bristol borough school district · 2020. 7. 1. · 3 those in the school community. effective...

BristolBoroughSchoolDistrict

DistrictLevel

ComprehensivePlan

July1,2020untilJune30,2023

Dr.ThomasShaffer,Superintendent

DistrictProfile

Demographics1776 Farragut Avenue Bristol, PA 19007 (215)781-1000 Superintendent: Dr. Thomas Shaffer Director of Special Education: Dr. Thomas Shaffer

PlanningProcessComprehensivePlanningisacontinuousprocessusedtoensurethatallstudentsareachievingathighlevels.Allschoolscancreatebetterenvironmentssothatmorestudentsaresuccessful.ContinuousComprehensivePlanningofallschoolsisessentialtoprovidingincreasedstudentperformanceandqualityresults.Innovative,exemplary,andresearch-basedprograms,coupledwithstaffdevelopment,focusedandalignedresources,andpublicparticipationinplanning,arecriticalfactorsinschoolsthatdemonstratecontinuousgrowth.

JoAnnPerotti,DirectorofStrategicServiceswiththeBucksCountyIntermediateUnitservedastheExternalFacilitatorofthisprocess.

Highperformingschoolswithvarieddemographicconditionshaveshowntheysharecommoncharacteristics.

TheseNineCharacteristicsarestronglycorrelatedtoconsistentlyhighperformingschools.AsschoolteamsgothroughtheprocessofComprehensiveplanning,theywilllookforthepresenceofthesecharacteristics.Thecharacteristicsare:

1.ClearandSharedFocusEverybodyknowswheretheyaregoingandwhy.Thevisionisshared—everybodyisinvolvedandallunderstandtheirroleinachievingthevision.Thevisionisdevelopedfromcommonbeliefsandvalues,creatingaconsistentfocus.

2.HighStandardsandExpectationsTeachersandstaffbelievethatallstudentscanlearnandthattheycanteachallstudents.Thereisrecognitionofbarriersforsomestudentstoovercome,butthebarriersarenotinsurmountable.Studentsbecomeengagedinanambitiousandrigorouscourseofstudy.

3.EffectiveSchoolLeadershipEffectiveleadershipisrequiredtoimplementchangeprocesseswithintheschool.Thisleadershiptakesmanyforms.Superintendent'softenplaythisrole,butsodoteachersandotherstaff,including

thoseintheschoolcommunity.Effectiveleadersadvocate,nurture,andsustainaschoolcultureandinstructionalprogramconducivetostudentlearningandstaffprofessionalgrowth.

4.HighLevelsofCollaborationandCommunicationThereisconstantcollaborationandcommunicationbetweenandamongteachers.Everybodyisinvolvedandconnected,includingparentsandmembersofthecommunity,tosolveproblemsandcreatesolutions.

5.Curriculum,InstructionandAssessmentAlignedwithStandardsCurriculumisalignedwithlocal,stateandnationalstandards.Research-basedmaterialsandteachingandlearningstrategiesareimplemented.Thereisaclearunderstandingoftheassessmentsystem,whatismeasuredinvariousassessmentsandhowitismeasured.

6.FrequentMonitoringofTeachingandLearningTeachingandLearningarecontinuallyadjustedbasedonfrequentmonitoringofstudentprogressandneeds.Avarietyofassessmentproceduresareused.Theresultsoftheassessmentareusedtoimprovestudentperformancesandalsotoimprovetheinstructionalprogram.

7.FocusedProfessionalDevelopmentProfessionaldevelopmentforalleducatorsisalignedwiththeschool’scommonfocus,objectives,andhighexpectations.Itisongoingandbasedonhighneedareas.

8.SupportiveLearningEnvironmentTheschoolhasasafe,civil,healthyandintellectuallystimulatinglearningenvironment.Studentsfeelrespectedandconnectedwiththestaff,andareengagedinlearning.Instructionispersonalizedandsmalllearningenvironmentsincreasestudentcontactwithteachers.

9.HighLevelsofCommunityandParentInvolvementThereisasensethatalleducationalstakeholdershavearesponsibilitytoeducatestudents,notjusttheteachersandstaffinschools.Parents,aswellasbusinesses,socialserviceagencies,andcommunityallplayavitalroleinthiseffort.

ThefollowingkeyprinciplesformthebasisfortheComprehensivePlanningProcess:

•TheSuperintendentoftheSchoolmustbeatthehelmofthisprocess—withoutsupportandleadershipoftheSuperintendenttheplanningprocesslackstheleveragethatisneededforchangetooccurinaschoolenvironment.•Keymembersofaschool’sstaff,andrepresentativesofasmanyotherstakeholdergroupsaspossible,shouldparticipateand/orbeawareoftheplanningprocess.Themoreofthecommunitythatis“intheloop,”thebetterthechancesthedistrictwillachieve100%buy-inbytheentirecommunity.•Arepresentativegroupofstakeholderscandothebulkoftheworkifresultsandupdatesarereportedbackonaregularbasistothefullplanningteamandotherstakeholders;especiallyascriticaldecisionpointsarereached.

•DecisionsaboutComprehensiveplanninggoalsandsolutionsmustbebasedoncarefulconsiderationofmultiplesourcesofdataandresearch.•Comprehensiveplanningisajourneyofcontinuousplanningthatdemandsongoingmonitoringandadjustmentofprogramsandprocessesatthedistricts.•Comprehensiveplanninginstudentoutcomesisdirectlyrelatedtowhathappensintheclassroom.Teachersmustbewillingtobereflectiveabouttheirpracticeandrelentlessinattemptstomeettheneedsofeverystudent.

AllOurChildren

BeginninginFall2018,theBristolBoroughLearningCenters’AcademicOversightCommittee(AOC)beganlookingatwaystoprepareBristolBoroughchildrenforthefuture,andAllOurChildrenwasdevelopedasaresulttoworkinpartnershipwiththeBristolBoroughEducationalCommunity.

ThegoalwastheintegrationoftheAssociationforSupervisionandCurriculumDevelopment’s(ASCD)modelofwhole-childeducationfor“students”agesearlychildcarethroughhighschool.TheyarefamilymembersorneighborsattendingBoroughprivate,public,parochial,cyberorhomeschoolsorlearningcenters.

AllOurChildrenemphasizesstudentsbeingChallenged,Healthy,Engaged,SafeandSupportedthroughouttheirformativelearningyears.ThevisionofAllOurChildrenistheremakingofeducationthatworksforallBoroughstudents,whilealsopromotinganeducationculturethatworkstoattractfamiliesandbusinessestotown.

TheAOCnowrequireseducatorstoimplementatleastoneAllOurChildrenfocusareawhenapplyingforgrantassistance,whiletheBristolBoroughSchoolDistricthasimplementedAllOurChildrenaspartofitsPADepartmentofEducation-requiredComprehensivePlaneffectiveJuly1,2020–June30,2023.

TimelineforProcess:

September2018:InitialmeetingswithSuperintendentandLeadershipTeam.

October2018-April2019:NeedsAssessments(SCOT,Survey,DataAnalysis,PastPlan,Analysis,Other.)

October10,2018–FirstofthreeCommunityConversationsintroducingthefive(5)focusareasofAllOurChildren:Challenged,Healthy,Engaged,Safe&Supported,to33communityat-largeinvitees.(Educators,Boardmembers,Business&CommunityStakeholders)inpartnershipwiththeAOC.

January9,2019–SecondofthreeCommunityConversationsinvolvingtwenty-one(21)educationproviderstodiscussimplementingthefivefocusareasintotheiroperatingproceduresinpartnershipwiththeAOC.

March28,2019-Facilitatorstrainedonthefivefocusareas(Challenged,Healthy,Engaged,Safe&Supported)atGrundyLibrary.

March/April2019:SpecialEducationPlanon28-daydisplay.

April11,2019-ThirdofthreeCommunityConversationsitfeaturedthedevelopmentofactionplanswithmeasurablestepsandoutcomesdevelopedfrompreviousCommunityConversations.

April2019:SpecialEducationPlanApprovedbySchoolBoard.

May1,2019:SpecialEducationPlansubmittedtoPDE

May2019:ActionPlanDevelopment.

May2019:PlansCompletedandinputtedintoPDEWebTool.

May16,2019:PresentedtoSchoolBoardasaninformationalitem.

May/June2019:ComprehensivePlanondisplayfor28days.

June20,2019:ComprehensivePlanapprovedbySchoolBoard.

June2019:BristolBoroughComprehensivePlanSubmittedtoPDE.

MissionStatementTheBristolBoroughSchoolDistrictempowersallstudentstoachieveexcellenceandbecomeleadersinaglobalsociety,throughaneducationalsystemimmersedinthefabricofauniqueanddiversecommunity.

VisionStatementWewill:

• continuetoenhanceouracademicprograms

• continuetoworkandimprovecommunicationwithinthedistrict

• enhanceandbroadencommunityandparentalinvolvement

• proactivelyaddressstudentneedsthroughstaffdevelopment

• continuetoenhancethetechnologyprogram

SharedValues

1. Allstudentscanlearn

2. Asafeandnurturingenvironmentfostersrisk-taking

3. Theprimaryresponsibilityforlearningrestswiththeindividual

4. Excellenceineducationrequiressupport,sacrifice,andinvolvementfromtheentirecommunity

5. Effectivecommunicationisthekeytosuccess

6. Tovaluediversitystrengthensoursociety

7. Learningoccurseverywhereandisalife-longprocess

EducationalCommunityTheBristolBoroughSchoolDistrictislocatedinthesoutheasternpartofBucksCounty22milesnorthofPhiladelphia.ItisborderedontheeastbytheDelawareRiverandissurroundedontheremainingthreesidesbytheBristolTownshipSchoolDistrict.Itencompasses1.7squaremoles.Itisasuburbancommunitywithapopulationofapproximately9,726peopleaccordingtothe2010census.ItserveschildrenlivingintheBoroughofBristol.

Establishedin1681,BristolBoroughisanhistoricrivercommunitythatoncewasthehubofindustryintheNortheastattheturnofthecentury.Bristolhasservedasthecountyseat,atradingcenter,andforyearshadstrongshipbuilding,aircraft,andmillingindustries.ManylargecorporationsaresituatedinoraroundBristolBorough,suchasDowChemical,Lenox,andCanalWorks.Thetownalsohasavibrantbusinesscommunity.PartofthetownhasbeendesignatedaNationalHistoricLandmark.ThisareaincludedmanyhistorichomesdatingtotheCivilWarwhenBristolservedasastopfortheUndergroundRailroad.BristolBoroughisalsoproudofitsRiversideTheatre,oneofthecountry'spremierOff-BroadwayTheatres.AprimaryresourceinthecommunityistheGrundyLibrary,whichoffersnumeroushomeworkprograms,includingSTEMPrograms.Thelibraryandtheschoolworkcloselywitheachother.

BristolBoroughhasstrongethnictraditions.Theboroughalsohasstrong,deep-rooted,Italian,Irish,African-AmericanandPuertoRicancommunities.

Theschooldistrictreflectstheculturalandethnicdiversityofthecommunity.

PlanningCommitteeName Role

Bobbi Cimochowski Administrator : Professional Education George Gatto Administrator : Professional Education Christopher McHugh Administrator : Professional Education Kelli Rosado Administrator : Professional Education Special

Education Dr. Thomas Shaffer Administrator : Professional Education Special

Education John D'Angelo Board Member : Professional Education Mary Jane Paglione Board Member : Professional Education Maria Sansom- St. Mark School Building Principal Alison Angelaccio Business Representative : Professional Education Kate Farmer Business Representative : Professional Education Valerie Hamilton Business Representative : Professional Education Jeff Manto Business Representative : Professional Education Pat Mulhern Business Representative : Professional Education Kelly Sell Business Representative : Professional Education Craig Whitaker Business Representative : Professional Education Gary Alloway Community Representative : Professional

Education Darletta Berry-Johnson Community Representative : Professional

Education Andy Bidlingmaier Community Representative Brianna Curran Community Representative : Professional

Education Christina DeLuca Community Representative : Professional

Education Deb Fine Community Representative : Professional

Education Jim Fine Community Representative : Professional

Education Mike Girard Community Representative : Professional

Education Amy McIlvaine Community Representative : Professional

Education Mary McIlvaine Community Representative : Professional

Education Mayor Joe Saxton Community Representative Jim Sell Community Representative : Professional

Education Ron Sherratt Community Representative : Professional

Education Staci Tantum- 21st Century Grant Community Representative : Professional

Education Evan Van Scheid- 21st Century Community Representative : Professional

Education Veronica Walker Community Representative Eugene Williams- Director, Grundy Foundation Community Representative : Professional

Education Annie Wise Community Representative : Professional

Education Paul Hetherington Ed Specialist - Instructional Technology :

Professional Education Jim Denny- School Security Ed Specialist - Other : Professional Education Joseph Harris- School Resource Officer Ed Specialist - Other : Professional Education Carlos Rivera - School Resource Officer Ed Specialist - Other : Professional Education Cheryl Rigby Ed Specialist - School Nurse : Professional

Education Stephanie Haggan Ed Specialist - School Psychologist : Special

Education Dr. Damon Smith Ed Specialist - School Psychologist : Professional

Education Special Education Michael Ciotti Elementary School Teacher - Regular Education :

Professional Education Special Education Dawn DeLuca Elementary School Teacher - Regular Education :

Professional Education Theresa Kramer Elementary School Teacher - Special Education :

Special Education Maria Doherty High School Teacher - Regular Education :

Professional Education Heather Quattrocchi High School Teacher - Regular Education :

Professional Education

Dana Babar- Grundy Library Instructional Coach/Mentor Librarian : Professional Education

JoAnn Perotti- External Facilitator/Bucks County Intermediate Unit

Intermediate Unit Staff Member : Professional Education Special Education

Doug Braun Middle School Teacher - Regular Education : Professional Education

Michele Hager Middle School Teacher - Special Education : Professional Education

Di'aja Boyd Parent : Professional Education Dori Morgan Parent : Professional Education Angelo O'Brien Parent : Professional Education Sarah Snyder Parent : Special Education Gretchen Stallone Parent : Professional Education Jesse Walker Parent : Professional Education Mary Gesualdi Title I Coordinator : Professional Education

CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing DevelopingCareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade Developing Developing

EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing

ElementaryEducation-IntermediateLevel

PACoreStandards:Mathematics Developing Developing

Economics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing

MiddleLevel

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing

HighSchoolLevel

Standards Mapping AlignmentArtsandHumanities Developing Developing

CareerEducationandWork Developing DevelopingCivicsandGovernment Developing DevelopingPACoreStandards:EnglishLanguageArts Developing DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Developing DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Developing DevelopingGeography Developing DevelopingHealth,SafetyandPhysicalEducation Developing DevelopingHistory Developing DevelopingScienceandTechnologyandEngineeringEducation Developing DevelopingAlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing DevelopingAmericanSchoolCounselorAssociationforStudents Developing DevelopingEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Developing Developing

Curriculum

PlannedInstruction

CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea. Developing

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Developing

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Developing

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:

Aregularmethodofunitplanandlessonplanreviewisdevelopedandisfollowedtoassessthequalityofteachers'plansthroughdatateams.

Developing

Aregularmethodofunitplanandlessonplanreviewneedstobedevelopedandfollowedtoassessthequalityofteachers'plans.

MiddleLevel

Developing

HighSchoolLevel

Developing

ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.

ThereisastatedexpectationintheBristolBoroughSchoolDistrictthatformativeassessmentdataisusedtodifferentiatelearningforallstudentsintheclassroom-thisdifferentiationincludesappropriatemodificationandaccommodationsintendedtohelpallstudentsmeetcoursestandards.OurK-12focusinspecialeducationisoninclusionwithappropriatesupports.Forstudentswiththemostintenseneeds,whoreceivecoreinstructioninaseparatesetting,theofficialmodifiedstandardsissuedbyPDEareusedinIEPdevelopmentanddailyinstruction.

Instruction

InstructionalStrategies

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

Regular Lesson Plan Review

Checked Answers • Administrators • Instructional Coaches

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Formalclassroomobservationswithannualinstructionalevaluationsandwalkthroughsaretheprimarymeansofsupervisionandevaluation.InstructionalcoachingisusedinalessformalmannerandwithinthecultureofthelearningcommunityinBBSDtoinvolveexperiencedteacherstoassistintheimprovementofnoviceteachers.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

AdministratorsandthefiveinstructionalcoachesinBristolBoroughSchoolDistrictareutilizedforinstructionalmodelingandprovidingfeedbacktoteachers.

ResponsivenesstoStudentNeeds

InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.

FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

FullImplementation

MiddleLevel

FullImplementation

HighSchoolLevel

Flexibleinstructionaltimeorotherschedule-relatedpracticesareused Full

tomeetstudentneeds. Implementation

FullImplementation

Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

Afteranalyzingdata,aneedsassessmentiscompletedthatidentifiesspecificneedsofindividualstudents.Oncetheneedisidentified,BristolBoroughSchoolDistrictassignsqualifiedinstructorsand/orspecialiststoaddresstheindividualneeds.

Assessments

LocalGraduationRequirementsCourseCompletion SY20/21 SY21/22 SY22/23

TotalCourses 24.00 24.00 24.00English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00SocialStudies 4.00 4.00 4.00Science 3.00 4.00 4.00PhysicalEducation 0.05 4.00 4.00Health 0.05 0.05 0.05Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

4.50 4.50 4.50

Electives 2.00 2.00 2.00Minimum%GradeRequiredforCredit(NumericalAnswer)

65.00 65.00 65.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamatascoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

LocalAssessmentsStandards WA TD NAT DA PSW Other

ArtsandHumanities X X CareerEducationandWork X CivicsandGovernment X PACoreStandards:EnglishLanguageArts X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

PACoreStandards:Mathematics X X X Economics X EnvironmentandEcology X FamilyandConsumerSciences X Geography X Health,SafetyandPhysicalEducation X

History X X ScienceandTechnologyandEngineeringEducation X

WorldLanguage X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSEvaluationsofPortfoliosofStudentWork XKeystoneExams X XNAEP X APExams XPASA X X X XPSSA X X

ScientificExperiments X X X XTextbookAssessments X X X XWorksofArt,Musical X XWrittenWorkbyStudents X X X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSAIMSWeb X X X XDIBELS X X Fountas&PinnellBAS X X StudyIsland X X X TextbookAssessment X X X

FormativeAssessments

FormativeAssessments EEP EEI ML HSDemonstration,performances,productsandprojects X X X XDiagnosticAssessments X X X XEvaluationsofPortfoliosofStudentWork X X X XExitTickets X X X XProgressMonitoring X X X XScientificExperiments X X X XTextbookAssessment X X X XWorksofArt,Musical,TheatricalorDance X X X XWrittenWorkbyStudents X X X X

DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HSDRAs X X X RunningRecords X X TextbookAssessments X X X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HSExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X DepartmentSupervisorReview

ProfessionalLearningCommunityReview InstructionalCoachReview X X TeacherPeerReview Providebriefexplanationofyourprocessforreviewingassessments.

AssessmentdataarereviewedthroughPerformanceTrackerattheEEP,EEI,MLLevels.Individualteacher-generatedandtextbookassessmentreviewsareperformedthroughtheformalobservationprocessandindiscussionsgeneratedbyWalkthroughobservations.

CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Instructionalcoach,TitleIspecialists,andbuildingsupervisorcollectandanalyzedataquarterly.Dataareusedtodetermineflexibility,differentiation,andappropriateprogrammingforindividualstudents.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

Informationisusedtoprovidetargetedsmallgroupinstruction,placementintoTitlei,regrouping,andselectionofcourselevels.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Individualteachersaredirectedtoutilizedataatgradelevelmeetingsanddepartmentmeetingstoassesstheneedsofindividualstudentsandtomodifyand/oradaptinstruction.

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X

IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X XMassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.

ThedistrictutilizesthepublicforumofSchoolBoardmeetingstopresentinformationconcerningsummativeassessments.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Acomprehensivesystemofcurriculum,instructionandprofessionaldevelopment,alongwithanarticulatedandcoordinatedsystemofspecialservices,continuestobeourbestmeanstoensurestudentprogresstowarddistrictandstatestandards.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School-widePositiveBehavioralPrograms X X X ConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X X X XStudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

School-widepositivebehavioralprogramsarenotprovidedinourhighschool.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)Teachersrecommendstudentsforapre-screeningassessmentwhichmayleadtoafullgiftedevaluationbytheschoolpsychologist.TheBristolBoroughSchoolDistrictannuallyinformsthepublicofgiftededucationservicesandprogramsofferedwithinthedistrict,aswellasthereferralprocess.IncompliancewithPennsylvaniaregulations(Chapter16)regardingnotification;postsanoticeonthedistrictweb-site,FaceBookandBacktoSchoolNights;andprovidesabriefnoticeinsidethedistrict'scalendar.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheBristolBoroughSchoolDistricthasaresponsibilitytoidentifyallstudentsresidingwithinthedistrictwhoareeligibleforgiftedsupportservices.Thedistrictfulfillsthisresponsibilitythroughascreeningandevaluationprocessthatallowseverychildtobeconsideredforpossibleparticipationinthegiftedsupportprogram:ScreeningMeasures

a.abilityscreenerorabbreviatedabilitymeasure(s)

b.nationally-normedachievementmeasureaddressingReadingandMath

c.checklistdatasuppliedbyparentand/orteachers

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).TheBristolBoroughSchoolDistrictutilizesmultiplecriteriatodeterminestudenteligibilityforgiftedsupportservices.Studentsmaybefoundeligibleiftheydemonstrateverysuperiorcognitivefunctioningandtheydemonstrateaneedforacademicenrichmentand/oraccelerationbeyondwhatthegeneraleducationprogramcanprovide.Studentsmayalsobefoundeligibleiftheydemonstrateacombinationofsuperiorcognitivefunctioningandexceptionalacademicachievement,baseduponspecificdistrictcriteriaandprofessionaljudgment,andtheydemonstrateaneedforenrichmentand/oraccelerationbeyondwhatthegeneraleducationprogramcanprovide.ThefollowingguidelinesassistbuildingteamstodetermineeligibilityinaccordancewithStateanddistrictcriteria.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.GiftedSupportProgramGiftedSupportprogrammingisdeterminedbytheGIEPteam.Formanystudents,thegeneralframeworkoftheirgiftedprogrammingmaybesimilartoothergiftedstudents;however,eachstudent'sprogramiscustomizedbytheGIEPteamandstudenttotapintoindividualstudentstrengthsandinterests.

DevelopmentalServicesDevelopmentalServices EEP EEI ML HS

AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X BullyingPrevention CareerAwareness XCareerDevelopment/Planning XCoaching/Mentoring XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum HealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning Nutrition X X XOrientation/Transition X RTII/MTSS X X X Wellness/HealthAppraisal

Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X XAssessment/ProgressMonitoring X X X XCasework CrisisResponse/Management/Intervention IndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning SmallGroupCounseling-PersonalandSocialDevelopment X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X

ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal)

CoordinatePlans CoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X X

CommunicationofEducationalOpportunitiesCommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HSIndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunication Elementary Education - Primary Level

• Quarterly

Elementary Education - Intermediate Level

• Quarterly

Middle Level

• Quarterly

High School Level

• Quarterly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

Collaborationtakesplaceatgradelevelteammeetingsandduringcommonplanningtime.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

1.Childcare:TitleIcoordinatorcommunicatesandpartnerswithlocalpre-schoolprograms.2.Afterschoolprograms:TitleIcoordinatorworksinconjunctionwithlocalprograms.3.Youthworkforcedevelopmentprograms:Youthworkforcedevelopmentprogramshavebeendevelopedthrough21stCenturygrantcoordinationwithUnitedWay,andthroughapartnershipwiththeBucksCountyCommunityCollege.4.Tutoring:Tutoringhasbeendevelopedthrough21stCenturygrantcoordinationwithUnitedWay,throughapartnershipwithBucksCountyCommunityCollegeandtheAVITProgram.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

SpecialEducationcoordinatorcoordinateswiththeBucksCountyIntermediateUnittoensuretransitionfromearlyinterventiontoschoolageprogramming.

MaterialsandResources

DescriptionofMaterialsandResources

MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills Developing

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Developing

Accessibilityforstudentsandteachersiseffectiveandefficient DevelopingDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing

ProvideexplanationforprocessesusedtoensureAccomplishment.

BristolBoroughSchoolDistrictcontinuesthealignmentofinstructionandassessmenttowardsPACoreStandards.

MiddleLevel

HighSchoolLevel

SASIncorporation

Standards Status

ArtsandHumanitiesImplementedin50%ormoreof

districtclassrooms

CareerEducationandWorkImplementedin50%ormoreof

districtclassrooms

CivicsandGovernmentImplementedin50%ormoreof

districtclassrooms

PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof

districtclassrooms

Implementedin50%ormoreof

districtclassrooms

PACoreStandards:MathematicsImplementedin50%ormoreof

districtclassrooms

EconomicsImplementedin50%ormoreof

district

classrooms

EnvironmentandEcologyImplementedin50%ormoreof

districtclassrooms

FamilyandConsumerSciencesImplementedin50%ormoreof

districtclassrooms

GeographyImplementedin50%ormoreof

districtclassrooms

Health,SafetyandPhysicalEducationImplementedin50%ormoreof

districtclassrooms

HistoryImplementedin50%ormoreof

districtclassrooms

ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof

districtclassrooms

AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicableEarlyChildhoodEducation:Infant-Toddler→SecondGrade NotApplicable

EnglishLanguageProficiencyImplementedin50%ormoreof

districtclassrooms

Standards Status

districtclassrooms

MiddleLevel

Standards Status

ArtsandHumanities Implementedin50%ormoreof

districtclassrooms

EnglishLanguageProficiency Implementedin

50%ormoreofdistrict

classrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms

HighSchoolLevel

Standards Status

districtclassrooms

district

classrooms

districtclassrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms

Education

CharacteristicsDistrict’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Professionaldevelopmentopportunitiesareofferedwithinthedistrictandatexternallocations(workshops/conferences).Leadersworkcloselywithadministratorstocoordinateassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsaswellasattentiongiventointerventionsforgiftedstudents.

ProfessionalDevelopment Bristol Borough SD

Professional Development

Title: AVID (Advancement Via Individual Determination) Description AVID—Advancement Via Individual Determination—fosters a safe, open

culture, high expectations for teachers and students, and collaboration in all classrooms. Student success is guided AVID’s mission. All the funding, requirements, new technology, educator trainings, and curriculum are meaningless unless students can achieve their college and career goals. Passionate teachers with genuinely high expectations are creating lifelong connections and positively impacting the trajectory of their students’ lives every day because of the AVID Effect.

AVID professional learning transforms conceptual understandings into usable strategies that are intentional, purposeful, repeatable, and lead to student success. AVID brings educators together to learn how to implement engaging activities in their classrooms, raise their level of commitment to student success and, thus, produce a learning environment where all students are equipped to tackle complex issues,

problems, and information.

AVID professional learning is targeted and specific to what educators do every day. Teachers learn how to use the strategies they experience and practice during trainings to engage their students in daily instruction. They are able to build a classroom culture where rigorous academic instruction combines with social and emotional support to accelerate learning and close the achievement gap.

Person Responsible Superintendent, AVID CoordinatorStart Date: 9/5/2017End Date: 6/30/2023Proposed Cost/Funding:

Start YearEnd YearCostFunding Source

Program Area(s): Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology

Hours Per Session 8.0# of Sessions: 3# of Participants Per Session: 35Provider: AVIDProvider Type: Non-profit OrganizationPDE Approved: YesKnowledge Gain: AVID professional learning transforms conceptual understandings into

usable strategies that are intentional, purposeful, repeatable, and lead to student success. AVID brings educators together to learn how to implement engaging activities in their classrooms, raise their level of commitment to student success and, thus, produce a learning environment where all students are equipped to tackle complex issues, problems, and information.

Research & Best Practices Base:

AVID professional learning is targeted and specific to what educators do every day. Teachers learn how to use the strategies they experience and practice during trainings to engage their students in daily instruction. They are able to build a classroom culture where rigorous academic instruction combines with social and emotional support to accelerate learning and close the achievement gap.

For classroom teachers, school counselors and education specialists:

• Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.• Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for

struggling students.• Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.• Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, and other educators seeking leadership roles:

• Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.• Provides leaders with the ability to access and use appropriate data to inform decision-making.• Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.• Instructs the leader in managing resources for effective results.

Training Format:

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

Participant Roles:

• Classroom teachers• Principals / Asst. Principals• Supt / Ast Supts / CEO / Ex Dir• School counselors• New Staff• Other educational specialists

Grade Levels: • Middle (grades 6-8)• High (grades 9-12)

Follow-up Activities:

• Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers• Analysis of student work, with administrator and/or peers• Creating lessons to meet varied student learning styles• Peer-to-peer lesson discussion• Lesson modeling with mentoring• Joint planning period activities• Journaling and reflecting

Evaluation Methods:

• Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.• Student PSSA data• Standardized student assessment data other than the PSSA• Classroom student assessment data• Participant survey• Review of participant lesson plans• Review of written reports summarizing instructional activity• Portfolio

EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAplanstoconducttherequiredtrainingonapproximately:10/1/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.11/3/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.12/1/2015Trainingmandatedreportertraining,totaling1hourasoutlinedinAct126.

Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAplanstoconductthetrainingonapproximately:10/1/2015Provideeducatorswith1hourofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.11/3/2015Provideeducatorswith2hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.12/1/2015Provideeducatorswith1hourofprofessionaldevelopmentinyouthsuicideawarenessandpreventionforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71. Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsTheLEAplanstoconductthetrainingonapproximately:11/4/2015Provideseducatorswithfour(4)hoursofprofessionaldevelopmentforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

StrategiesEnsuringFidelity

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

• Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that

utilize student assessment results to target curricular areas that need further alignment.

• Professional Development activities are developed that support implementation of strategies identified in your action plan.

• Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to

changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

• The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

• Administrators participate fully in all professional development sessions targeted for their faculties.

• Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

• The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

• Professional Education is evaluated to show its impact on teaching practices and student learning.

Throughstaffmeetings,informalmeetings,andformalobservationmeetings,administrationplans,supports,andparticipatesintheprofessionallearningopportunities.

InductionProgram• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.

Thebuildingprincipal,orassistantprincipal,willensureeachinducteewillbeapartoftheinservicetrainingtoensurethegoals,objectives,andcompetenciesaremet.Inducteeswillalsobeassignedamentor.AttheelementaryandmiddleschoollevelsthementorwillbetheGradeLevelChair.AtthehighschoollevelthementorwillbetheDepartmentChair.Theywillalsoworkwiththeinducteetoensuretheabovegoals,objectivesandcompetenciesaremet.

NeedsofInductees• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto

identifyneeds.

• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentifyneeds.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

• StudentPSSAdata.

• StandardizedstudentassessmentdataotherthanthePSSA.

• Classroomassessmentdata(Formative&Summative).

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Submissionofinducteeportfolio.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).

Thebuildingprincipalorassistantprincipalwillberesponsibleobservationsanddatacollection.Theywillalsoensurethementorsaremeetingwiththeteachers.

MentorCharacteristics• Pool of possible mentors is comprised of teachers with outstanding work performance.• Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and

other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

• Mentors and inductees must have compatible schedules so that they can meet regularly.

MentorsattheelementaryandmiddleschoollevelsaretheGradeLevelChairperson.Attheselevelstheteachersplanandprepareaspartofateam.ThehighschoollevelmentorsaretheDepartmentChairs.Alllevelsareprovidedwithacommonplanningperiod.

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Newteachersareobservedatleastonceduringthefirstsemesterandatleastonceduringthesecondsemester.Therearealsofrequentwalk-throughsbytheadministrators.ThenewteachersarealsocontinuallyinvolvedinmeetingswiththeChairs.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

• Mentordocumentshis/herinductee'sinvolvementintheprogram.

• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.

• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovideacertificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationforLevel2Certification.

SpecialEducation

SpecialEducationStudentsTotal students identified: 290

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

BothSnyder-GirottiElementarySchoolandBristolMiddle/HighSchoolwillemploytheDiscrepancyModelintheidentificationofstudentswithpotentiallearningdisabilities.Ifstudentshavealargeenoughdiscrepancybetweentheirpredictedlevelofacademicperformance,asmeasuredbytheircognitiveability,andtheirobservedacademiclevelofability,adeterminationforapossiblelearningdisabilitywillbemade.Typically,adiscrepancyofatleast1or2standarddeviationswouldconstituteasignificantdifference;

however,considerationshouldbegiventothepsychometricproperties(reliability)oftheinstrumentsbeingusedandtheirintendeduse(validity).Whilenationallyrecognizednorm-referencedmeasurestypicallyaretheprimarymeasuresusedinmakingthisdetermination,theevaluationteamwillalsotakeintoconsiderationadditionaldataandinformationfromcurriculum-basedmeasuresandteacherobservations.Otherfactors,suchasmedicalconcerns,intellectualdisability,behavioralproblems,Englishasasecondlanguage,inadequateinstruction,environmentaloreconomicdisadvantage,etc.aretakenintoconsiderationinanefforttorulethemoutassignificantcontributorstotheacademicdeficiency.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Dataarenotsignificantlydisproportionate.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

1.Atthistime,therearenoinstitutions(includingdetentionhomesordrug/alcoholtreatmentcenters)locatedwithinthedistrictborders.2.Allstudentsareaffordedthesameservicesandsafeguardsasresidentstudentsatnocosttoparentsortheinstitutionwheretheyreside.Everystudentisprovidedwithafreeappropriatepubliceducation(FAPE).3.Nobarriersexistwhichinterferewiththedistrict'sabilitytomeetitsobligationunderSection1306.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

BristolBoroughSchoolDistrictdoesnothaveafacilitywithinthedistrictservingincarceratedstudents.However,whenaBristolBoroughstudentwithdisabilitiesisincarceratedinacorrectionalinstitution,thedistrictcooperateswiththeinstitutiontoprovidetheappropriaterecordstoassistwiththeeducationaldecisionsbeingmadethroughtheMDE/IEPteamprocess.Alleligiblestudentsareprovidedwithafreeappropriatepubliceducation(FAPE).

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

ThegoaloftheBristolBoroughSchoolDistrictistoeducateallstudents,eventhosewithdisabilities,intheLeastRestrictiveEnvironment.Thisinvolvesincludingalllearners,tothemaximumextentpossible,inthegeneraleducationcurriculum,aswellasco-curricularandextracurricularactivities,withappropriatesupplementaryaidsandservices.DecisionsregardingeducationalplacementaremadeonanindividualizedbasisbytheIEPteam.TheIEPteamadherestotheGeneralPrinciplesoftheBEC14.102(a)(2)(xxiv).AllstudentsattendingschoolwithintheBristolBoroughPublicSchools,K-12,areincludedforhomeroom,lunch,recessandvariousspecialsandelectives.Allstudents,K-8,areincludedforallScience/SocialStudiesinstruction.Allstudentsareincludedinothergeneraleducationclasses,withpull-outinstructionprovidedbasedonthedecisionoftheIEPteam.Inaddition,studentsenrolledinBucksCountyIntermediateUnitclassroomsarealsoincludedintheclassroom,lunch,recess,andothervariousactivities.TheIEPteam,includingtheparents,discussesthefourquestionsinPartVII.,EducationalPlacement,withintheIEP,priortoprovidingtheexplanationsregardingparticipationwithstudentswithoutdisabilities.Discussionrevolvesarounddatacollectedbytheteaminvolvingthestudent’spastperformanceinthegeneraleducationenvironment,andanynecessarysupplementaryaidsandservicesnecessarysothatthestudentisabletomake

progressinthegeneraleducationenvironment.Benefitsand/orharmfuleffectstothestudentandhispeersinboththeregulareducationenvironmentandthespecialeducationsettingareconsideredbeforetheIEPteammakesanydecisionregardingeducationalplacement.TheBristolBoroughSchoolDistrictworkscooperativelywiththeBucksCountyIntermediateUnitandneighboringschooldistrictstoprovideacontinuumofservicesforstudentswhoseneedsvarybytypeandlevelsofsupport.StudentswhohavebeenidentifiedwithadisabilityanddemonstrateaneedforspeciallydesignedinstructionareprovidedwithanIndividualizedEducationalProgram(IEP).TheIEPteamsmeetanddocumentthattheyhaveconsideredmultipleeducationalplacementoptionsforeachstudent.Thedistricthasprovidedanarrayofinclusiveprogrammingandpractices,including(1)consultationservicestotheregulareducationteacher(s)bythedistrictpsychologistandtheIUProgramandTrainingSpecialist;(2)individualteachingassistantsforallorpartofthedayforstudentswithspecialneedsforallorpartoftheday;(3)itinerantservicestotheclassroombyaspecialeducationteacherorteachingassistantas"push-in"support;(4)andco-teachingbyregularandspecialeducationteachers.Thedistrictalsoprovidesacontinuumofsupportandsupplementaryaidsandservicesforexceptionalstudentsthroughanarrayofspecialeducationprograms.Teachersworkcollaborativelywithregulareducationteachersatalllevelstodevelopcurricularaccommodationsandmodificationsforindividualstudents.Instructionalassistantsaresometimesassignedtospecificstudentsinordertofacilitatetheircontinuedinclusioninregulareducationprograms.Also,theservicesoftheoccupational,physicalandspeechandlanguagetherapistareprovidedtostudentswithdisabilitiesinregularclasseswhenappropriate.Assistivetechnologyisprovidedtoaidstudentsincommunication,instruction,andparticipation.TheIEPteamsrelyupontheguidancecounselors,behaviorplans,restorativepractices,andconflictresolutionwithintheregularclasssettingtoassiststudentswithemotionaland/orbehaviorneeds.HighschoollevelstudentsoftenchoosetoparticipateintheprogramsattheBucksCountyTechnicalHighSchool.Alearningsupportteacherand/orindividualinstructionalassistantstypicallysupportstudentsrequiringaccommodationsandmodificationsinthesegeneraleducationprograms.Everyeffortismadetoallowfortheparticipationofchildrenwithdisabilitieswithnon-disabledpeersthroughouttheschoolday(art,music,lunch/recess,assemblies).Copiesofastudent'sIEPGoalsandSpeciallyDesignedInstructionaredistributedtoallregulareducationteachersatthebeginningofeachsemester,orwhenanewIEPiswrittenorarevisionismade.Thisensuresthatstudentsreceiveappropriateaccommodationsandmodificationsintheirregulareducationcourses.Programsforstudentswithlowincidencedisabilitiesofamoderatetoseverenature(i.e.intellectualdisability,autism,severeemotionaldisturbance,multipledisabilities,etc.)maybeprovidedwithservicesthroughtheIntermediateUnitinaprogramlocatedwithintheBristolBoroughSchoolDistrict,aneighboringschooldistrict,oratthelocalVocational-TechnicalSchool.AfewstudentsreceivetheireducationinmorerestrictivesettingssuchasanApprovedPrivateSchool,alternativeschools,oranout-of-stateplacement(noneatthistime).

Professionaldevelopmentandsupportsareavailablethroughthedistrict,IUconsultants,andPATTANstafftoaddresstheissueofaccesstothegeneralcurriculumandtopicssuchasco-teaching,differentiatedinstruction,behaviorsupportplans,andprogressmonitoring.TheBristolBoroughSchoolDistrictstaffattendsprofessionaldevelopmentofferingsthroughthelocalIntermediateUnitandPATTAN,aswellasworkingwiththeIUProgramandTrainingSpecialist,orTAC.Theseopportunitiesexpandthesupports/serviceswhichallowforstudentstoincreaseaccesstothegeneraleducationcurriculumintheleastrestrictiveenvironment.Smallgrouptrainingsessions,individualtrainingandmentoringisprovidedfortopicssuchastransitionservices,progressmonitoring,assistivetechnology,behaviormanagement,andothersastheneedisidentified.Accordingtothe2016-17SPPTargetsintheIndicator5section,theBristolBoroughSchoolDistrictobtainedthefollowingresults:

• No,thedistrict(33.1%)didnotmeettheSPP/APDTargetforSEInsideRegularClass80%orMore

• No,thedistrict(16.9%)didnotmeettheSPP/APDTargetforSEInsidetheRegularClassLessThan40%

• No,thedistrict(6.8%)didnotmeettheSPP/APDTargetforSEinOtherSettings.

Currently,theadministrationisreviewingthedeliveryofservicesanddeterminingiftherearemoreopportunitiesforstudentstobeinclasswiththeirregulareducationpeers.Inaddition,theadministrativeteamwillreviewhowteachersarecalculatingtimeintheregulareducationclassandthelevelofservice(Full-time,Supplemental,andItinerant).Regardingstudentsplacedoutofthedistrict,theBristolBoroughSchoolDistrictislookingtoexpanditscontinuumofservicesinconjunctionwiththeneedsofthestudents.Ifthedistrictcanmeetthestudents'needs,supportsareputinplacetoensurethestudentisprovidedwithanappropriatelevelofaccommodations/adaptionsintheleastrestrictiveenvironment.ForthosestudentswhoseneedscannotbemetwithinthedistrictandareplacedoutsideoftheLEA,theIEPteamwillmeetinordertoensureadequateprogrammingandopportunitiesforinstructionwithnon-disabledpeers.Thedistrictcontinuestotrackallstudentsenrolledinplacementsoutsideofthedistrictinordertoensureeducationalbenefit.IEPteamsarereconvenedasneededinordertoprovideappropriatesupportsbaseduponprogressmonitoringdata.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

TheSchool-WidePositiveBehavioralInterventionsandSupports(SWPBIS)continuestoinfluenceboththecultureandclimateofourschoolinaverypositiveway.Itunifiesteachersandstudentswithacommongoalofbuildingapositiveschool-widecommunity.EachschoolyearstartswithaSWPBISassemblytoreviewandreteachourschool-wideexpectationsandourreinforcementsystem.Ourschoolexcelsatreinforcingpositivebehaviorsandofferingarangeofincentivestomotivateallstudents.Thisyearwewillhaveourschool-widequarterlyincentiveswhichrecognizestudentswhohaveearnedTomahawkticketsinthequarter.Studentswhoexhibitpositivebehaviorsarecelebratedatschool-wideassembliesandduringmorningannouncements.OurSWPBISexpectationsaretaught,reviewed,andpostedwithintheschool.Staffmembersarerecognizedforteachingexpectedbehaviorsandrewardingstudents.Thisyearwehaveaddeda“StaffMemberoftheMonth”parkingspotinthefrontoftheschooltocelebratestaffmemberswhoexemplifyourPBISculture.TheSWPBIScoreteamincludesadiversegroupofteachersandadministrators.OuradministrativestaffplaysanintegralroleinfacilitatingtheSWPBISteammeetings,ensuringtheimplementationandconsistencyoftheprogram.Wehaveadiversegroupofteammembersandeachteammemberisdelegatedaroleandresponsibility.Wereviewschool-wideandstudentdatatoproblemsolveandplaninterventionsatourmonthlymeetings.OurSWPBISprogramisexplainedatbacktoschoolnightsandatParent-Teachermeetings.Weencouragefamilyinvolvementbyinvitingparentstoattendmonthlyawardsassemblies.ThedistrictcontinuestoreceivenewtrainingandsupportfromtheIU.TrainingconsistsofCPItrainingaswellasaSpecialistwhoassistsstaffinstrategiesandinterventionswhenworkingwithdifficultstudents.TheBehavioralSpecialistassistsstaffindevelopingFunctionalBehaviorAssessmentsaswellaswritingappropriateBehaviorSupportPlans.Additionally,thedistrictprovidesasocialworkerandbehavioralhealthagencytoassiststudents/parentsintheschoolsettingorcommunity.TheSchool-BasedBehavioralHealthServicesareprovidedattheelementaryandthesecondarylevel.Studentsarereferredbystafftotheagencywhothenreachesouttotheparent/guardianifnecessarytobegincounselingsupportfortheindividual(s)inneed.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

TheBristolBoroughSchoolDistrictisdedicatedtoalwaysprovidingaFreeandAppropriatePublicEducation(FAPE)foralldisabilitycategories.WhenitisdeterminedthatFAPEcannolongerbeprovidedinanexistingeducationalplacement,stepsaremadetoensurethatFAPEcontinuestobeprovidedintheLeastRestrictiveEnvironment(LRE).Insomecases,wehaveemployedseveralsupplementalsupportsandpersonalaidesinordertomaintainthestudentintheLRE(ex:1-to-1aide,PersonalCareAssistant,BehaviorTherapist,Interpreter,MobileTherapist,andTSS).Atthesametime,wehavesolicitedhelpfromtheBCIUorotheragenciesthatcouldprovidesupportforourstudents.InadditiontoutilizingsupplementalsupportsandaidestoprovideFAPE,theBBSDisalwayswillingtouseotheragenciesandservices(ex:BCIU,MH/MR,ChildrenandYouthServices,LatinoAlliance,OfficeofJuvenileProbation,21stCentury,etc...).Ifsupportsareinplaceandaplanisimplemented,butthestudentcontinuestorepeatedlyexhibitthebehaviorsofconcerntoadegreethatisdisruptivetothestudent'sownlearningorthelearningofothers,alternativeplacementsareinvestigatedandmatchedtothestudent'sneeds.AlternativeplacementshaveincludedBCIUclassroomswithinourbuilding,BCIUclassroomsoutsideofourfacilities,placementinneighboringschooldistricts(ex:BristolTownshipSchoolDistrict,PennsburySchoolDistrict),placementinapprovedprivateschools(ex:TheValleyDaySchool,FairwoldAcademy,PathwaySchool),placementinAEDYprograms(ex:Ombudsman),placementinprivateschools(ex:HolyFamilySchool),andplacementintheBucksCountyTechnicalSchool.BecauseBBSDisarelativelysmallschooldistrict,wearealwayslookingtoexpandservicesinordertoaccommodatetheneedsofourstudentpopulation.Additionalclasses(ex:EmotionalSupport,AutisticSupport,andMultipleDisabilitiesSupport)havebeendevelopedinordertoaccommodatetheincreasingneedsofourstudentsintheseareas.Asanexampleoftheexpandingcontinuumofservices,theBBSDisconsideringprovidingEmotionalSupportintheMiddleSchoolbecauseoftheexpanding/increasingneedofourstudentpopulation.

Assurances

SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:

• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

• FreeEducationandAttendance(incompliancewith§12.1)

• SchoolRules(incompliancewith§12.3)

• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)

• Discrimination(incompliancewith§12.4)

• CorporalPunishment(incompliancewith§12.5)

• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)

• FreedomofExpression(incompliancewith§12.9)

• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

• HairandDress(incompliancewith§12.11)

• ConfidentialCommunications(incompliancewith§12.12)

• Searches(incompliancewith§12.14)

• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)

• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))

• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)

• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)

• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)

• AcceptableUsePolicyforTechnologyResources

• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

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

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

LeastRestrictiveEnvironmentFacilitiesFacilityName Typeof

FacilityTypeofService Numberof

StudentsPlaced

BucksCountyTechnicalHighSchool

NeighboringSchoolDistricts

LearningSupport 12

FairwoldAcademy ApprovedPrivateSchools

EmotionalSupport 2

ValleyDaySchool ApprovedPrivateSchools

EmotionalSupport 6

BristolTownshipSchoolDistrict

LifeSkillsSupport 5

PennsburySchoolDistrict

EmotionalSupport 1

Ombudsman Other AlternativeEducation 4HolyFamilyRegionalSchool

Other MultipleDisabilities 1

BucksCountyIntermediateUnit

Other EmotionalSupport(ES),IntellectualDisabilities(ID),OtherHealthImpairment(OHI),AutisticSupport(AS),MultipleDisabilities(MDS)

LifeworksAlternativeSchool

Other EmotionalSupport 1

MilestoneAcademy Other LearningSupport 1NewHopeAcademy Other EmotionalSupport 1CommunityServiceFoundation-BuxmontAcademy

Other EmotionalSupport 2

SpecialEducationProgramProfileProgram Position #1 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 5to8 20 1

Locations:

WarrenSnyder-JohnGirottiElementarySchool

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Program Position #2 - Proposed Program

Locations: WarrenSnyder-JohnGirottiElementarySchool

Locations: WarrenSnyder-JohnGirotti AnElementary AbuildinginwhichGeneral

ElementarySchool SchoolBuilding Educationprogramsareoperated Program Position #5 - Proposed Program

EmotionalSupport 9to12 20 1

PROGRAM SEGMENTS TypeofSupport Levelof

SupportAgeRange Caseload FTE

LearningSupport

12to16 20 1

Locations: BristolHighSchool AMiddleSchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated

LearningSupport

12to16 20 1

Locations: BristolHighSchool ASeniorHigh

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

Type: ClassandPosition Implementation Date: September 6, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS TypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 14to19 62 1Justification:StudentsareallinRegularEducationClassesLocations: BristolHighSchool

ASeniorHighSchoolBuilding

Full-TimeSpecialEducationClass

MultipleDisabilitiesSupport

16to20 6 0.75

Locations: BristolHighSchool ASeniorHighSchool

Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: September 3, 2014

13to17 8 1

Locations: BristolHighSchool ASeniorHighSchool

LearningSupport

12to15 12 1

Locations: Snyder-GirottiElementary AnElementary

Locations: Snyder-Girotti AnElementary

Type: Position Implementation Date: September 4, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

Itinerant SpeechandLanguageSupport

5to14 65 1

Justification:StudentsareallSpeechLanguageSupportStudentswhoareservedindividuallyorinagroupnotexceedingthemandatedthreeyearagespan.Locations:

Snyder-GirottiElementarySchool

Type: Position Implementation Date: September 4, 2014 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

Itinerant SpeechandLanguageSupport

14to21 10 0.2

Justification:StudentsareSpeechLanguageSupportstudentswhoareservedindividuallyorinasmallgroupnotexceedingthefouryearagespan.Locations: BristolMiddle/HighSchool

AJunior/SeniorHighSchoolBuilding

Type: Position Implementation Date: September 4, 2014

Itinerant DeafandHearingImpairedSupport

5to21 1 0.03

Justification:Studentsareservicedindividuallyorinagroup,notexceedingthemandatedthreeyearagespan.Locations: BristolBoroughHighSchool

Type: Position Implementation Date: September 4, 2014

Itinerant BlindorVisuallyImpairedSupport

5to21 1 0.03

Justification:Studentsareservicedindividuallyorinagroup,notexceedingthemandatedthreeyearagespan.Locations: BristolBoroughHighSchool

Program Position #27 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION

Locations: Snyder-GirottiElementarySchool

10to12 8 1

AutisticSupport 7to8 10 1

Locations:

Snyder-GirottiElementarySchool

AutisticSupport 9to12 8 1

13to14 8 1

Type: Class

Implementation Date: September 6, 2017 PROGRAM SEGMENTS

TypeofSupport LevelofSupport

AgeRange Caseload FTE

LearningSupport

12to14 20 1

SpecialEducationSupportServicesSupportService Location Teacher

FTESchoolPsychologist BristolHS 0.2SchoolPsychologist Snyder-GirottiK-8 0.8Paraprofessional BristolMiddle/HighSchool 1Paraprofessional BristolMiddle/HighSchool 1Paraprofessional BristolMiddle/HighSchool 1Paraprofessional Snyder-GirottiElementarySchool 1Paraprofessional Snyder-GirottiElementarySchool 1Paraprofessional Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant Snyder-GirottiElementarySchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1PersonalCareAssistant BristolHighSchool 1CoordinatorofPupilServices/SPED

PupilServicesOffice-Snyder-GirottiElementary]School

Paraprofessional Snyder-GirottiElementarySchool 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

OccupationalTherapist IntermediateUnit 2DaysPhysicalTherapist IntermediateUnit 1Days

SocialWorker IntermediateUnit 2DaysTaCConsultant IntermediateUnit 2DaysSpeechTherapist IntermediateUnit 8DaysVisionImpairedSupport IntermediateUnit 3Hours

NeedsAssessmentDistrictAccomplishmentsAccomplishment#1:TheBristolBoroughSchoolDistrictistherecipientofasignificant21stCenturyGrant.Thisgrantprovidesafterschoolprogramsandtutoringforstudentsingradesfourthrough12.

Accomplishment#2:BristolHighSchool,inconjunctionwith21stCentury,receivedagrantduringtoprovidesummerschoolacademicprogramsforstudentswhofailedtomaintainapassinggrade.Theprogramwasfreetoallstudentswhoneededthecredits.ThisisthefirsttimeBristolHighSchoolofferedsuchaprogram.Priortothisprogram,studentshadtopaytoattendsummerschoolinotherdistricts.

Accomplishment#3:BristolMiddleSchoolreceivedagrantforasummerprogramtoaddresstheneedsofthosestudentswhowerenotpassingreadingormath.

Accomplishment#4:TheAVIDProgrampreparesstudentsthroughrigorouscourseworkforcollegeandcareerawarenessandreadiness.

Accomplishment#5:TheBristolBoroughHighSchool,workinginconjunctionwiththeBucksCountyCommunityCollege,offersITMicrosoftCertifications.Whencompleted,studentsareidentifiedasMicrosoftexperts.TheAOChelpsdeferthecostofthisprogram.

Accomplishment#6:TheBristolBoroughSchoolDistrictinconjunctionwiththeBristolBoroughLearningCenters’AcademicOversightCommittee(AOC)providesopportunitiesforacademicsupportandenrichment,inadditiontoenhancingtheartsandathleticprogramsforourstudents..

Accomplishment#7:TheWarren-SnyderElementarySchoolhasbeenrecognizedbyPDEasamodelPBISSchool.

Accomplishment#8:BristolHighSchooloffersmultiplecollegecoursesthroughdual-enrollmentprogramsattheBucksCountyCommunityCollege.

Accomplishment#9:BristolHighSchoolstudentsreceivecollegecreditsforchemistryandAmericanHistoryAPcoursesthroughtheBucksCountyCommunityCollege.

DistrictConcerns

Concern#1:ThereisaneedtocontinuetoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.

Concern#2:Thereisaneedtocontinueimprovethe"CommunityConnections"intheBristolBoroughSchoolDistrict.

Concern#3:ThereisaneedtocontinueimprovetheStudentServicesintheBristolBoroughSchoolDistrict.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:

ThereisaneedtoimprovetheAcademicAchievementofeachchildintheBristolBoroughSchoolDistrict.

ThereisaneedtoimprovetheStudentServicesintheBristolBoroughSchoolDistrict.

SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:

SystemicChallenge#3(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

AlignedConcerns:

SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

AlignedConcerns:

SystemicChallenge#5(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

AlignedConcerns:

SystemicChallenge#6(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

AlignedConcerns:

Thereisaneedtoimprovethe"CommunityConnections"intheBristolBoroughSchoolDistrict.

DistrictLevelPlan

ActionPlans

Goal#1:AcademicAchievement-(Challenged)

RelatedChallenges:

• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

• Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

• Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

• Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

• Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

• Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Indicators of Effectiveness:

Type: Annual

Data Source: Our data source will be DRA's, PSSA's, CDT's and Keystones.

Specific Targets: All schools including the district will make AYP.

Strategies:

Provide after school and summer school support and enrichment programs to improve academic achievement

Description:

Providesupportforenrichmentbasedafterschoolprogramsinliteracy,thearts,STEM,careerexplorationandjobpreparedness.ProvideAcademicEnrichment,socialskillsdevelopmentandrecreation.ProvideCreditRecovery,supporttheBristolHighSchoolSummerGardenandGreenTechnologyProgram.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Addressing the needs of at-risk students by implementing a multi-tier system of support

Description:

Identifyat-riskstudentsbyanalyzingacademicandattendancedataquarterly.DevelopaTruancyEliminationPlanforstudentswhoarechronicallytruant.Developaninterventionplantomeetthesocialneedsofallstudents.Provideanopportunityforat-riskhighschoolstudentstocompletehighschoolgraduationrequirementsthroughEdgunityandBridges.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools

Implementation Steps:

After School Program

Description:

Providesupportforenrichmentbasedafterschoolprogramsinliteracy,thearts,STEM,careerexplorationandjobpreparedness.

Start Date: 9/1/2017 End Date: 6/30/2023

Program Area(s): Student Services

Supported Strategies:

• Provide after school and summer school support and enrichment programs to improve academic achievement

Identification of Students

Description:

Identifyat-riskstudentsbyanalyzingacademicandattendancedatamonthly.

• Addressing the needs of at-risk students by implementing a multi-tier system of support

Summer Camp – Grades K through 6

Description:

ProvideAcademicEnrichment,socialskillsdevelopmentandrecreation.

Truancy Elimination Plan

Description:

ContinuetodevelopaTruancyEliminationPlanforstudentswhoarechronicallytruant

Summer Camp – Grades 7 through 12

Description:

ProvideCreditRecovery,supporttheBristolHighSchoolSummerGardenandGreenTechnologyProgram.

Student Assistance Program (SAP)

Description:

Continuethedevelopaninterventionplantomeetthesocialneedsofthehighschoolstudents

Teaching Diverse Learners including Mulit-tier System of Support

Description:

Continuethedevelopmentandimplementascheduletoprovidesmallgroupinstructionforstudentswhoareat-risk

Support At-risk Students through Alternative Programs

Description:

Provideanopportunityforat-riskhighschoolstudentstocompletehighschoolgraduationrequirementsthroughEdgunityandBridges.

Language and Literacy Acquisition including Gifted Professional Development

Description:

ProvideLanguageandLiteracyAcquisitionandGiftedProfessionalDevelopmentasavailable.

Program Area(s): Professional Education, Gifted Education

Bristol Borough "All Our Children" - Challenged

Description:

ContinuetoworkandexpandcommunityoutreachthroughtheAOC.Utilizetheactionplandevelopmentalreadyestablishedthroughthe2018-2019CommunityConversationmeetings.

AVID (Advancement Via Individual Determination)

Description:

AVID—AdvancementViaIndividualDetermination—fostersasafe,openculture,highexpectationsforteachersandstudents,andcollaborationinallclassrooms.StudentsuccessisguidedAVID’smission.Allthefunding,requirements,newtechnology,educatortrainings,andcurriculumaremeaninglessunlessstudentscanachievetheircollegeandcareergoals.Passionateteacherswithgenuinelyhighexpectationsarecreatinglifelongconnectionsandpositivelyimpactingthetrajectoryoftheirstudents’liveseverydaybecauseoftheAVIDEffect.

AVIDprofessionallearningtransformsconceptualunderstandingsintousablestrategiesthatareintentional,purposeful,repeatable,andleadtostudentsuccess.AVIDbringseducatorstogethertolearnhowtoimplementengagingactivitiesintheirclassrooms,raisetheirlevelofcommitmenttostudentsuccessand,thus,producealearningenvironmentwhereallstudentsareequippedtotacklecomplexissues,problems,andinformation.

AVIDprofessionallearningistargetedandspecifictowhateducatorsdoeveryday.Teacherslearnhowtousethestrategiestheyexperienceandpracticeduringtrainingstoengagetheirstudentsindailyinstruction.Theyareabletobuildaclassroomculturewhererigorousacademicinstructioncombineswithsocialandemotionalsupporttoacceleratelearningandclosetheachievementgap.

Goal#2:CommunityConnections-(Engaged)

Related Challenges:

Type: Annual

Data Source: Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.

Specific Targets: Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District

Strategies:

Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.

Description:

EstablishaServiceLearningrequirementforallhighschoolstudents.Establishservicelearningprojectsbaseduponthemesincludingthearts,culture,history,STEM,socialservices,entrepreneurialskillsandcareerdevelopment.EstablishacommitteetomanageServiceLearningProgram.HighSchoolfacultywillreachouttothecommunitytoestablishconnectionsforservicelearning.Thiswillincludemeetingwithstudents.

Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District

Description:

EstablishaBristolBoroughSchoolDistrict“AdvisoryCouncil”comprisedofPTA/parents,civicorganizations,AdvisoryOversightCommittee,Rotaryandothercommunitypartners.Establishgoals,meetingdatesandcommunicationandmediaplans.Developaprocessforsharinginformation.Establishaschool-basedCommunityCenter.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Service Learning Requirement

Description:

ContinuewiththedevelopmentofaServiceLearningrequirementforallhighschoolstudents.

• Provide Service Learning Opportunities that develop 21st Century College and Career Skills and that benefit community organizations and businesses.

Establishment of Service Learning Projects

Description:

Continuetoexpandtheservicelearningprojectsbaseduponthemesincludingthearts,culture,history,STEM,socialservices,entrepreneurialskillsandcareerdevelopment.

Outreach and collaboration with community organizations/businesses.

Description:

Continuetoreachouttothecommunitytoestablishconnectionsforservicelearning.Thiswillincludemeetingwithstudents.

Bristol Borough "All Our Children" Community Engagement

Description:

• Promote ways for organizations to think strategically in planning events/programs with the Bristol Borough School District

Goal#3:StudentServices(Healthy,Safe&Supported)

Related Challenges:

• Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

• Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

• Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

• Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

• Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Type: Annual

Data Source: College and Career Pathways Support and Implement School-wide Positive Behavior Interventions and Support

Specific Targets: Establish a core team at the elementary/middle school levels – provide training and develop program, Implement SWPBIS at Snyder-Girotti Elementary/Middle School, Change focus of graduation project from academic to college and career emphasis

Strategies:

College and Career Pathways Support

Description:

ContinuetodevelopandimplementthePathwayProgramsforCollegeandCareerAwarenessinconjunctionwiththerequiredPDEK-12CounselingPlan.Researchpathwayprogramsinotherdistrictsandexplorebusiness/communityconnections.ContinuetoprovideNavianceProgramtrainingtoallnecessarystaff.

Continue with School-wide Positive Behavior Interventions and Support

Description:

ContinuewithSchool-widePositiveBehaviorInterventionsandSupportinK-6grades.

Research Pathway Programs

Description:

Researchpathwayprogramsinotherdistrictsandexplorebusiness/communityconnections

• College and Career Pathways Support

Naviance Training

Description:

ContinuetoprovideNavianceProgramtrainingtoallnecessarystaff.

• College and Career Pathways Support

Bristol Borough "All Our Children" - Healthy, Safe & Supported

Description:

• College and Career Pathways Support • Continue with School-wide Positive Behavior Interventions and Support

Continue with the implementation of PBIS

Description:

ContinuewiththeimplementationofPBISthroughtheK-6levels.

• Continue with School-wide Positive Behavior Interventions and Support

DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

Nosignaturehasbeenprovided

BoardPresident

Nosignaturehasbeenprovided

Superintendent/ChiefExecutiveOfficer

SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

AffirmedbyNunzioDeMarchison4/29/2019

BoardPresident

AffirmedbyThomasShafferon4/29/2019

Superintendent/ChiefExecutiveOfficer

bristol borough school district · 2020. 7. 1. · 3 those in the school community. effective...

Documents

raimondi college secondary section · 2018. 8. 7. · ii....

nurture marketing

site conditions conducive for potential petroleum vapor...

southwest preparatory school northeast campus … · the...

school diary (2017 - 2018) - udgam · pdf filethe school...

applying nurture as a whole-school approach ·...

charting a new path for innovation · 2019. 11. 6. ·...

nurture international school anthem

nurture groups...nurture groups need: • a school committed...

a psychological service contribution to nurture: glasgow’s...

cycle friendly school award - cycling...

school profile 2017-2018€¦ · school profile 2017-2018...

nurture groups · nurture groups are an in-school,...

summer parent handbook 2018 - labschool.ucla.edu ucla lab...

bearbrook combined school & pre-school nurture inspire...

conducive learning environment

untangling nature and nurture - ridgeview high school...

victory heights primary school 2015-2016 nurture-challenge -...

the nurture room where miracles can happen - … · the...

nurturing approaches: school pack, good practice...