[{"_1":2,"_112":-5,"_113":-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",[32,76,88,100],{"_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",6285953,"mediaKeyId","2566152-d9eda92017885b9e4783a40a66e26f39","parentId",2566152,"title","Upper Dublin SD projects staffing shifts; preliminary budget requests include safety and academic coach positions","audioSeconds",708,"startMs",4167000,"endMs",4875000,"viewUrl","/Search/View?dp=1&key=2566152-d9eda92017885b9e4783a40a66e26f39&start=4167&end=4875","thumbnailUrl","https://assets.pipeline.soar.com/2566152-d9eda92017885b9e4783a40a66e26f39/thumbnail_4167000.jpg","articleUrl","/articles/6285953/Pennsylvania/Upper-Dublin-SD-projects-staffing-shifts-preliminary-budget-requests-include-safety-and-academic-coach-positions","mediaUrl","https://secure.pipeline.soar.com/6285953-b1d6a4c2621fc6621f397325067eb64a/orig.mp4?Expires=1770626825&Signature=Dy026Muu0Wh1LrzoDjFg5WDOEk7Olxd5epxkxElgSAUkX8DkmDXPr1jGQVe0LCXsFZWOXwDv7LecN4nRF95GKXinsDbrRxLC-fqXHZDTKFYgWO28e02euElRNp1KtCABZP~uU94CJNTpLBako9pocmEinUXUxbDpZOBODHju3qmPSvV2VCMyNgXzXkhgSaUZNNTNSsHWOPqlakcWKR-pz9UFdXyJJPo8iPu9PEopAkPPmsnNNvP~FPEeu23sKXT4eaONnrX218xdtQFgnDhlhXHm94JaBDZbC0Ixu4UJjBm8q-QIGAfEwMmH-lCjrcm2jl~biIDSAd~FUd~izb5KnA__&Key-Pair-Id=KUT5TJCACFTXG","author","Upper Dublin School District","date","2025-03-11T20:01:58Z","article","An administrator presented preliminary enrollment and staffing projections at the March 5 Education Committee meeting and outlined a set of staffing requests that district leaders are reviewing for the 2025–26 budget.

The presenter explained that the projections roll current enrollments forward and that kindergarten numbers are the most variable; based on the early projections shown to the committee, the district could see the need for two fewer general-education elementary teachers next year, although the presenter emphasized that this does not mean layoffs and that retirements, resignations and internal reallocations commonly absorb such shifts.

“This means that there could be some shifting around or some of those positions maybe we're gonna be asking for, we're able to create that position and shift somebody internally into that position,” the presenter said, emphasizing staff will work to place certified employees where appropriate.

The preliminary request list the administrator presented included: student-services staffing tied to the special-education proposals discussed earlier; secondary instructional coaches in humanities and STEM (positions currently in K–5 but not at the secondary level); a high-school instructional-assistance model to provide on-demand academic support during school hours; and operations requests that include possible additional school security officer coverage for the middle school and a culinary coordinator position in food services (the presenter said that food-service requests could be financed from the food-service budget). The committee also heard that several positions added in the prior budget year — kindergarten assistants, a math interventionist at one elementary, an in-house social worker and district-employed school security officers — are operational and staff reported early positive results.

Board members asked how the projections will be refined; the presenter said staff will update enrollment numbers monthly, watch kindergarten registration closely, and refine staffing requests through March and April before formal budget recommendations are presented. The presenter also said some positions — notably a math interventionist — have been funded through Title I this year and may continue on that basis, subject to federal funding levels.

Ending: Administrators said they will continue to narrow priorities and present refined budget requests in April and May for board consideration.","mediaType","Video","parentTitle","UDSD Education Committee Meeting (3/5/2025)","oneSentenceSummary","An administrator presented preliminary enrollment and staffing projections at the March 5 Education Committee meeting and outlined a set of staffing requests that district leaders are reviewing for the 2025–26 budget.","taxTitle","Upper Dublin SD, School Districts, Pennsylvania","taxId",60292,"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},6285958,"Upper Dublin SD pilots FOSS science, advances ELA and math renewals and explores kindergarten screening model",1455,2051000,3506000,"/Search/View?dp=1&key=2566152-d9eda92017885b9e4783a40a66e26f39&start=2051&end=3506","https://assets.pipeline.soar.com/2566152-d9eda92017885b9e4783a40a66e26f39/thumbnail_2051000.jpg","/articles/6285958/Pennsylvania/Upper-Dublin-SD-pilots-FOSS-science-advances-ELA-and-math-renewals-and-explores-kindergarten-screening-model","https://secure.pipeline.soar.com/6285958-a13338becd0f74076c6cf70ed8122865/orig.mp4?Expires=1770626825&Signature=Jpw6qs8mzkTOvggazCA~IOXMl-Qa75PjHpexJzJEkQJBWPcLHDy-qVZFMoTiuuzDSszEveOTaVs5zc2PKPBUCzerTFjCk5bMT-sBBuVHumEvnziAyxBEGpULDN6Ul0mjlZcnLwXSYSTlok7vxd32fRg6d~Bu3nLh1y~D6hZWpe10XXji4cNQvWnynbhoaSJ8PBsdXjJ-Vn2NHjEJOn5i9ZqcShKl-Bn~MYShO01nvpZ7XXh5evIvlktD4G7vHoFBeN7PmLD0g~Fy4qZ7MLAoy9QopIcflWNXJdwcFb1BPbXLwRbj1Z1l4hwhgwtxPCrVt8Es21GH8D~6pb~OawxANA__&Key-Pair-Id=KUT5TJCACFTXG","Miss Brennan, a curriculum staff member, briefed the Education Committee on March 5 about multiple curriculum initiatives including a science pilot, math instructional shifts, an English language arts (ELA) renewal and an exploratory kindergarten-placement model.

The district is running a Full Option Science System (FOSS) pilot in elementary schools this year with 36 pilot teachers and ongoing professional development; staff said the pilot will be evaluated in May and, if adopted, elementary implementation would carry an estimated multi-year cost of about $500,000.

“We have an exciting pilot going on this year, in the elementary school for a program called FOSS,” Ms. Brennan said. “The pilot itself will be evaluated in May. With the successful evaluation of the pilot, we hope to be bringing forward to you in May a recommendation of the adoption of the FOSS program for our students K through 5.”

Ms. Brennan also described continued rollout of “building thinking classrooms” in math with University of Delaware involvement; staff report the implementation is more developed than expected at this point in the school year. ELA renewal work is under way K–12 with subcommittees conducting needs assessments, standards analysis and stakeholder surveys; staff said they will return in May with a needs-assessment document that leads into year 2 of renewal.

On kindergarten onboarding and placement, the district described exploratory work based on a model used by Hatboro-Horsham School District (referenced in the meeting as a case study). In that model, students start the year unassigned and rotate through kindergarten teachers for early screening and readiness activities; class assignments are finalized after a brief in-school screening period. Ms. Brennan said Upper Dublin staff are studying how a similar approach might fit the district and emphasized that no decision has been made.

Dr. Smith (administrator) described a related professional development contract request: continuing a multi-year engagement with Professional Learning Partnerships (PLP) and facilitator Julia Skolnick to support the district’s Portrait of a Graduate work and associated administrative professional development. Dr. Smith said year 2 of the portrait-development work would be more extensive, include focus groups and visual development, and that Title II funds had been used this year and were contemplated again next year.

Committee members asked about implementation carryover to middle and high school science programs, how curriculum choices would tie to historical assessment data, and whether kindergarten changes might inadvertently track young students; staff said the work will include stakeholder input and data analysis before any recommendation.

Ending: Staff said pilot results, the ELA needs assessment and any portrait-contract recommendation will return to the board in May for further consideration.","Curriculum staff outlined an elementary FOSS science pilot with a May evaluation and an estimated multi-year implementation cost of about $500,000, ongoing math 'building thinking' work with the University of Delaware, a K–12 ELA renewal process, and an exploratory kindergarten placement model based on Hatboro-Horsham's 'K Strong' approach.",{"_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},6285964,"Upper Dublin SD presents special-education expansions and in-district transition proposal",1032,497000,1529000,"/Search/View?dp=1&key=2566152-d9eda92017885b9e4783a40a66e26f39&start=497&end=1529","https://assets.pipeline.soar.com/2566152-d9eda92017885b9e4783a40a66e26f39/thumbnail_497000.jpg","/articles/6285964/Pennsylvania/Upper-Dublin-SD-presents-special-education-expansions-and-in-district-transition-proposal","https://secure.pipeline.soar.com/6285964-1acf163fd2988a603e5c86e95e2a9d72/orig.mp4?Expires=1770626825&Signature=eqX7lHXH5EnMA-ev5gF3z69Zs0IORwZ0Hu0gzH0TozmqktqB3bgp7Up2S4-aFm5be~vY-~jTdeRUj2js3LaJWw9a4nTvsG8uSQUFFANLO3N4gNJWEpBdKDSZsWztpURfcvd0Nv2qHqXbbpzLfCOVm9eJTKaf4IphyGyDioXWfSEno3aPdKBSGESSPKKiXqgleBd~QVYiQQwcck3rwFHhB7NOfNRVs2r7VMhCcfUKNq3sUdPwq2NYw6gafKBwtTB6nXJOrvNsDrIQaRzELKeI3UrcHcCbaaZBVcEgwzZaeyFXZxP~7rDwVcSfTVDUsw9cG~bBnItHJ2ps2gNxTtQsZw__&Key-Pair-Id=KUT5TJCACFTXG","Ms. Summers, a student-services staff member, told the Upper Dublin School District Education Committee on March 5 that the district is planning special-education expansions for 2025–26 to meet rising needs, particularly for students identified with autism.

The proposals described include adding special-education classrooms serving students with autism at the elementary level, expanding an itinerant emotional-support program at Sandy Run Middle School to include supplemental-level services, hiring additional board-certified behavior analysts (BCBAs) and school psychologists, and creating a possible in-district transition program for students age 18–22.

“Any parent can request a gifted evaluation at any time,” Ms. Summers said when answering a separate question about evaluation timing; she later described the special-education planning in more detail and the process that allows parents to request evaluations for services. Ms. Summers told the committee the district already has identified 15 incoming kindergarten families that include students identified with autism, and that Pennsylvania Department of Education guidance typically places autism-classroom sizes in the 8-to-11 range depending on program type.

District staff said the autism-classroom proposals respond to identified incoming need and to the district goal of keeping students in-district where appropriate. Expanding the continuum of services, staff said, could reduce reliance on out-of-district placements and allow more students to access general-education settings with appropriate supports.

Ms. Summers described the Sandy Run Middle School change in level of service this way: an itinerant level provides a smaller amount of special-education time, while a supplemental level involves more time in specialized instruction and can include short-term academic instruction inside the special-education setting. She said expanding to supplemental services would likely require a two-person teaching team at the middle school.

Staff also described an exploratory plan to create an in-district transition program for students ages 18–22 that would focus on vocational, independent-living and social skills while keeping students connected to the home district rather than sending them to external MCIU (Montgomery County Intermediate Unit) locations. Ms. Summers said the district will evaluate whether the projected cohort for next year would support an in-house program.

The presentation included staffing counts and trends: the district currently reports three BCBAs on staff, five school psychologists, 79 educational assistants this school year (up from 72 when the presenter arrived last February) and four registered behavior technicians (down from five earlier). Ms. Summers said school psychologists are spending a large share of their time on evaluations and that adding psychologist capacity would free time for collaboration, crisis response and professional development.

Committee members asked about related services (speech and occupational therapy) and about countywide trends. A board member who attends superintendent monthly meetings reported that nearby districts are seeing similar increases in early-intervention identifications and autism diagnoses and that several neighboring districts are adding classes to meet need.

Ms. Summers and other administrators emphasized the preliminary nature of the planning and said no formal staffing decisions or budget requests are final; the work was presented for information and initial feedback. The committee recorded no formal vote on these program proposals during the meeting.

Ending: Staff said they will continue to refine the proposals and present formal budget requests in the coming months with supporting data and cost estimates.","District student-services staff outlined proposals to add classroom capacity for students with autism, expand emotional-support programming at Sandy Run Middle School, add behavior and psychological staff, and study an 18–22 in-district transition program to reduce out-of-district placements.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6285946,"Upper Dublin High School seeks board approval for Spain exchange; committee moves request to legislative",237,3285000,3522000,"/Search/View?dp=1&key=2566152-d9eda92017885b9e4783a40a66e26f39&start=3285&end=3522","https://assets.pipeline.soar.com/2566152-d9eda92017885b9e4783a40a66e26f39/thumbnail_3285000.jpg","/articles/6285946/Pennsylvania/Upper-Dublin-High-School-seeks-board-approval-for-Spain-exchange-committee-moves-request-to-legislative","https://secure.pipeline.soar.com/6285946-bf416b8f6038ea3631a13fdea38bfbbf/orig.mp4?Expires=1770626825&Signature=G7gPfBEClszxzKOsWKuExQ6M1pbbQHvenjeLP-7ebB1MjXLcXruJ4qzyNiOU8SwWXMSSulTHaj5qOB4lBWFg9Gyxe97X~T41dN17OHmLk9gxxzc2PaDVIZlGg15bYmBCYYSnB1kV0uH0-oreRUHvLe36IXDRlywVjgYCP-CJOayHGNd7zJCNvZubFGBXZ7QYEX7UeOEjodWOZE6jipzYluUfevkYunjSXdVTlxKpfZRkBAPCxedZUCKA6lsR7zwol5jhNXW4G2k7bduusBXZqI2K7OIA8cFdh3PQTF2JhfeE03-xHzmg4b2TKSde4Z40Jy1-16XbgTSgR~g4oiUKEA__&Key-Pair-Id=KUT5TJCACFTXG","A high-school Spanish teacher (name not stated in the transcript) presented a proposal for the district’s biennial Spain exchange at the March 5 Education Committee meeting and asked the committee to move the item to the legislative agenda.

The teacher said the exchange is academic in purpose: Spanish students would visit Upper Dublin in October and Upper Dublin students would travel to Spain in February, staying with host families and attending partner high school classes. The teacher described the program as an opportunity that benefits the full school community — noting past practice of having visiting students meet with multiple Spanish classes and participate in other school activities.

“We picked this time in particular because it, buttresses with, residence day and an in service day so that they miss fewer days of school than they so they miss 4 and 4 rather than 5 and 5,” the teacher said when asked about course-selection timing and student responsibilities. The presenter added that staff would discuss course-selection needs with students before travel so teachers can submit recommendations and students would not miss critical selection meetings.

Committee members expressed support, asked logistical questions about scheduling and student coverage, and agreed to move the request to the legislative agenda for formal consideration.

Ending: The committee forwarded the Spain-exchange proposal to the legislative agenda; specific travel dates, student lists and chaperone arrangements will be provided with the formal legislative packet.","A high school Spanish exchange program — a biennial academic exchange with Spanish students visiting in October and Upper Dublin students traveling to Spain in February — was presented and the committee agreed to forward the proposal to the legislative agenda for consideration.","actionData","errors"]

Article not found

Upper Dublin SD projects staffing shifts; preliminary budget requests include safety and academic coach positions

Upper Dublin SD pilots FOSS science, advances ELA and math renewals and explores kindergarten screening model

Upper Dublin SD presents special-education expansions and in-district transition proposal

Upper Dublin High School seeks board approval for Spain exchange; committee moves request to legislative