[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6382642,"mediaKeyId","2126582-2f4ec632129d8e4c85be9113d85bae2e","parentId",2126582,"title","Haverford committee weighs two 2026–27 calendar options, administration favors earlier start to preserve spring break","audioSeconds",547,"startMs",1791000,"endMs",2338000,"viewUrl","/Search/View?dp=1&key=2126582-2f4ec632129d8e4c85be9113d85bae2e&start=1791&end=2338","thumbnailUrl","https://assets.pipeline.soar.com/2126582-2f4ec632129d8e4c85be9113d85bae2e/thumbnail_1791000.jpg","articleUrl","/articles/6382642/Pennsylvania/Haverford-committee-weighs-two-202627-calendar-options-administration-favors-earlier-start-to-preserve-spring-break","mediaUrl","https://secure.pipeline.soar.com/6382642-b5620fa76afb6e1e1a60ebb21665e7da/orig.mp4?Expires=1777359971&Signature=TRlJEuNcT9M1mBdN393wEnwP7Ob6ZHu-wYAHTNM2m6~3zKF6TlB-M5whzEUBz09zSv1KPabH6K6RG3oyICdSlX~KLjYkAXIOjc65t9ZOOPyxB0-etUWT5yjc2VvmfYmhMybni8nxocLEo9CtK90RSUqMDAm3T1Ac2FrSNlz80m5uTN91jKfPixZ4rpSUlIS0R-perbU1I7mtr9KJIPsKIFdtEYjrlv7t3Prz~0dFHEWmg1LZHrMsnSWzGYHPL6O6V0xUufCDUFw4OsDkeg1Bz3MaFFdosQDX0TH0FfqOIKEIXeCG6tFQG-f11ORdsn3243pzYkO54fcmk9h8GLAtDw__&Key-Pair-Id=KUT5TJCACFTXG","author","Haverford Township School District","date","2025-01-17T13:11:37Z","article","Nicole Battistelli, presenting two draft 2026–27 school calendars, told the Curriculum and Pupil Services Committee that the district must meet Pennsylvania Department of Education (PDE) requirements and union/contract obligations while balancing community needs.

Battistelli laid out two calendar options: Option A begins after Labor Day (Sept. 8 in the year shown) and ends on June 17, with a shortened spring break; Option B begins before Labor Day (Sept. 1) and ends June 16, preserving a full spring break. The administration recommended Option B because Labor Day falls unusually late in that year and a late start would leave families with a short spring break or force the district to extend the school year into late June.

Why it matters: Calendar timing affects families’ childcare and summer plans, the district’s instructional schedule and staff workloads, and the availability of spring‑break travel and camps. The committee discussed tradeoffs—parent and community preferences for traditional post‑Labor Day starts versus staff preference for a full spring break—and whether to solicit broader community input.

Legal and contract context: Battistelli reviewed several parameters used to build the calendars: PDE requires 180 student days or specified hourly minimums (900 hours elementary, 990 hours secondary, as cited); the district schedules 183 days to build in three snow days; teacher days are 192 per the HTA (teacher) agreement; support staff (ESPA) contract requires at least 12 paid holidays. Battistelli also noted district practice to avoid ending the school year on a Monday and to account for absenteeism on large religious holidays.

Religious‑holiday attendance: The committee asked staff to monitor religious‑holiday absences. Battistelli presented multi‑year counts for two observances cited at the meeting: Diwali (consistently under 10 students) and Eid (increasing: 22 in 2019; 45 in 2021; 65 in 2022; 89 in 2023; 111 in 2024). Committee members asked the administration to survey neighboring districts’ practices and to return with a recommendation that includes staff absence data as well as student absence trends.

Community engagement and next steps: Committee members discussed whether to poll staff and families. Battistelli said calendars are presented early to give families lead time; she said the draft will be shared with the full board in early February and that administration will bring a formal recommendation at a subsequent board meeting. The committee requested staff return with comparative district practices and a proposal for a threshold or timetable to consider adding religious holidays as official days off.

Ending: Committee members expressed support for the administration’s recommendation while also asking for more community and staff input before a final board decision.","mediaType","Video","parentTitle","01/16/25 Curriculum & Pupil Services Committee Meeting","oneSentenceSummary","Nicole Battistelli presented two draft 2026–27 school calendars; the administration favored an early‑September start that preserves a full spring break.","taxTitle","Haverford Township SD, School Districts, Pennsylvania","taxId",38557,"location","Pennsylvania","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6382647,"Haverford proposes new 11th–12th English electives and textbook additions; To Kill a Mockingbird moved to 10th grade",1682,92000,1774000,"/Search/View?dp=1&key=2126582-2f4ec632129d8e4c85be9113d85bae2e&start=92&end=1774","https://assets.pipeline.soar.com/2126582-2f4ec632129d8e4c85be9113d85bae2e/thumbnail_92000.jpg","/articles/6382647/Pennsylvania/Haverford-proposes-new-11th12th-English-electives-and-textbook-additions-To-Kill-a-Mockingbird-moved-to-10th-grade","https://secure.pipeline.soar.com/6382647-f59fdee93249eac74fa4da477221b713/orig.mp4?Expires=1777359971&Signature=Nu0puOskgsNBAKUP5T6t3Q6VybeDk4pDJCGGg82qwgaxLdIT9PAARypVm13-o92eiFQ9isD95~pDNJZHD78720echa6rG1EoHJlPsw30dCg8xOu9aMZe-me6s9-KM98tTSr1-D-krXbuQk7ia7EVwFzdktjMSepLo853G3hjsHJXSnXHDvIjQSuLu5qq8qmmxi0jOX3VBHlVJHg6I-17LHzyOrnZcwbogNRK6RlaGklEcsfCM5A7o7WF6ywmlwoVeLAW8LNrONIZgdaLLrLY9dlnKLRH~l-JoYOa~zcDADvRc1qf86-uFqJ1GZXtK0xCdG3VZj22wlY8nt9Md7bTbw__&Key-Pair-Id=KUT5TJCACFTXG","Sandy Connolly, curriculum coordinator for Haverford Township SD, told the Curriculum and Pupil Services Committee that high‑school English teachers have developed six new topic‑based courses for 11th–12th graders and compiled recommended core texts and supplementary reading lists for each course.

The proposed 11th–12th options include Visions of the Future (science and technology in literature), The Underdog, Heroes and Rebels, American Voices for Power and Justice in Literature, Diverse Voices in Short American Literature, and Man and Monsters. Teachers identified core texts for each course (examples discussed: The Martian; Never Let Me Go; I, Robot; Hidden Figures; Seabiscuit; Circe) and plan to pair fiction and nonfiction readings with independent research projects. Connolly said teachers will select two of these topic courses to satisfy the 11th/12th English requirement.

Connolly also presented a separate change for 10th grade: the district’s English teachers propose adding Harper Lee’s To Kill a Mockingbird as a 10th‑grade core text; the Glass Castle would move to a literature‑circle choice rather than the core. Connolly said the book had previously been taught in 8th grade and that teachers believe it will “fit well with the other texts” in 10th grade.

Why it matters: the course redesign shifts the emphasis from a single required course to a set of topic pathways designed to teach the same 11th–12th grade standards—literary analysis, argument and synthesis—through different thematic lenses. The change could alter what students are assigned and how teachers sequence reading across grade levels.

Supporting details and process: Connolly described a multi‑step adoption process: teachers reviewed past, district‑approved titles and outside districts’ lists; teachers read candidate texts and evaluated complexity, perspectives, and fit with standards; recommendations were routed to the curriculum coordinator, the principal and the assistant superintendent. Tess Hartman and Kirsten Montgomery are named as the high‑school lead curriculum developers who guided the selection work.

Cost and scheduling: Connolly estimated the cost for new texts at roughly $20,000, with most purchases covered by the regular high‑school English textbook budget and by replacing aging copies. Final quantities and exact cost depend on enrollment and which courses students select; Connolly said the district will know more after course selection in February and expected to finalize orders in March.

Questions and public comment: Committee members asked how literature circles will operate, whether multiple titles could appear simultaneously in one classroom, and how books are managed (Connolly said physical copies are shared and that students typically annotate with sticky notes or online annotations). Several committee members and commenters raised concerns about To Kill a Mockingbird’s perspective and how teachers will scaffold sensitive content. Connolly said teachers plan to address missing perspectives explicitly—analyzing author context and what the text omits—and that the curriculum team will plan safeguards and contextual material so students can engage with the book thoughtfully. Public comment included support from a former teacher who urged approval and described classroom approaches to teaching the novel.

Next steps: Connolly said the course selection guide will appear on the full board agenda on Jan. 23 (the board presentation referenced at the committee meeting) and that any additional book approvals would be returned to the committee in May.

Ending: The committee thanked Connolly and the English department for extensive review and teacher leadership; members indicated the board will consider the course selection guide and associated text adoptions at upcoming meetings.","Curriculum staff presented six new elective course topics for 11th–12th graders, proposed associated core and supplementary texts, and recommended moving To Kill a Mockingbird into the 10th‑grade core. Estimated one‑time purchase of new texts is roughly $20,000; final adoption will be requested when the board considers the course selection guide.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6382638,"Haverford forms AI working group; staff training and a traffic‑light protocol recommended for classroom use",2054,2677000,4731000,"/Search/View?dp=1&key=2126582-2f4ec632129d8e4c85be9113d85bae2e&start=2677&end=4731","https://assets.pipeline.soar.com/2126582-2f4ec632129d8e4c85be9113d85bae2e/thumbnail_2677000.jpg","/articles/6382638/Pennsylvania/Haverford-forms-AI-working-group-staff-training-and-a-trafficlight-protocol-recommended-for-classroom-use","https://secure.pipeline.soar.com/6382638-3bd754ef646acf195c08e741c91c33d6/orig.mp4?Expires=1777359971&Signature=kq0Q9wYZvMwLhx5Ku9~RUNhcBeW2-nupS4Zx5ZM4fL5KmpdedrOohEf7ZPkeJWaTtD~IsB7nzpd6P2fNJU5vy3ZqibDr2Lpokb2FNkVN8X-~fHkrIf0y5tvKZDA7TmW2Cpm3nWKtx8zqh0bNjbgEFCRaFr5VQDooR7P5iuKI-4ps0q03zRRQim038No2Dq4bWwkwvY71M-2XDMT54wXweqLpSFZWFdBhoKEi59oG8DMFyKtoWIs4hUDAfWGzyIuFVIc0ZiWwrRv~1wS-JAm-Cwc-oGpoMu3BCZh2eqEghIYk5f7BkyGsDwUHp--rsDhGD7MMHY6xR6r1zxrV7Kp48A__&Key-Pair-Id=KUT5TJCACFTXG","Robert (Rob) Anderson, director of technology, and Meredith Hearn, technology integration coordinator, updated the committee on the district’s AI working group, its goals, training plans and next steps for staff and students.

What the working group is doing: Anderson said the district formed a roughly 30‑member working group after the administration adopted an administrative regulation to the acceptable use policy permitting staff engagement with AI. The group split into elementary and secondary teams and met regularly to develop guidance, drawing on external resources (AI for Education and Skills 21, Chester County/DIU workshops and multi‑district peer groups).

Training and teacher guidance: Hearn described a teacher training program called AI 101 that the district has begun delivering. Training covers basic definitions (what AI is and is not), district guardrails, and a “human‑in‑the‑loop” approach that requires human oversight at multiple stages: tool selection, input, output review and continuous auditing. Hearn said middle‑school staff received training in December; elementary sessions were underway and high‑school sessions were scheduled to follow.

Student usage framework: The working group proposed a traffic‑light protocol for classroom use. Red means no AI allowed for a given assignment; yellow allows AI for early‑stage assistance such as brainstorming or background research while preserving student‑authored work; green permits AI to assist in content development but requires that the final product be the student’s original work. Hearn said students would be required to submit a disclosure statement when an assignment permits AI, describing how AI was used.

Policy and implementation questions: Anderson and Hearn described a staged approach—staff may trial multiple tools now; the district will later consider narrowing to a small set of district‑endorsed tools after further evaluation. Anderson noted that current detectors for AI‑generated text are unreliable and can disproportionately flag English‑learners or neurodivergent students; he said the district is emphasizing assessment redesign (authentic, in‑class demonstrations of learning) and teacher familiarity with student work over sole reliance on detection software.

Concerns raised: Committee members and public commenters pressed the district on bias in AI outputs, representation of disabled students, environmental costs and human labor used in AI systems, and how teachers will safeguard students exposed to sensitive content. Anderson and Hearn said those topics are explicit parts of trainings, that the district is coordinating with county groups (DCIU, Chester County IU, DVCE) to get up‑to‑date resources, and that student lessons on AI ethics and environmental impact are being developed.

Timeline and next steps: Anderson said the working group will continue teacher training this winter and spring, evaluate tools and compile a technology plan. The district plans to present a broader technology plan to the board in March and to continue iterative review and auditing—Hearn emphasized the work is intended to be ongoing and responsive as tools evolve. Anderson added that student access to AI tools will be phased in only after staff training and appropriate safeguards.

Ending: The committee asked the administration to present the AI work to the full board; staff agreed to schedule a presentation and to return with more details about timelines, assessment strategies and measures to protect students and address equity concerns.","District technology leaders described the AI working group’s mission, teacher training (AI 101), a red/yellow/green student‑use protocol, and next steps for pilot use. Committee members and the public raised concerns about bias, assessment, environmental impact and student safeguards.","actionData","errors"]

Article not found

Haverford committee weighs two 2026–27 calendar options, administration favors earlier start to preserve spring break

Haverford proposes new 11th–12th English electives and textbook additions; To Kill a Mockingbird moved to 10th grade

Haverford forms AI working group; staff training and a traffic‑light protocol recommended for classroom use