Roadmap for 2019-2022

Comprehensive Plan Action Plans

The comprehensive planning process is wrapping up here at Upper Perk. The last steering committee meeting was held last week. We received some feedback from some our stakeholders. As we continue to move forward in the process, the committee chairmen presented the finalized plan to the school board and public on the evening of May 10th.

District Accomplishments

We have a lot to be proud of here at Upper Perk! We have come a long way in a short amount of time. Here are some district points of pride.

  • UPHS graduation rate increased to 94% in the 2016-2017 school year, its highest rate to date.
  • UPSD has implemented a continuum of services that spans K-12 throughout the district.
  • UPSD now offers a blended cyber school program.
  • UPHS was named to the AP Honor Roll in 2017
  • At the elementary level in both Mathematics and English Language Arts, student performance on both standardized and benchmark assessments has improved.

District Concerns

As we continue to work towards building and district improvement, there are some areas where we need to focus our efforts.

  • At UPSD there is an absence of a K-12 curriculum that is standards aligned and has reliable and valid assessments of student learning.

  • District and school data reveals the need to increase the percentage of students who score proficient or advanced in subject areas as measured by state assessments.

  • At UPSD there is an absence of a K-12 approach to establishing a climate and culture of excellence along with the establishment of school-wide positive behavioral support structures within the schools to enhance student achievement and graduation rates while reducing infractions and student disengagement.

Systematic Challenges

To establish a district system that fully ensures:

  • Consistent implementation of standards aligned curricula across all schools for all students.

  • Staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

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

  • 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.

  • Specially designed instruction is provided to meet the unique needs of children

  • Each member of the district community promotes, enhances, and sustains a shared vision of positive school climate and ensures family and community support for student participation in the learning process.

Focus Areas

Curriculum Alignment

To develop and deploy a clearly articulated K-12 curriculum that is aligned to PA Common Core Standards, that have high quality assessment to evaluate instructional effectiveness and is easily accessible to the professional staff.

Action Steps:

  • Develop standards-aligned topic maps to further develop the unit maps (units of study) that were developed during the 2017-2018 school year.
  • Staff will further develop the units of study for each course/grade offered in the Upper Perkiomen School District; through the development of topic maps. The topic map will provide more detailed information on the following instructional elements: Learning Targets, Aligned Standards, Duration, Key Learning Events, Career & Work Standard Connections, Formative Assessment
  • Develop/Refine Standards Aligned Assessments
  • Through the development of unit topic maps, teachers will identify summative assessments aligned with each unit. In conjunction with the identification of the summative assessment, staff will conduct assessments audits. These audits will ensure that all summative assessments are aligned to grade/course standards and reflect a range of depth of knowledge (DOK) levels.
  • Building and District Level Data Team Data Analysis

Intervention & Support Alignment

Create a comprehensive and systematic system for benchmarking student performance across academics, behavior and social skill areas which is paired with strategic interventions and aligned to a uniform procedure for evaluating eligibility for special education or 504 services.

Action Steps:

  • Formalize K-12 MTSS (RtII) procedures with accompanying standardized forms (student performance against expected standards; intervention data collection forms; referral documents) in adherence with child find obligations. (Year 1)
  • Restructure current elementary MTSS (RtII) processes to ensure consistency between K-5 buildings (Year 1)
  • Conduct an intervention audit that is aligned to specific skill deficit areas (academic: reading/math, behavior, speech and language, social skills and executive functioning). Assess intervention effectiveness and identify the need for additional resources (Year 1)
  • Provide professional staff access to a technology based analytic data collection/interpretation system to facilitate meaningful data discussion at MTSS meetings. (Year 1)
  • Conduct focus group discussions at each building to elicit feedback on the MTSS model. (Year 1)
  • Implement formal 504 evaluation process to ensure adherence to 504 regulations and child find obligations. (Year 2)
  • Expand on the personalized learning opportunities for at-risk students at the high school. At-risk program to focus on blended learning opportunities, expansion of credit recovery, and integration of social/emotional/behavioral supports as needed (Year 1)
  • Mid-Year/End of Year review of school based at-risk program at the high school. (Year 1, 2, and 3)
  • Formalize changes of MTSS protocol implemented 2018 - 2019, as result of June 2019 Workshop. Adjust model as needed to align with new grade configurations at the K-5 level. (Year 2)
  • MTSS Monitoring of implemented process in adherence with child find obligations (Year 2)
  • Mid-Year/End of Year review of school based at-risk program at the high school. (Year 1, 2, and 3)

Special Ed Goal: District Transition Programming

To strategically embed transition activities for students with disabilities K-age 21 to prepare them for college, career, and meaningful participation in their community following completion of their program within the Upper Perkiomen School District.

Action Steps:

  • Presentation of Parent Training Session focusing on supports and services to assist students and families for postsecondary and beyond. (Year 1)
  • Conduct Professional Development Training for all special education teachers two times annually in the area of transition. (Year 1)
  • Development of a Transition Service Framework K-age 21 (Identifying required transition activities per grade-aligned with Act 339 activities and college and career standards) (Year 1)
  • Evaluate current program and formalize needed changes to the Tiered High School Transition Program and aligned resources (transportation, job coaching, skills checklists) (Year 1)
  • Develop an outline of elementary level transition activities for current low incidence classrooms as a tie in to secondary transition requirements (Year 1)
  • Continue to develop partnerships with local community sites and workplaces to establish community partners for the Transition Program. (Year 1, 2 and 3)
  • Evaluate and adjust as needed the Transition Program plan which includes: - facilities assignments - scope and sequence of program content - personnel assignments - resource allocation - Transportation considerations (Year 1, 2 and 3)
  • Expansion and continued implementation of K-age 21 continuum of transition services and supports in the area of CBI (Community Based Instruction (Year 1, 2 and 3)
  • Obtain Parent Feedback regarding graduate student outcomes in order to analyze Transition Program effectiveness. (Year 2)
  • End of-Year Team Program Review - Review program implementation and ensure resource allocations (Year 1, 2, and 3)
  • Obtain current Parent AND Student Feedback on program effectiveness (Year 1, 2 and 3)
  • Mid-Year Team Program Review- Monitor program implementation and ensure resource allocations (Year 1,2 and 3)
  • End of-Year Team Program Review- Review program implementation and ensure resource allocations (Year 3)

Caring and Responsive Culture

Foster and create a caring and responsive culture for all students, staff and parents, working toward development of a positive environment, emphasizing the uniqueness of each individual, within the Upper Perkiomen School District.

Action Steps:

  • Survey parents to identify desired areas for training (Year 1) Possible parent training sessions: - Mental Health & Family Supports - Special Education & IEP Meetings
  • Creation of formal parent training program with monthly offerings (i.e. Parent University) focusing on supports and services to assist students and families for development of positive culture within UPSD (Year 1, 2 and 3)
  • District level PBIS meetings (3) to review implementation progress and tie in of special education supports/services (Year 1, 2 and 3)