

Knowledge All educators will learn how to analyze data for instruction.

Supportive Research

Analyze and interpret data.

Bernhart




Provides educators with a variety of classroom-based assessment skills and the

132

skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.






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


Principals Supt / Ast Supts / CEO / Ex

Dir School counselors Paraprofessional New Staff Other educational

Grade Levels


133

specialists Parents







MTSS/SWPBIS team discussions

Evaluation Methods




data Review of participant lesson plans Review of written reports

summarizing instructional activity


Strategy #1: Teaching and Learning: The purpose of this strategy is to fully ensure the consistent implementation of effective literacy instructional practices across all classrooms and content in each school.


8/18/2016 6/30/2020 Using Literacy Based

Instructional Strategies in all Disciplines

Build teachers’ capacity delivering instruction through the use of literacy skills

and strategies for teaching and learning in all content area classes.

134

Teacher observations and lesson plans

Use of John Collins Type 1 and 2 writing samples

Person Responsible SH S EP Provider Type App. Curriculum and

Instruction Supervisors, Special Education Supervisors/ Administrators

6.0 5 30 District Personnel School Entity/U

of Penn/BCI

U/

No

Knowledge Teachers will learn how to use reading, writing, listening, and speaking to deliver content area concepts.

Supportive Research

Using literacy skills to learn content.

Penn Literacy Network (PLN)









Empowers leaders to create a culture of teaching and learning, with an emphasis

135

on learning. Instructs the leader in managing resources for effective results.

Training Format

LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Professional Learning Communities

Participant Roles



specialists

Grade Levels









Evaluation Methods




data Review of participant lesson plans Review of written reports


136

LEA Goals Addressed: Technology as it Impacts Instruction

Strategy #1: Teachers & Technology as it Impacts Instruction

Strategy #2: Students & Technology


7/1/2016 6/30/2020 1-1 Devices District will acquire and utilize 1-1 Devices.

Person Responsible SH S EP Provider Type App. Director of

Technology, Supervisor of C & I , Principals, ESL Co-Supervisors

3.0 10 25 IU School Entity

Yes

Knowledge

Technology Skills and 21st Century Technology Skills in teaching with 1-1 Devices.

Increase the use of Google Applications for Education

Supportive Research

LOTI, HEAT, SAMR, NETs, Micro-credentialing






Empowers educators to work effectively with parents and community partners.

137






Training Format

Series of Workshops School Whole Group Presentation Live Webinar Department Focused Presentation Online-Synchronous Online-Asynchronous Professional Learning Communities Offsite Conferences

Participant Roles



specialists

Grade Levels



Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom

138

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 Journaling and reflecting

environment, instructional delivery and professionalism.



data Participant survey Review of participant lesson plans Review of written reports


139

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer

140

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

141

Affirmed by Angela Nober on 4/27/2016

Board President

Affirmed by Melanie Gehrens on 4/27/2016

Superintendent/Chief Executive Officer

bristol township school district comprehensive plan

Documents