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BASH TSI plan focuses on co-teaching and targeted instruction after diagnostics show major gaps for students with IEPs
Summary
District and BASH leaders presented a Targeted School Improvement plan focused on students with disabilities after Firefly/CDT diagnostics showed large percentages of that subgroup needing support in literature (~70%) and algebra (~83%). The plan expands co-teaching in ELA and algebra, adds direct-instruction courses, and schedules targeted professional development with an intermediate unit.
Boyertown Area Senior High (BASH) and district instructional leaders presented a Targeted School Improvement (TSI) plan aimed at improving outcomes for students with individualized education programs (IEPs) after the state-required review flagged that subgroup for additional support.
Presenters said diagnostic data (Firefly/CDT) identified two priority areas for the subgroup: literature (about 70% of tested students identified as needing support on diagnostics) and algebra (about 83% needing support on algebra-related diagnostics). To address the results, the district will expand co-teaching in ELA 9–10, continue co-teaching in algebra 1A/1B, develop or revise direct-instruction courses targeted at IEP goals, and strengthen advisory/home-room periods for additional, scheduled interventions.
The plan includes a quarterly monitoring framework: aligned schedules and common planning in quarter one, midyear walkthroughs and student-data checks in quarters two and three to adjust supports, and an end-of-year evidence review tied to student engagement and growth metrics. Administration said professional development is already being coordinated with the intermediate unit (IU) for intensive co-teaching training and for direct-instruction coursework support. The district also said it will use multiple diagnostic sources (CDT, Firefly, PVAAS/PEOS-type growth indicators referenced in the presentation) to guide interventions.
Board members pressed for further specificity on resources and root-cause analysis across grade levels. Administration said curricular review work and MTSS alignment will dig into longitudinal skill gaps that begin before high school and that additional funding requests would be brought forward if midyear monitoring indicates need. District leaders emphasized the plan is intended as a one-year action plan with quarterly benchmarks and that state Keystone and other standardized results from summer assessments will inform adjustments.
