NPSD School Board - Education. Curriculum & Instruction Committee Meeting 6-4-26

001All right, Mr. McBain, the webinar is live and our YouTube feed is also live. The meeting is yours. >> Thank you very much as always, Mr. Gilmer. Uh, good evening, folks. Welcome to our June 4th, 2026 ECI committee meeting. I'd like to start by calling the meeting to order. And we'll begin also with the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you very much. All right, my friends. Our first item, label number two here is the approval of minutes from our previous meeting on May 12th, 2026. Could I please have a motion? So moved. >> Second. >> Thank you, Dr. Tio and Mrs. Coin. All in favor

002say I. Raise your hand, please. I >> motion passes. Thank you very much. >> All right, we're going to move on to item three, which I believe is student travel before we have someformational items. And Dr. Waters, what are we looking at with our student travel this evening? >> Oh, good evening everyone. Happy Tuesday. No, it's not Tuesday. It's Thursday and it's one week before graduation, believe it or not. All right. So, tonight, can you hear me? Okay. You look like you're all right. Perfect. I got you. >> Okay, perfect. So, tonight we actually have just two items for student travel. And um we have five of our Northpin High School Future Business Leaders of America and a staff member. They are going to be heading to San Antonio, Texas June 28th through July 3rd

003for the national competition. And then we also have 27 students from Penbrook, the Technology Student Association, and a staff member, Anna Chaperone. They're going to be competing uh in the National Technology Student Association conference at the Gaylord I love the Gaylord National Harbor June 22nd through the 26th. And um like always, if a student is experiencing hardship, there is assistance for them. >> That is awesome. Love to see our students getting out and getting great experiences. Is there a motion, please? >> So moved. >> Second. >> Thank you. Any questions or comments? Okay. All in favor, please say I. Raise your hand. >> I. >> Motion passes. Good luck, kids. Thanks very much. That'd be great. All right. And I know we have someformational items tonight that we're all very excited to hear about. We've

004been kind of taking a look at uh different aspects of our uh district here with our our look at uh different statistics and metrics from the elementary level. And tonight we have I'm sorry, the secondary level. And tonight we have all kinds of different uh metrics to look at at the elementary and the uh SEAL level as well. So who do we have first there? Dr. Waters, Mrs. Smith and Mrs. Early. >> Yeah. So actually first before we jump into looking at some social emotional uh learning data as well as some academic student data, we actually have our new technology director, Mrs. Lindsay Smith. This is her first time at ECI. And then a face that you have seen many many times, Mrs. Rachel Early, our director of curriculum. They are going to be sharing

005just a brief presentation about our plans for digital wellness um that we will be working on in the 2627 school year. So this is just a trailer. This is just a glimpse into our plan. So, this is just a brief, like I said, overview of what you can expect um in the upcoming school year as we think about, you know, some of the research out there around technology and um especially with our little ones. So, I'm going to ask uh Lindsay and Rachel to take it away. >> All right. Thank you, Dr. Waters. Um Lindsay Smith here and I'm uh very excited to be presenting here with Mrs. Rachel Eryly from the director of curriculum and we are here, as Dr. Dr. Rogers has mentioned to share a little bit more about this digital wellness

006committee, but I would say you're going to see here at the end that this is a much greater campaign and it's going to be stretching um many years of work and it's going to be ongoing and we're very excited. So, as a district and a community, we're faced with some new topics, some challenging topics um but they're not unique to North Penn. So it does require some stakeholders to come together to create some guard rails and guidance around some of the topics that are out there in the world of education and in in our communities so we can create safe environments and habits for our students ultimately. And so if you think about 10 years ago, we were standing here looking and asking for devices for all of our students and the use of edtech

007tools and different analytic tools. And some may argue that that pendulum has swung a little too far. And but like any initiative, what we are doing is as a district coming together to figure out our goal is to prioritize the well-being of our students and also ensure that we're preparing them for the world that they're they're going to be entering. So for our our seniors, they might be entering more of an independent life in the next few weeks into college or careers. Um but our kindergarteners who are sitting with us are the class of 2038. So our work really spans a great age range. And if we could go to the next slide, we can talk a little bit more about that. Thank you, Dr. Williams. We're excited to kind of reveal this for the

008first time. Um, there's a lot of people behind this work, but this kind of summarizes our campaign and we decided to call this the Knights Armor. Um, and our committee that's working on this, we're going to call it the Knights Round Table. So, we're kind of building off of that theme as you can see. And then our goal and our call to action is to armor up not only our students but our community of staff and families to help us all come together develop human intelligence in a very digital world that we all live in. And so as you can see on the lefth hand side there are four virtues or attributes that we're going to be kind of anchoring our work into and hope to instill throughout this this initiative and campaign. And each

009one of those is tied to a different type of armor um and a category where a lot of work is going to be happening and unfolding as a committee. So first and foremost you're going to see integrity that's tied to like the helmet which is really the thinking piece and AI literacy AI academic um academic honesty and whether or not you're using AI. Do we all need to be v vigilant? And this is thinking critically about what we see online knowing that it could have been created with AI or how do we create it if we choose to use those tools. And so this work's going to look a lot of our handbook which you're going to see in August. U Mike Body who's on our team in the technology team is a wonderful leader

010of this work and we're excited to show you that handbook which is going to be ongoing. If you move on to fortitude, that's like that breastplate and really protecting the core and data privacy and cyber security and all of us is so important to ensure that our own identities and personal information is safe from digital threats that are coming at us at all angles whether that's emails, cell phones, phone calls. Um we just all need to do that and that's through the lens of you know training which might look more like password protections and MFA which is multifactor authentication and fishing um uh attempts. So just that kind of work might come out of that category. And when you see temperance, which is um those gauntlets and on the hands and that's really just that

011that action of balance and mental health that goes along with so much that we're talking about um and empowering all of us, our students, our youngest learners, our parents, our teachers, all of us to think about how can we take control of these interactions with technology. Um, and that might look a little bit like the conversations around screen time in schools. Who in the district um should be, you know, taking devices home? Should we be looking at limitating limit limitations around cell phones, which are coming out of legislation in some states and ours are and Pennsylvania, too. And looking at how can we train parents? I know I'm a parent of three teenagers who are, you know, at home. It's very challenging. And so looking at how can we support our families at home through

012tech tips, through u presentations, through researchbased practices of um maybe even speakers that come in. And then lastly, you're going to notice that wisdom is on the bottom there, which is that shield of digital protection and online behavior. And how do we shield not only our own reputation, but take care of others in online spaces? And so that's going to kind of show itself through curriculum and maybe age appropriate lessons which aren't necessarily even needing to be on technology. It could be very much paper and pencil. It could be conversations. Similarly to how we talk about health and um drug and alcohol and all the other ancillary lessons that we as a district are providing our students so again they can be safe when they go into the world beyond us. And now I want

013to kind of turn it over to our next uh slide where uh Miss Zerly is going to talk about how we plan to do this. So, thank you. >> Thank you. Good evening, everyone. I'm pleased to be here to talk about this really important topic. Um, just very briefly, I wanted to kind of give you a brief overview of our timeline for this year. Um, right now, we are engaging in some work with our core team, which is primarily a group made up of different um, administrators that fall within different roles. And we are really in the research and planning phase of gathering different input from parents, texts, articles. Um, next week, Miss Smith and I are meeting with some kindergarten teachers to talk about their current experiences. So, really just everything encompassing the research

014phase. And our plan for the early school year once our teachers and students are settled is to really have that collaborative committee of students, teachers, parents, building and district administrators to meet um as an entire group. And we will be um administering an open digital wellness survey to gather data from multiple stakeholders as well. And we have our timeline for various meetings in fall, winter, and spring. And throughout that we'll be working on various actionable items that come from our committee work. So some of the things that we are talking about is you know no screen time during morning meeting or recess or talking about um you know snow days and things of that nature. So as with each meeting we will share those actionable updates. Um one of the other things that we really

015wanted to just highlight is that we are anticipating that this committee is not just for the 2627 school year. It's just going to be year one and we're hoping that it's something that's longstanding that we can grow and develop and evolve and change to meet the needs of our students, our staff, and our community. All right, any questions? I know it's a lot of information and just a preview, but we did want to allow for some questions and input. Thanks very much. Anybody? >> Mrs. Coin, was that you? >> Yeah, I'm sorry. No, no, thank you guys so much for for getting ahead of this and addressing this. I know there's some current events that are driving this along with legislature. Um, and I really appreciate how comprehensive it is because I think you can

016start with one topic, but it really branches off to a lot. I'm sure you found that in your early st um stages of planning. Um, so, um, appreciate the timeline. Um, I appreciate starting to educate our children about this important topic this early, um, however that looks in each, um, grade level. Um, I wish some adults could as well. Um, so yeah, that no, thank you. I'm look forward to hearing how this turns out and appreciate getting the teacher feedback along with, you know, families and whatnot. It's very relevant. Um, again, as a parent with an upcoming kindergartener, I am I'm very locked into this. Um, so I appreciate all the effort. Thank you. >> Thank you, >> Dr. Tio. Anything, sir? >> Uh, no. Mr. McCain, if you want to go first, I can

017go after. Uh, Mrs. Smith and Mrs. Early, thank you so much for being for taking for bringing this up and for all the work that y'all have already put into place. Mrs. Smith, welcome to ECI and thank you for the presentation. >> Thank you. >> This this topic is uh really critical and deeply appreciate echoing what Miss Coin just mentioned. I know speaking as both a parent and as a board member, this is something that I know that we think about and frankly just to be transparent struggle with with our own fourth and second graders uh in terms of of screen time and balancing that. But I also recognize that the district has done so much already. I just wanted to show appreciation for the Questidio tool and the ability to um you know really

018get into the tool and really monitor and limit what the the kiddos do and while continuing to use it for educational purposes. to um really applaud the district's effort to do that going forward and um as you're recognizing as M and as Misscoin mentioned this is really a cutting edge issue and um lots of challenges going forth and do you have any thoughts around how we as board members can be supportive or be good partners to you in this work first and then second what can we do to be supportive with the larger community? Um, is there an ask here of us? Because we hear this all the time from from folks. This is probably one of the number one topics that people ask about. And so, how can we be helpful to you and

019a good partner? >> That's a really great question. Thank you for asking that. I mean, I think a lot of it is just joining us in the research and knowing that um, you know, just like we want students to balance, I think that we as a community need to balance our asks as well, right? We have put a lot of time and effort into technology and I think um and echoing out into the community that we really the conversations that are happening with our team around data privacy and around selections of of tools that are very valuable and around just all the things that people are fearful of. We we echo those like those are things that are really part of our conversations and just ensuring the community that we take that responsibility very seriously.

020And so as much as we believe that this can be fearful and as parents we're fearful. I have a fearful hat on at times as well, there's a part where we need to balance the ability to teach students that ability to use it. I use the example of a sliding board. I used to be that parent that would, you know, coach my child up the steps but not touch them and sometimes they fell. And I just think it's that encouragement of each other. I I encourage my own friend group to be strong parents, but also allow our students to make those mistakes to learn from while they're with us. This is the best time for kids to make mistakes so that when they do leave us, they have that knowledge. And if we don't allow

021that fear or that fear to prevent those mistakes from happening, now some mistakes can be really big, but just really giving them that autonomy to that they have the skills and the knowledge to be able to make good choices along with us. So, I hope that helps you see where we're coming from and that this is hard. It's hard work like you mentioned. >> Thank you. >> Yeah, thank you both so much for your comments and and questions. And uh Mrs. Smith, welcome. This is great to have you join the team and we're very happy for your help on such an important topic. you know, we we pride ourselves here in North Penn for the work we do uh to help students uh be comfortable and be safe. And we work with these tools like

022PBIS and others that we're actually going to hear more about tonight. Um and it's so important now that we also be nimble and respond to what is modern and what's happening now. Um I'm very happy as well because we we connect it to our curriculum so well, right? We are able to make it part of the learning process. There's other districts around that are um trying to you know tackle this with different methods. It'll be interesting to see what comes out of those those efforts. Um some have colorcoded their assignments red, yellow or green according to how much AI could be used per assignment, things like that. So really interesting approaches and I I'm always proud that uh our administrative team is very creative and nimble when uh tackling these new uh challenges. So thank

023you so much for your work and uh Dr. Tio said it best when when he mentioned it that we really want to help and just be good stewards and partners in this. So, thank you so much for that. That was really that was really great. I'm really looking forward to the the handbook in August. Can't wait to see >> we're excited to be be back to show you that. So, thanks for your support and your partnership. >> Yep. And thank you too, Mrs. Early. Great stuff as always. All right. Thank you very much. And it looks like we are all ready for our second presentation already. Great. Yes. So, I'd like to and just thank you, Lindsay and Rachel. And Lindsay, you're welcome to uh go if you'd like. We appreciate your time this evening

024and look forward to you coming back. All right. So, our next presentation um as I mentioned earlier, this one is all around social emotional learning and basically that multi-tered approach that we take to be proactive and preventive. And I'm going to ask Dr. Christy Johnson and Miss Morgana to kind of share with you some of the work that's happening um at our elementary and secondary schools. >> Thank you, Dr. Waters. Um and thank you for having us here tonight. Um Morgana and I are going to be sharing some of the current um uh different uh supports that we have in place to address bullying specifically um in our schools here. if you could progress to the next slide. Thank you. So, why we're focusing on bullying here in North Penn is because we know that

025it is what is best both from a student well-being as well as the potential in um educational and institutional impact that it can have on students. Um each student deserves to feel safe, connected, and respected. And we are aware of the fact that safety is most certainly a prere prerequisite for our students to be able to engage in effective learning. From a district standpoint, we also know that bu uh bullying will directly degrade the academic performance of our students. It can impact the attendance that we see as well as the overall school mental health climate. Um we know that schools are most effective when prevention is proactive and not just reactive. So a lot of the um approaches that we are going to be sharing tonight that we are um currently focusing on are all

026of these preventative measures in helping our schools to um support bullying from a prevention standpoint. If you can progress. Thank you. So, for purposes of um understanding exactly what we are referring to when we're talking about bully to make sure we're all on the same page, bullying is what we are referring to as a repeated behavior. It is something that must occur over time. It is a behavior that inc that involves intentional harm or some sort of purposeful aggression. And with bullying, we will see some sort of power imbalance, whether that be a physical power imbalance or potentially even a social power imbalance. There are different core types of bullying that we um are uh addressing. This includes physical and verbal aggression. It includes social bullying or relational bullying. It also includes cyber bullying or

027any digital harm. If you could progress. Thank you. So, as a district, our prevention framework, as we shared, is a multi-tered approach. We address bullying through various layers of um support. Um we look at this through a schoolwide culture and expectations, which is our PBIS model, which we will get into. We also um explicitly provide social emotional skill instruction. Um, and I will highlight for you tonight some of those specific bullying prevention um, aspects of our SEAL curriculums. We also have different um, models of support that focus specifically on relationship building and mentorship for our students across various ages. And all of this we do with targeted early interventions to make sure that we again are approaching all of this from the proactive rather than the reactive approach. If you could progress. Thank you. And

028I'm going to turn it over to my colleague, Miss Morgana. Hi, my name is Morgana Oldbrook. I'm a teacher and the PBIS building coach at Penddale Middle School. Um, if you have a kid in elementary school or in middle school, you've probably heard the phrase PBIS before, but maybe you didn't know what it means. Um, it is our positive behavior intervention and supports. It's a schoolwide framework and it's geared towards keeping schools positive. Um, making sure that school climate is positive and ensuring positive outcomes for students and the safety of the building. The good thing about PBIS is that it establishes clarity. So with every school there are certain standards and certain rules that we expect te students to know and instead of just having the students come in and be like hey you need

029to know how to do x y and z in a classroom we never assume that students know the answers. So we specifically teach those skills to the students so that they know exactly what we expect in every grade level. It's also has a recognition system built into it. So, whenever a student displays positive behavior, they're rewarded with some kind of ticket or some kind of incentive prize to say, "Hey, we saw you doing a great job. You are upholding the um standards of our school and we want to reward you for your efforts." And it's restorative because every time that there is some kind of issue with a student not following school expectations, there's always a moment where the administrator and the teachers will have moments to talk to the student um either one-on-one between

030the teacher and the student or between the teacher and the parents or between the parent and the student or between the administrator and the student. There's a lot of communication that goes in with PBIS which is what makes it so effective. And we're good for the next slide. Thank you so much. Um, PBIS also helps a lot with preventing bullying because it establishes a school culture and climate that is supposed to be made in a positive way. Uh, the good thing about PBIS is that it relies on adult interventions. So, teachers are extremely involved. They get parents extremely involved in the process. Everyone is working together as a team to ensure the best outcome for students. It also creates predictable routines. If you follow school expectations, you'll get rewarded. If you do not follow school

031expectations, there will be consequences that go along with it and the consequences are always the same, which is really helpful for students. It also reinforces positive behavior, especially between peers because a lot of interactions between peers can be seen in what we expect for students for PBIS and they get rewarded for that. And it builds a lot of strong connections, like I said before, between students and adults because they're talking constantly, adjusting behavior constantly, and being rewarded constantly. Um, it also is always giving students consistent behavior expectations which will help them as they leave our school and move forward in life. They learn social skills with PBIS and they can move forward from there. And research does show that positive school climate and adult consistency are supposed to reduce bullying behavior and peer aggression. If

032we can move on to the next slide. Um PBIS also um addresses bullying through their use of data. So a lot of what happens with PBIS is that if a student is not following behavior expectations, they get a write up in our infinite campus system. And the PBIS team is actually able to identify that data, take it and make changes and modifications based on what they're seeing. So data wise, if they see that there's a lot of bullying happen in classroom A, they'll put in extra supports to make sure that that kind of problem behavior decreases. Um, it's usually really good for minor behaviors, but it also helps monitor all behaviors in general just to see what's going on in each location. Is it because of lunch? Is it because of this one kid, Johnny?

033Um, PBIS will tell us exactly what is going on. Um, and it determines what students may need additional support. So there might be some students that need more help than others. PBIS with the use of Infinite Campus will help um us figure out who those kids are and what they need. Um and we have adjusted supervision and interventions like I said based on where the problem area is. And this allows us to respond proactively which is extremely helpful for PBIS because you don't want to put out the fire after it starts. You want to get ahead of the fire before it starts. So in addition to our PBIS model that we are currently using at our elementary and middle schools, we also have social emotional um instruction that occurs. The social emotional instruction uh targets

034uh skills that include um self-management. We they focus on emotion regulation. Uh these programs also teach uh explicit skills in conflict resolution as well as developing um appropriate empathy and compassion and also um addressing responsible decision- making um for students that's appropriate to their to their specific developmental age. If you could progress. Thank you. Um our elementary social emotional learning curriculum is the second step curriculum. Um there are many different skills um that are taught throughout this curriculum. For purposes of tonight, we're I'm going to highlight those bullying prevention components that are addressed within the SecondStep curriculum. Um it really focuses um the lessons specific to bullying focus on recognizing, reporting, and refusing bullying. So it allows the students to learn the difference between what exactly is bullying, what would be just a a pure

035conflict, what is potentially joking or even not very well-deled joking even. The curriculum also focuses on identifying for students and teaching them when something is a repeated intentional or harmful behavior. Because again when we look at bullying, we're looking for that um data where it's it's we're seeing that pattern of behavior. It also gives the the students the specific skills of how what is a safe way to tell a trusted adult or to seek help when either you see bullying or you are directly experiencing bullying. And one of the areas within the curriculum that the students are able to um engage with is the actual practicing of these skills. So practicing their assertive responses, their confidence building skills and really looking at those targeted strategies for standing up safely to um others but with doing

036so without potentially escalating that situation. In addition to these key um bullying prevention components, the curriculum also offers um uh several other components that help us to look at bullying just not in these isolated um targeted lessons that are being delivered to students, but also provides us with staff training on consistent responses to bullying. Um there are very specific family communication materials that the teachers um are able to utilize to communicate with families. What exactly is being taught? How can this be carried over at home? Um, there's many different activities built within the lesson that focus on building that empathy, kindness, emotion regulation, as well as the problem solving skills of how to best handle those situations when, again, they either are seeing or directly experiencing some sort of bullying or potential that could um

037evolve into a bullying situation. as well as schoolwide strategies um to help us create that positive climate and really focus on bringing our SecondStep curriculum and our SecondStep language into our PBIS framework um that really drives the those overall expectations for each of our buildings. One thing that I also want to make sure that I'm pointing out is um this particular program does also um uh look specifically at the role of the bystandards. Um, so again, not just looking at when you're experiencing, but the role that you have as a bystander and encourages students on how they can support peers, but also how can they include those other classmates um that they see that may not be included in other things or and how to effectively speak up in those situations. Thank you. And at

038the secondary level, a lot of the SEAL curriculum builds off of the elementary curriculum. In the secondary schools, we use School Connect, which basically builds the exact same skills. Um, but it uses more complicated language as the kids become more complicated. Um, so it talks about things like empathy and inclusion, how to get their peers involved, how to make sure that they're building friendships and relationships, how to resolve conflict and communicate, which is extremely difficult, especially for middle school students, to communicate effectively. So these lessons are extremely helpful for how do I talk to an adult versus how do I talk to another student and then how do I talk to someone when I don't dis when I don't agree with them. Um it also targets cyber bullying and online behavior. Teaches kids how to

039act online, what to do when they see cyber bullying, things of that nature. School connect also helps staff implement support. It gives them professional development. Families engage just like it was at the elementary level. Um it increases school climate which we also saw in elementary school and the social emotional skills build across topics and the skills that they learn in school connect can actually be used in classrooms no matter what the subject is and no matter what the grade level is. School connect also addresses bullying because it teaches empathy, communication, conflict revolution, cyber bullying, all of the things that get them to a bullying situation which hopefully will stop them from bullying in the first place or speaking out against bullying when they see it. And the last component of our um bullying prevention strategies

040that we want to address is our peer connections mentorship program. This is a program that we started um three years ago. Um it's a program that pairs um some individual high school students with both either with either a middle or elementary school students. Um and the purpose of this is really for those high school students to serve as a positive role model and support the um younger peer um in developing appropriate peer relationships as well. Um we know that a critical protective factor in mentorship and bullying prevention is really that presence of that trusted supportive relationship with either a um positive older peer or adult. Uh the research tells us that having that positive older peer or adult um will help to increase students sense of safety, belonging, and really their willingness to seek um

041help when they do um either experience or observe bullying. This program um focuses on promoting positive peer influences. It allows our younger students um to develop skills so they're more likely to model that respectful and pro-social behavior um when they are able to make that positive connection with the older students. It also looks to increase school connected connectedness and belonging. So these mentoring relationships help students feel safer, supported, and more connected to their school community, which ultimately is a way that can help us to ensure that our we do not see increased bullying. Um and lastly, it looks at building um empathy and leadership school skills. Our high schoolers who participate in this, many of them from the leadership class at the high school. Um we get our signups for this are through the roof.

042Um we have high school mentors who are currently part of a mentorship pro uh a leadership class at the high school who help to come down to the elementary and middle school to um focus on um with their mentees um on giving them the skill set. But ultimately what it gives our high school students is an ability to develop empathy, responsibility, and really how to problem solve and develop those conflict resolution skills while our younger students are able to gain that confidence and trusted peer support. So, our ongoing areas of focus here really is um to make sure that our students continue to thrive when they feel safe, respected, and valued. Um we know that bullying is not just a program. That's why we couldn't sit up here and just create just present for you

043one isolated program, but really show you how we have this tiered multi-step approach to addressing bullying through in the district. As this really is a focus of commitment to the positive um school culture that we want to promote in all of our buildings every single day. We're going to continue to do this by focusing on the training that ongoing staff uh professional development in social emotional learning. Also making sure that we are giving students that um that voice that they need through giving them the opportunity to demonstrate leadership and um agency as well as continuing to try to strengthen our partnership with our families. making sure that our communication with families is clear and they understand what exactly is being instructed within school and how we're approaching it and most importantly giving our school giving

044our families a way to help to generalize those skills within the home as well and through our PBIS model as Morgana shared making sure that we are looking at that data we are always looking at data through a PBIS model every month um most it's actually much more than every month but in a deep dive every month looking at the data so that we know where are those behavioral hot spots, where can we intervene, where can we ensure that we are getting ahead of the game before we do see um escalated concerns with any type of bullying behavior. Thank you. Okay, thank you so much ladies. This is very much appreciated. This is such a uh an intangible challenge for us sometimes, right? Because we we we know what it is when we see it

045and we we as educators want to make sure that we're giving our our students the best chance to learn about these. So before I have any questions, I'll open up to the the rest of the committee here, Dr. Tio or Mrs. Coin. I don't know that we've ever had no questions before. This is great. Okay. No problem. >> I I I'm sorry. I I have 15 pages of notes. This thing [laughter] they got out of order. Page 11 and page two got mixed up a little bit. Um Dr. Johnson, thank you so much for for this. I really appreciate the point about prevent this as a prevention strategy. Um and certainly uh for a number of reasons, school safety is on our minds um right now. And I think when when the administration talks about

046a uh a system of supports for kids, um this is clearly a key part of our school safety strategy as well. And so really appreciate you all calling that out. Um I also wanted to underscore the the role of data in your decision-making. And I wonder if at a very high level what to the degree you're comfortable talking about it what are you noticing in terms of trends over time around uh prevalence of bullying with from year to year and um if you if if another time is better to talk about this then uh that'd be great but um just what you're taking away from uh all the data analysis that you're doing. >> Sure. So from a very global standpoint of kind of talking about the data, I will just say um we have

047been working very hard to integrate our PBIS data into the infinite campus system. So this year we even have a whole another district committee that is focused on really trying to um drill down specifically on how we can get the best data there. But what I can say from an individual building level at through the PBIS teams when they're looking at that data, well, we absolutely will see those escalations because all behavioral referrals get entered into Infinite Campus where we can then kind of drill down in a um in a manner that is um looking specifically just for trends. Uh when we do this as a PBIS team, we are not necessarily looking student specific. if there's a student specific concern that goes straight to um you know a more private core team uh way

048to address it. But we're looking for those trends. Where are we seeing those heightened um areas of concern? So are we seeing that oh my goodness at 2:00 we are on the playground is here where it's happening. Then we're going and we're looking at the data. We're drilling down to find out what grade level is it? Is it happening in a particular area? Is it a particular time of day? and we are specifically taking our targeted booster lessons as we refer to them to then giving those supports um to the students and how we can help the data because we have that quick time to react to um any escalation in um those trends. I would say we are pretty successful in being able to see when we start to see those slight elevations, being

049able to intervene with those supports so that we are not seeing um high rates of um bullying occurring for long periods of time. >> Is there something you'd want to highlight in terms of like some key learnings around what you've been seeing um as trends? as trends that would be more building specific at this point. I would be happy to kind of follow up with you. I can pull any of the data to look building specific for you. Um I don't have that as an entire district right now. Um but we can certainly do that from a building standpoint. >> That's I mean I I appreciate that's not that's not where I was kind of going with it. I was curious to um and we can talk about this offline down the road, but um

050I think when we when we've had when I've had the opportunity to engage and hear directly from from our students, um the issue of bullying comes up uh not infrequently. And so uh I'm trying to just get a sense of is this something that's on the rise? It is is it in in decline or what we're learning from uh across multiple buildings or what have you. And again, glad to talk about this later, but this is I'm just highlighting like what we've been hearing, what I'm sorry, what I've been experiencing. >> Yes. Yes. I would not I don't have the data in front of me. I would not say that we've seen an a steady increase in any type of bullying specifically at any of the buildings. Um again, because we keep such a close

051eye on all of the data referrals that are coming up, if an incident occurs, we are immediately responding. So there is we are not seeing any escalations in the data at this time. >> Great. Thank you, Dr. Johnson, and really appreciate the PBIS work and the positive incentives and rewards and also calling out uh the amazing work that you've been leading on the the men on the multi-school mentoring pro uh program that's been really fantastic. Thank you so much. >> Thank you, Dr. Chime in real quick about the um some of the data. I do recall, maybe Dr. Waters can help me out with some of the details, but I recall when we first started PBIS as a pilot program, I want to say five or six years ago. Uh we did take a look

052at some of the incidents and how often some of those incidents were occurring. We I I recall very specifically that York uh Avenue had some really great uh decreased numbers in very specific incidents as as I said it was about five or six years ago, but perhaps we could uh share that with our board members at some point. Our new >> We could absolutely do that. And I think you know I'm just going back when you said five or six years ago. I've been over here now for about six years. And when I was a principal here, we were not in that first phase of schools, so it's even longer than that. Um, I don't want to put Miss Green on the spot, but um, because we have an elementary principal on here. Is there

053anything um, Dana that you would say you're seeing in your school? I know for me it was always those unstructured areas was you know where you would see those trends of things happening whether it was the playground or you know in the hallway when kids are going to the bathroom that sort of thing not so much in the classroom naturally because the teacher is there but >> right >> Dana anything you want to add to what Christie shared >> um no I definitely can agree with that is more so um sometimes when we see the incidents that do occur are during those unstructured times, you know, during the cafeteria, during lunchtime, or as we said in the transition in the hallway, our students are going to the restroom or um during um the recess. Um

054other than that, so one of the things that we do in responsive to that is just really just making sure our teachers are being responsive in monitoring and observing, maybe looking at the recess trends. Um are there things happening where there's like a team sport? Maybe we need to like revisit and structure that recess time um slightly different to kind of re you know reassess our expectations with our students in the cafeteria is really just you know pro talking with our cafeteria team providing them with that addition additional support and maybe reteing expectations to our students in the cafeteria. So we really try to take a collaborative approach across the unstructured times to try to decrease some of that um as the school year progresses. >> Thank you. And the only thing I'll add um

055just because I'm thinking back um is that one of the other things that everybody tries to do is to really be proactive about every environment. So not just the classroom, the cafeteria, but even on the school bus, you know, the way you enter the building, all of those pieces. And they really give explicit instructions around, you know, what should that look like? No matter what environment I'm in, this is kind of what I should be doing. Um and so some principles even ride the bus in the morning sometimes just to make sure that you know their their that bus behavior is what they would expect. Um so those are just a couple of additional examples of ways that you know people when they see these trends they try to make sure that um again they're

056being proactive so that they don't see them as much. Would you say Dana at North Wales you're seeing I know Dr. Tio asked do you see an increase? Have you seen a decrease? Has it been steady? What are your >> um I definitely will say that there are certain times of the year where we may see an increase. You know, I think um there we do have a steady kind of like decrease in terms of um different behaviors, but for example, at this current moment as we're trying to keep our students um safe and um still motivated for the last five days, we're definitely starting to see some um you know, like a little increase. Um but for the most part definitely think that with PBIS we have definitely started to see just a decrease

057in our in our behaviors and I think with the um our buying from our teachers um our booster lesson just the different things that we've done over the over the years have definitely decreased some of our like escalation of behaviors. >> Thank you. And again I didn't mean to put you on the spot but I knew you could handle it. >> Mrs. Coin, any questions for us? I just wanted to say thank you to Miss Ulrich and Dr. Johnson and thank you for the insight, Principal Green. Um, I think that's really helpful to kind of put wrap my head around um, all the initiatives that are going on. And I guess I just want to point out that I I appreciate again how it's kind of very comprehensive. They're trying to address preventive measures. um

058as well as just to acknowledge and I think I can say this pretty confidently um but correct me if I'm wrong but there's efforts to help both the child that's getting bullied as well the child that is bullying because at the end of the day they're these are both children you know um and I I I don't want to forget that um with with those efforts that they're that's going for all the children in the school no matter what the situation may be. Um just to bounce a little bit off of what Dr. Tia was asking regarding data. Um I I know it was mentioned you know that that the PBIS data is kind of pulled in pulled from infinite campus um and then like hotspots might be identified um and it was it was

059talked about um uh different e different kinds of extra support sent in for that. And I I guess I was wondering if there were some examples you may have of what that support looks like when a hotspot is identified and also if this is a um offline conversation for time constraints and whatnot. Totally understand. Um but just curious about what those those activities and supports look like and then I guess how long those would be in place before it said hey this is either resolved or resolving. >> Yeah. So typically when we look at the data and we identify what we do within the PBIS framework is we will develop a specific precision statement as a team and we'll put some sort of intervention in place. It may just be a booster lesson. That could

060be it where maybe it's the PBIS team going in and supporting in a particular area. It could be um the PBIS core team going in and supporting and providing an extra lesson or a particular assembly. Um it could be we've had situations, you know, the bus happens to be a hot spot sometimes. So we'll put in different initiatives or incentives with like um a battle of the buses where the kids are competing for having the best bus reports and bus so that they're um working towards some sort of incentive together. Um but it really is driven specifically by the data that we're seeing at that time and how we can best respond to the individual needs. Does that answer your question? Okay. Thanks. >> Good stuff, folks. Thank you so much. I saw Dr. Johnson

061hold up a 10 while we were talking about how long nine as we were holding up uh the conversation with our PBIS and how long ago it started. So, it has been a it has been an endeavor uh for sure. My only question is uh as an educator, I have filled out some of those Infinite Campus uh online forms myself on occasion and I have found it to be incredibly specific, right? So you can check off the box as far as what type of incident. Uh it looks at all kinds of data around it, where, when, who specifically was involved. you get a chance to type in um a lot of uh explanation about what role each student in the report uh had in any one incident. Uh so really I guess my question is

062I I feel as though Infinite Campus is a good partner in establishing data points. Um do you see any gaps with uh Infinite Campus or or how the the data is collected? Are there any corners or kind of in between spaces that we might want to be looking at further? >> So, we recently transitioned to Infinite Campus. When we first started, we utilized the Swiss platform, which um was a bit more user friendly, but what we weren't able to do was align that with all of our safe school codes as well. So, as um I think I referred to this earlier, we have a current um committee that is working um specifically on how we can make the um uh referral entry a lot more seamless for our teachers so that we can still get

063all of that very important data that we need, but be able to do so in a way that is also um very efficient for everyone. So with that, we're currently looking at how we can again reduce the amount of codes that are get that are options. Making sure that we're having universal definitions of behavior. Potentially looking also we're looking at um how can we revise our code of conduct to use the same terminology to directly align with um the terminology uh that we are making sure infinite campus is specific to our PBIS terminology. So, while we have had some hiccups and that would probably be the one thing you would hear back from staff is it takes too long to put a in a put a referral in, we are actively working through that and

064we have made some tremendous gains in the past couple um months through some of this committee work that we're I'm fairly com I'm very confident that we will be able to um have much um uh much more seamless data entry starting uh with the next school year. >> That would be great. It is it is time consuming uh if it is specific as well but you know we have to have trade offs I I assume there so well very good uh if there's no other questions thank you so much uh Dr. Johnson, Miss Olrich, it must have been a long day at school uh in June. So, thank you extra special much there for getting here with us and helping us out there. Uh thanks folks. That was really informative. And now we're moving on

065to elementary student data. >> Yes. So, last but certainly not least, um last month we were here with some secondary data and uh we wanted to make sure that you don't just hear about secondary, you hear about elementary. So, there's a fabulous team here tonight to kind of share some academic student data with you. Um, so we have our director of curriculum, Mrs. Early, Dr. Fence Demaker, the new doctor, uh, curriculum supervisor, Rebecca Russo, one of our curriculum supervisors who's also new to the team. She has presented to you before, but I don't know if it's been in this new role yet. So, we welcome her to curriculum. of course, uh, Dana Green, North Wales principal, and Jessica Stevenson, the North Wales reading specialist. So, again, just like last time, they're going to start off

066with an overview um, of some things they're seeing in the district, but then North Wales is going to share some specific things that they are doing. some schools are doing what they're doing as well. Um, but some things they might have that are nuanced to North Wales, but they want to share just a glimpse into what it looks like to help support our students get to where they are and to how they respond when they are not making the progress um that we'd like to see. Um, so I'll turn it over to the team. >> Thank you so much. Um, so as Dr. Water shared. We hope to have a very similar format tonight and we are just going to start with a timeline overview. Just a refresher from last week. The elementary timeline is

067similar to secondary. Um in the summer our um PSSA achievement data comes in. It's typically released in mid June. Um and once that data is released, we analyze it at the district level and building level. And that's when those district and school goals start to be um worked on. Um and then as our students come to us to start the school year, we welcome them. Um and shortly thereafter, they do take their beginning of the year benchmark assessments. So we have that data in math and ELA, and you'll hear a little bit about that tonight. Um also, typically in October, we receive our PEOS data, which is our growth data. And last um a few weeks ago, we were able to talk a little bit about what that growth data means. Um so we won't

068get into that tonight. We have, you know, many more things to talk about. Um but I did want to highlight that. Um and during that time when we have that benchmark data and our PEOS data, growth data, we are able to finalize those district and school plans. And then as um the middle of the year comes, we're able to have mid-year data. And after that, we have very critical mid-year data meetings um with those school teams and the curriculum team to kind of really get a check-in on where things are at. And we do a check-in on the goals. Um and then as you've heard before this year we had our um PLC's which occurred every month where at the granular level those school teams are looking at their own data and we were fortunate

069enough to have our early dismissal data to impact sessions that were led by school building leaders to really talk at key points during the year October, January, March and May um to really check in and we had our last session on May 19th. Um, and one thing before I turn it over um, to u, Miss Russo is I just wanted to highlight that today we h we're on a call with linkit which is our partner that helps warehouse all of our data to talk about getting ready for our 2526 PSSA data to arrive which should happen. We're hoping by the end of next week, following week, so we're already getting ready to take a look at our achievement data from this school year. All right, I'll turn it over to Miss Russo. All right, thank

070you very much and good evening. Um, as Mrs. Early was saying, and you can switch to the next slide, we look at both achievement with the PSSA scores that should be coming out next week, but we also look at growth um with the PEOS scores. And that acronym is the Pennsylvania value added assessment system. And you'll see that we have on the slide uh grades four, five, and six because in third grade, they are taking it for the first time. So we're not looking at a growth. So we start looking at that growth data in fourth grade. This is from last year's PSSA datas. And the colors indicate the amount of growth. So blue is exceeding growth, green is achieving, you know, or meeting growth and then yellow and red is did not meet growth.

071And so looking at these scores in the dark blue, we are exceeding the expected growth for all of our grade levels in both math and ELA. So you can go to the next slide. Along with looking at the PSSA data and the PEOS data, as Mrs. Early shared, we do have benchmarking data. We use I Ready for the math benchmarking that happens in the fall, winter, and spring. We're currently in the spring window of the data. So what you have on your screen and what I'll be talking about is the fall to winter data. And the graph that I'm showing has both of those data points of achievement and growth. And so that top right quad quadrant is both high performance and high growth. And all of those blue dots in there are all of

072our 13 elementary schools. So at the mid-year point, we were seeing we were seeing both high achievement and high growth from all of our buildings. The buildings use that data to then drill down into their classrooms. Teachers can drill down into students and see how they do at that point. You can go to the next screen. Also with I Ready, we look at very targeted standard strands. Uh on the screen I have a bar graph. There's a diagnostic one on the bottom which was given in the fall. Diagnostic two is above that and a little bit clearer to see that is in the spring. Again, they're in their third diagnostic window. So, I don't have that last data point to show you just yet. But that green section of the bar graph is showing the

073ongrade level or above grade level. And you can see at the top that diagnostic one to diagnostic 2, the green section got larger. So, we are seeing that growth in the achievement. Down below we have four identified standard strands. We really target numbers and operations which is the top. Then we have the second one algebra and algebraic thinking. Those were our two kind of standard strands that were targeted. And we can see that they have a significant amount of green in that performance uh bar. I also want to note the last bar which is our lowest the geometry standard that is typically one that is instructed after the spring diagnostic window. So we're looking to see that that significantly improves um in the spring after that instruction has been given. All right. And the last

074thing I wanted to just note is that we are in our fifth year of using I Ready. We implemented in the 2021 school year. Typically, we do see a dip when you first implement a program, but I'm happy to share over the course of using this program. We have seen a significant growth grades three, four, five, and six. What's shown on your screen is their PSSA achievement. And actually, North Penn students achieved a sustained growth um on that PSSA. And grade four actually rose more than 22 points during this implementation time. and that actually outpaced the state's growth which was only 15 points. [snorts] We also saw that in sixth grade where they were outpacing the state average. So overall a lot of growth and a lot of achievement that we are looking forward to

075continuing on. I'm going to now pass it over to Dr. Fster Maker to talk about ELA. >> Good evening everyone. I'm happy to be here tonight to share with you our elementary ELA data. Uh before I get started with sharing some of our uh data points with you, I do want to make note um that uh Rebecca shared the I Ready math data and I'll be sharing our STAR reading data. We've been using the STAR reading assessment system in North Penn for about five or six years now um throughout our kindergarten through 8th grade um classrooms. And moving into next year, elementary ELA grades K through six will be moving to the I Ready assessment system um to partner with math in that same assessment system. Um so you'll be seeing similar reports um when

076we return in the fall and next year. Um so while these next reports are going to be similar um in nature, they're certainly going to be looking different. So the first report that I have here on uh the screen is our district growth. So this is looking at our target student growth percentile uh which is at um 50. So typical growth what we would expect all students to achieve is anywhere from 35 to 65 SGP points um with that median being 50. And you can see all of those dots on the screen represent all of our 13 schools and they are all within that typical growth um expectation column. And so um we are very proud of that and very proud of all the work that our teachers and students are doing all throughout the

077year. You can go to the next slide. This slide is looking at proficiency. This is the percent of students that are meeting the at least the 40th percentile rank or above. Um and we're seeing over three years time as we've been implementing our new curriculum um that our trend lines are very similar uh but that our aim line is kind of moving in the right direction. Um we see very similar trends where students are um coming in at a certain percentile um or proficiency um in the fall and then they shoot up um mid year. And the past two years we've um kind of lost a little bit of ground in the spring. And so we really went to the table last year to determine, you know, what could we do differently um to help

078students kind of maintain the progress that they make from the beginning to the middle of the year. Um this year we did implement a new um midyear date. So in the past two years we've implemented the middle of the year assessment um in December right before they leave us for winter break. This year we waited until January which is a little bit more close to a midyear um and we'll see you know how that new structure uh kind of plays itself out and then next year when we move to I Ready we'll get even um more data. So moving on to the next slide I do want to share um some of our PSSA proficiency data here. Um we'll see that the overall um state proficiency for Pennsylvania is at 48% of students are meeting

079that expectation. Um and then you can see our district proficiency in 202526 uh where we are at 61%. So we are um outperforming our state. Um so which is something that you know we really wanted to make note of. Um but more importantly, our state recognizes that we do have what we are considering a literacy crisis um or a literacy um uh you know trend in that um our students are not meeting the expectation um not not as many students are meeting the expectation that we have. And so they have passed a series of legislation um starting back in October of 2024 um where they have expected that all school districts expand access to structure literacy which um basically structure literacy are principles of instruction um and they really wanted to ensure that all school

080districts were adopting principles of instruction aligned to structured literacy. Um they expanded that legislation in no just this past November of 2025 with act 47 where they're establishing statewide requirements related to professional development around structure literacy evidence-based reading curriculum. So they're ident making a list and identifying specific materials and resources that we should be using um in our schools as well as um requirements around reading intervention for students in grades K through three. Um and then finally, just recently in April of 2026, act two now requires that all cursive handwriting instruction is occurring um in schools. Uh now, what I'm really proud of is that our district has been um implementing structure literacy practices uh for several years now. So, we're kind of on top of this legislation. We also started um implementing cursive handwriting

081through our foundations program um two years ago. So um these are things that we are already putting in place and um you know will be aligning to this legislation moving forward. You can go to the next slide all okay thank you um so much Dr. Fisttomaker. I am going to um spend just a little time really discussing with you and giving you an overview about how our assessments as we just briefly spoke about align with our system and structures here at the elementary level. Um really thinking about the systems that we have in place at the elementary level and here at North Wales to really make and datainformed decisions towards student growth and achievement. So, the three tiered um systems that we're going to discuss um this evening are going to be our day-to-days, our

082PLC meetings, and our MTSS meetings. I'm going to give you um just a highle overview, and then we're going to go deeper into how at North Wales we structure these three um systems in place to make sure that we are driving student data. So, every six to eight weeks during data days, we hold um a data day where each grade level team meets with um the principal, the reading specialists, the math coaches, and the learning support teachers to really take a deep dive into student performance. Whether that's looking at our schoolwide data, um our classroom data, um we take a time to look at benchmark assessments as well in our PLC's, which stands for professional learning communities. It's really a way for us to regularly meet and bring our educators together and a structured team

083to really look at student data to share strategies and plan instruction so that way we can continuously improve learning for every student. One thing I do want to note is that um a PRC is not just another meeting but it really is a protected space where um we as staff members meet and use evidence of student learning to set goals. We try out evidence-based practices and we reconvene together and analyze what worked and what we need to adjust really making um adult learning the engine for student growth in our building. Um, and our last system that we are going to talk about today is MTSS. And what that stands for is multi-tered systems and support. And that really is a system designed to really meet the needs of all students by ensuring that we as

084educators are optimizing our datadriven decision making, progress monitoring, and evidence-based supports and strategies to really make sure that we're sustaining that student growth academically, behaviorally, and also um social and emotionally. We can advance in the next slide. I'm going to turn it over to our reading specialist, Jess Stevenson, who's going to take you into a deeper dive um into our data meetings and some of our PLC's. >> Thank you, Miss Green. Um good evening everyone. I'm really glad to be here. Um and I'm really glad that I have the opportunity to explain to you what we do at North Wales to achieve some of the wonderful data that you've um you know seen earlier tonight. Um first we'll start with our data days. So we have several systems in place uh which we use to

085use the data to drive our instruction and the day-to-days are really a critical part of the planning process. These meetings um which as Miss Green said earlier happen three times a year are collaborative and team oriented. Um there's a three-step process involved and each all of three all each of three meetings follow the same process and the first is examining a wide range of data and this includes our STAR reading our I ready classroom observations and any other curriculum based assessments that we have to bring to the table that will give us information about students um achievement and progress. The data is then used to determine what standards students are proficient in and which standards still require some targeted instruction. Once the focus standard is determined by the team, they identify what specific skills the

086students will need in order to achieve those standards. And then with that information, the team then creates a core class goal that will be monitored to measures the student growth um and the meeting of the goal throughout the year. Once the goal is created, the team then develops a plan of action. Now, the plan includes which instructional resources will be used within the curriculum. Um any supplemental um district approved uh materials that might be needed to um boost student understanding. Um um discussions will also include what barriers students might face when trying to uh meet those standards and learn those skills and how teachers can then differentiate the instruction to remove those barriers. And of course we always give attention also to the students who may benefit from extension activities because um they may have

087already been meeting these standards and we want to make sure that we uh plan accordingly to provide them with the extension activities needed to continue to grow. The final step um of the meetings is then uh documenting the plan for monitoring and adjustment and monitoring and adjusting how however might be needed to in future data meetings. So all of the information throughout the meeting is collected onto one document. The document is then revisited throughout the year um to measure student progress and then adjust as needed. Can we go to the next slide please? Thank you. Um, one of the ways we do that is through our PLC's, uh, our professional learning communities. And we have two types of PLC's really. There's the grade specific and then there's content specific. So during the grade specific meetings,

088teachers meet with their teams including um, math coaches, uh, reading specialists um, will stop in and they review student progress on those classroom goals that they created during the day-to-day meetings. This ensures high level of learning for all students. And these meetings are held both for reading and for math to ensure that cons consistent instruction is happening across all classrooms and to monitor that students are meeting the classrooms and then revisit any adjustments that again might need to be made to support students. After reviewing the progress then the teachers will prepare new materials. We might talk about um having students um get more structured support during win time, which is uh where we pro provide supplemental supports for students who may need um intervention or enrichment. And there then um getting to the content specific,

089we have one meeting each month that focuses on ELA and then one each month that focuses on math. I will provide you with the overview for ELA and then I'll kick it back over to Miss Green to talk a little bit um about the math. So, reviewing the specific ELA program activities um with the goals of providing consistent instruction of grade levels including foundations activities and math strategies. That was a real focus this year because we want to make sure that not only are we using the curriculum resources as intended, but that we're also using them consistently across the classrooms so that we're maximizing student instruction and being sure that all students are receiving the same um skills and strategies and instruction across the across the classrooms. Another um professional development topic included the implementation

090of small flexible reading groups which provide very needed opportunities for students to engage in text. So if we're providing information and PD on the activities within foundations, we then held another meeting about how do we use that information then to get students and make sure that they're practicing in text so that they get that that most robust uh instruction um that also aligns to the structured literacy that um Dr. Dr. Fster Maker had uh mentioned earlier. Um another one uh is writing. So writing is always a conversation that teachers enjoy having and they're always ongoing and the writing PD um really required teachers to bring samples of writing. Uh we go through rubrics. We talk about what the expectations are for each grade level. And we've also had vertical conversations where second grade will talk

091to third grade, first grade will talk to second grade, fourth grade will talk to fifth grade so that we can align the instruction, the expectations across grade levels so that when students are moving across the grade levels, all the teachers are aware of what the students needs are um what the teachers expectations are and what students have been able to do. We found we've have we have found a lot of success with that. Um, all that said, I know Miss Green is going to provide you with some information about our math PLC's. So, I'll turn it over to you, Miss Green. >> Right. Thank you, Miss Stevenson. Um, so just like kind of, you know, we kind of structured our PLC's the same. Um, I really just dedicate one Wednesday out of the month um

092for just ELA, for math, for grade level, and um really just for our pair of um professionals. So for math, we meet once a month on a Wednesday during dedicated collaboration time. I meet with our math coach ahead of the time to plan each session in advance to maybe just ensure that the work is purposeful, datadriven, and aligned to our schoolwide math goal. Um, which this year focused on the domain um numbers and operations. And our number and operations goal was really identified based on our student benchmark and student performance data um which really helped us target an area of greatest need across all grade levels. We use that PLC time to really help teachers run and analyze assessment reports following unit and chapter assessments, our benchmark um assessments. We really study our progress in

093numbers and operations. Really focusing back to what our goal that we created um at the beginning of the school year. Really kind of making sure we're targeting that and strengthening those instructional practices so that our decisions are always grounded um in student data. In addition to um just making sure that we're looking at our student data, I also want to make sure that our staff also has a sense of belonging. So one of the things that I do is um I meet with our new teachers as well. So once a month I meet with our teachers in our building who are in their first three years of teaching to focus on both the operational processes um within our school district um the instructional practices within our school and together you know we share our successes

094across grade levels and classrooms some challenges that we may be facing from our classrooms and really learn how to build the systems within North Wales and what are our expectations. Um and as a team we collaboratively problem solve so that our new teachers feel supported, confident and connected to our school community. Um in addition to that in terms of our support staff I try to think in a global lens what are some things that I can support them with. Um so um our prayer professional PLC's are also once a month and that's led by our inclusion facilitator and my emotional support teacher who has successfully designed and delivered targeted training sessions that are really focusing on behavior crisis responses and those proactive supports that are based on our student population and the needs of our

095learners within our building. So what that looks like um are providing paraprofessionals with practical strategies, deescalation and safe intervention practices which creates a greater consensity and really how the challenging behaviors are addressed across our classrooms. All right, next slide. All right, and um the last framework I'm going to discuss with you as we mentioned is our MTSS framework. Um and this is really just a systematic approach that we use to meet the diverse academic behavior and social emotional needs of our students. Um it's really designed to really help all students succeed by really ensuring that they receive the right level of support at the right time. Um so we dedicate one day a week um for our core team is what we call and that includes myself, my school counselor, school psychologist, inclusion facilitator, reading

096specialists, grade level teachers and the families to come together and review evidence-based tiered interventions. And during those meetings, we set clear goals for our individual students that we're meeting about. We determine the appropriate interventions and we outline how we're going to progress moni progress monitor both the student growth and the effectiveness of the particular support. And approximately every six weeks we reconvene as a team to review progress monitoring data and determine the next steps. Whether that's to continue with the intervention, we may have to intensify the intervention. uh maybe the student is making growth and we may fade away the intervention or just adjust it accordingly so that all of our decisions are really responsive and data driven. Next slide. All right. Well, again, that was really just a glimpse into the ways that we

097support our students and how we use data to make informed decisions and drive student achievement. Um, collectively as we mentioned at the elementary level, our systems in place are really anchored in the three approaches that we mentioned. While I said the individual schools may slightly different approaches to the three systems, we remain consistent with that framework. And at this time, I would like to open it up if you have any questions for the team. Thank you so much. Always great to hear from the North Wales Allstars here. Good stuff. Uh, Mrs. Coin or Dr. Tio, >> Dr. Tio, do you want to go first if you have any questions or comments? >> Um, thank you, Mrs. Stevenson and Mrs. Green. Appreciate the overview of the work that you all are doing. I'm I'm wondering from

098a district perspective, but also from a North Wales perspective. Uh, is it right to uh understand that MTSS is spread across all of the elementarymentaries at this point? >> Yes, that is correct. Yes. I am just deeply impressed by all the common planning time that you've been able to carve out um in that bell schedule. That's probably one of the greatest challenges in modern education to find time uh for the educators to get together. So I'm wondering what what has enabled you to achieve that level of success in creating shared planning time for the staff >> and what barrier and then flip side what barriers do you continue to encounter >> and what can we be thinking about to h to to help assist in that work. Um, so I really think it's really just

099like trial and error of like every year just really trying to really focus on once again how can I be creative within the schedule that we currently have in order to provide that scheduling. So there are times where there could possibly be, you know, in the morning time during our 8:25 to 8:55 time where we may really try to tighten our PLC's to just one focused area to target. There are times where during our say our MTSS day where let's say we may not have as many students to um to meet about in terms of ES you know MTSS I might I may find that time to bring teachers together as well during that MTSS time in order for us to find that um PLC time or that common planning time. So it's really it's

100really being strategic with what we have while also respecting the structure of the time that we have during the day. So, it kind of just varies just based on one being responsive to the data, two really looking at the calendar to determine what you know what's coming up and um just trying to plan around that to be most successful so my teachers have time to meet. >> Thank you. That's really great. Um uh Mr. McBain, I apologize. I might have to uh um jet soon, but I just wanted to show deep appreciation for Mrs. Rouso and Mrs. Early, the whole team, Dr. Fester Maker and Mrs. uh Green and Mrs. Stevenson. I apologize. I think I need to jump, but thank you so much for the amazing work and u appreciate the time. >> Thanks.

101>> Go ahead there, Miss Quinn. >> Okay. Um no, yeah, thank you to echo the thank you that um Dr. Tio shared. Um I appreciate all the time spent kind of getting this together and making um a lot of different areas into a pretty comprehensive um presentation. Um I appreciate uh Dr. Fencer you mentioning that there were some academic challenges I believe in the ELA section. Um calling that out and then calling out how you're addressing it. Um I I think that's that's so important. um to hear um and and to learn about and to always question ourselves on on on where where do we have that opportunity um even though in general I see the the growth you know year-over-year I see the um achievement especially it's interesting to see in the summertime things

102dip and then kind of go back and forth like a wave like a step pattern almost um I also appreciated comparing it to state performance. I think that's really important as well. Um, in the future, I wouldn't mind seeing um comparison to uh Bucksmont or local districts that might compare. Um, I'm not sure if that data if that that's possible um to kind of put together nicely on a slide, but but would appreciate it. Um, and and and just a question, I guess, and a call out. Um, a lot of this a lot of this data um are are students that have IEPs included in some of this data? I know there are some students that are, you know, families will opt out of standardized testing, but are special needs students IEPs included in this

103data? Is that separate? Um, and is there other measures of success that we would see or used not just with special needs children, but with general public children? Um it it this is these are test scores are only one part of student success and I was just curious if I know there's probably a ton of things that measure success. Um but uh interested in hearing more about that as well. >> Sure. That's a great question. The data that uh we shared tonight in terms of um PSSA and our benchmark data with I Ready and STAR were not filtered by any demographic. So they do include all students uh that took those assessments. Um, to your point, there are some families that opt students out of PSSA. Um, of course, we don't have data for them.

104Um, but all students that take these assessments are included in the results you saw tonight. >> Thank you. >> Okay. Thank you so much. That was really informative, folks. I I appreciate it very much. Um there is an awful lot uh that goes into this work and to consider the number of elementary buildings that we have in our district and the number of students that we serve and uh how we're best uh attempting to support our teachers uh and and you guys through this work. um you know, don't hesitate to reach out and and uh uh send information up the up the chain to uh let us know how we can help in the future. Uh thank you all so much. That was very informative. All right. Um it's a beautiful day outside. If you

105want to head out, go ahead and head out, my friends. Thank you so much. Next up, we have uh on our agenda number five, other business uh and other additional topics. Do we have any other additional topics for the evening? >> Okay. Always like to make sure that brings us then to our public comments section. I know we have uh a special helper here tonight in Dr. Williams manning the uh technology piece. We thank you so much for that. Thank you so much in >> not the funnest thing to have to be in charge of in a meeting. So, thank you so much. Uh, do we have anybody for public comment this evening? >> Yes, we do. We have one hand raised. Uh, Mr. Jason Laneir. Mr. Laneir, um, I'm going to unmute your microphone.

106>> One second. I gota If there is somebody, I have to read his statement real quick and then we'll read your statement. Yes. >> Yeah. Thank you. >> All right. We have a new statement, too. Very exciting. The public is hereby advised that this meeting is being recorded and residents or taxpayers who speak must state their name and municipality. The comment opportunity is limited to three minutes per speaker. As a reminder, the audience of citizens portion of the meeting is not disc designed or for debate or discussion with the board. When appropriate, individual school directors may choose to respond to public comments that have been made once the audience and citizens period has concluded or request that a member of the administration follow up with the speakers after the meeting. Members of the audience shall

107limit their questions and comments to matters being discussed at tonight's meeting or matters that may come before the ECI committee. This is in reference to board policy number 903. Thank you very much, Dr. Williams, for letting me get that out there. >> No problem. As mentioned, uh we do have Mr. Jason Lenir. Mr. Ler, I'm going to unmute your microphone and then you can begin. >> Uh, lost you there for a little bit, but uh, Jason Laneir, Lansdale, um, kind of going from the top to the bottom here. We the the digital access, I I applaud the fact of trying to minimize the amount of screen time used. Uh there's lots of studies that show, you know, there's sort of a a sweet spot, if you will, of using screen time because it can help

108demonstrate things for for students, but it goes really quickly into excessive use and there's a precipitous drop in proficiencies with that and the dependency that my the people I know, the professors I know teaching in college talked about the the rampid cheating using AI for generating getting answers even in the STEM fields, it's really it's become alarming. But just in general, just the more you're on screen, the the the less proficient you become. And that kind of dubtales with, you know, I I don't I don't want to act as if I understand what all the seal is and what what the what their the goal of achieving what the goal uh is with this. I mean, I get it in the in the macro sense, but again, I I feel as if if every conflict

109is anodide where you there's there's no there's no communication between students in a negative way, you're going to make kids that are emotionally stunted where they they they can't appropriately uh articulate why they're frustrated and they just want to claim, you know, they call you a pjorative or something and they they get really upset with what you're tank um and they're not able to tackle it and sort of the the emotional sort of um durability to to to proceed in life. It it I think I'm concerned that that's sort of it would it'd be sort of tan up for using too much screen as a tool to using too much screen as just becoming atrophying of the mind if you will. it it's the person who's on crutches too long and and has to the

110recovery for long. Astronauts coming down from space, they have to uh re reacquire uh use of their limbs if they're not um exercising actively. I feel that's what this is going with with the social emotional learning. It doesn't seem as if it it sticks uh because the the the violence data in the middle schools is through the roof. And so it might be working in in in uh elementary, but I I I'm dubious of the claim that it benefits in the in the middle school, high school levels. Uh and I guess tied into that is the PBIS. I've spoken with with teachers I know that have been do implementing this for a long time and they say it works great up until when it doesn't which is when the students start gaming it so much

111and the teachers start gaming it so that they're not they reduce their action items to to try to resolve issues which really should be resolved with tougher discipline in my view. Um any feedback would be appreciated and some real feedback. I know McBain likes to say something quick and and sign off, but I think these are important things that this board really needs to address and not just taking the what the plan for action is, but actually focusing on the results and not just over what we're looking at from the state, >> but our history as well. I'll leave it there. Thank you. >> Thank you, Mr. Ler. >> All right. Thank you, Dr. Williams. I was worried about the timer, but you got that figured out just fine. Thank you so much. Anyone else

112for public comments? >> Chairman McBain, there are no other public comments. >> Thank you very much, sir. Very much appreciated. Um, all right. We have this evening prepared one item for work session or action meeting and that will be the student travel item. That was item number three, letter A. And that moves us on then to our next meeting dates. The ECI committee meeting is scheduled to take place on Tuesday, August 18th, 2026 at 5:30 p.m. in the virtual format. And just before we adjourn, I did want to be absolutely sure that we Oh, Dr. Waters has her hand up. I'm sorry about that. >> No, you're good. Um, before we sign off, I just wanted to take a moment, if it's okay, to just uh publicly thank Stilia and Malachi uh for being our

113reps this year. Uh, you guys did an excellent job and we appreciate all of your feedback, questions, and concerns over the year and, uh, wish you well on those final exams and a wonderful summer. >> Here, we waters. >> Yeah, thank you so much. It's been a great experience to be on this committee. >> We're always happy to have you guys here. Stop at again soon. We know this is the most exciting uh thing in town to do on in the evening. So, feel free. I apologize for the dog in the background. Thanks so much, guys. We really appreciate you. Have a great summer. Uh I did want to make sure that we thanked a few more folks this evening because there have been a lot of things going on in North Penn uh just

114this past week. Um, last Friday, I want to say, was Olympic day for these elementary schools. And oh my goodness, once again, it was just one of the best events that North Penn puts together. Uh, and I am just so thankful for the work of the teachers, the families. We have volunteers that come in to help on the day. Uh, the educators involved, everybody in the buildings that makes it work, uh, the custodial staff, the groundskeeping crew, everybody is really on the same page. And then of course we get to see it through social media because our admin go out there and broadcast live from these places. We get to see what's going on. Um and it's just such a great thing. Uh it's one of my family's favorite events of the year for sure.

115Uh and so just a huge thank you to that massive undertaking once again and just having it be just a special day for everybody. Um, on the flip side of things, we are live streaming a senior awards night right now and we're just so glad to be able to celebrate the seniors, uh, especially coming up on Thursday, uh, when they're going to go through graduation. It's it's for board directors, that is our payday. That is the moment we get to see them in their in their all their glory, uh, after getting through so much and and overcoming so many challenges. Uh, we're just really excited for that. It is hard to talk about this time of year without getting uh a little emotional about it as we say goodbye to some of our students and

116um we just want you all to have a great time and and go be the best people uh that we know you to be. So, it's a great time to live in North Penn and I just want to make sure that that's said because a lot of people work very hard, a lot of them right here in this meeting and I want to make sure that you all are celebrated too. So, thank you all so much. uh and we'll be back in August. With that said, can we have a motion to adjurnn, please? >> So moved. >> Thanks very much, folks. Appreciate you all. >> Thank you so much for the kind words. Happy summer, staff, if you're listening. Um, thank you for everyone who presented tonight. You did amazing. And great job, Dr. Williams.

117>> Gold star. Have a great night everybody.