[{"_1":2,"_124":-5,"_125":-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",[32,76,88,100,112],{"_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",6564520,"mediaKeyId","3280415-a042e812bdc6528636d70c9fb4afb677","parentId",3280415,"title","Colonial SD expands PRIZE teacher-pipeline with West Chester University; 25 students have participated so far","audioSeconds",570,"startMs",4826000,"endMs",5396000,"viewUrl","/Search/View?dp=1&key=3280415-a042e812bdc6528636d70c9fb4afb677&start=4826&end=5396","thumbnailUrl","https://assets.pipeline.soar.com/3280415-a042e812bdc6528636d70c9fb4afb677/thumbnail_4826000.jpg","articleUrl","/articles/6564520/Pennsylvania/Colonial-SD-expands-PRIZE-teacher-pipeline-with-West-Chester-University-25-students-have-participated-so-far","mediaUrl","https://secure.pipeline.soar.com/6564520-84b022a8044969c834ce4f24fcde7594/orig.mp4?Expires=1770724811&Signature=lQ9PWiPpygKF7xc4yJ6dmvl2sved7TP5ZRVhI2owcurrleTBMQxNmGB-QRXAl3bHCvzjFLw0Se-oh32Z9kWBBLQgf1v13ryfmosfqcaeaSQ1waKntpbf3Jlkxx3-FvNbByP3nh4Uql7CN~cGkHFTGGn9Wz7woAng4D~wvzvPQOBJk3c98kuO5cUmHlik9llBA3HJDwG5D0b-rR1ALaUVUWylQ2t9FWOF7Sis4TOoQnBmP5OWf1OtRol632GdeSnyGPl7uaIgE1jNZPVOP3hQoO3TpspBPGz980U3T18~NNz88vERVjYEn7003Q8SS08xuzI-NxGpI9BjqsHfxlmuPQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Colonial School District","date","2025-05-13T11:57:55Z","article","District staff updated the Curriculum Committee on the PRIZE initiative, a teacher-pipeline partnership the district established with West Chester University that provides high-school students with early college coursework, summer institute experiences and mentoring intended to encourage them to enter the teaching profession.

District staff said an MOU with West Chester University was secured soon after the initiative began and that the program has expanded since 2022. \"By December 2022, we had an MOU from West Chester University for this PRIZE initiative,\" a staff presenter said. Staff estimated 25 students have been involved in the pipeline to date and said seven students will attend the summer institute this year.

Counseling staff explained program mechanics: some credits are earned during a summer residential institute (one credit available during a week-long summer session), and other credits are earned during senior-year coursework (three-credit classes). Counselors said not every student receives all possible credits and that transferability of credits depends on receiving institutions. Staff emphasized ongoing mentoring: when PRIZE students return to teach in Colonial, they receive mentoring as new hires and are assigned district mentors.

District and counseling staff said the program seeks to increase teacher recruitment by offering local students early exposure to teaching, credit-bearing coursework and mentoring. Presenters said the district shares the initiative with other districts and at intermediate-unit and regional superintendent meetings to encourage replication.

The committee did not take formal action on the update. Staff described outreach plans and continuing recruitment for the pipeline.","mediaType","Video","parentTitle","Curriculum Committee of The Board (05.12.2025)","oneSentenceSummary","District officials updated the committee on the PRIZE initiative (a teacher-pipeline partnership with West Chester University), reporting growth in participation, a memorandum of understanding, summer institute seats and continuing mentor support into district employment.","taxTitle","Colonial SD, School Districts, Pennsylvania","taxId",38636,"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},6564526,"Colonial SD renews flexible instruction day program application; district says snow days still preferred",106,4076000,4182000,"/Search/View?dp=1&key=3280415-a042e812bdc6528636d70c9fb4afb677&start=4076&end=4182","https://assets.pipeline.soar.com/3280415-a042e812bdc6528636d70c9fb4afb677/thumbnail_4076000.jpg","/articles/6564526/Pennsylvania/Colonial-SD-renews-flexible-instruction-day-program-application-district-says-snow-days-still-preferred","https://secure.pipeline.soar.com/6564526-e333c65fc220bc3f4acdb2480026673c/orig.mp4?Expires=1770724811&Signature=TZ~aJWgZJyUZJ-zDcjC9VNk59OP3lDI7tJPl-xp24mVTf4GwNpVkDZbohtkTnGLtCX~EpyVye1v45e-NYG2YMsQtG7T4C9ctKopswzI4LB074IX3UXd5B8dpKixH~vF0lMs05rvCtwJLkgh3I1hNgTX6NbdJI~vzOF1bWoIfZmuveAA90W35gfW49OjCIH2VHS9IqBhW7bmAVJu6uZfiva4Z-LR4ies949QaqZmHx3h2wfGciL5YWoTqN9I4qrQEz42qI8-zW9AS~QYzp41aIdWZxMVVgfy5Usu28pdZ0dVRJreSag7sJwE2jhxXS-Wx0dNwG2qTGPoJFwtIyjNF2w__&Key-Pair-Id=KUT5TJCACFTXG","District staff told the Curriculum Committee on May 12 that Colonial School District maintains a Flexible Instruction Day (FID) program under the Public School Code and plans to submit its updated application to the Pennsylvania Department of Education.

Staff explained that the statute cited in the presentation permits school districts to develop FID programs so they can meet instructional requirements while avoiding extending the school year in some weather or outage scenarios. \"Public schools are allowed to participate in these FID days. Once our program is approved by the board and submitted to PDE, we will then know by August 1 if it is approved,\" a district leader said. Staff added that approved districts may use up to five FID days in a given year.

The presenter said the district prefers traditional snow days when conditions clearly prevent safe transport and instruction, and that the district uses FID sparingly as a backup if conditions change quickly or outages prevent in-person instruction. Staff said schedules and the mix of synchronous/asynchronous activities are planned at the building level and established with principals and teacher leaders to be developmentally appropriate.

Board members asked about staff and family feedback on past FID use. Staff said the district solicits input from staff and families and balances synchronous and asynchronous learning designs, noting they try to avoid burdening families who must supervise younger children at home. Committee members also discussed scenarios in which older students might participate remotely while younger grades remain off-site; district leaders said that approach could be possible depending on road conditions and state-required minimum minutes of instruction.

The presentation noted that the FID application and frequently asked questions are posted on the district website and that the approval would appear on the full board agenda for Thursday. No formal decision was made at the Curriculum Committee meeting.","District staff reviewed the district’s Flexible Instruction Day (FID) program application (citing the Public School Code) and said the application will be filed with PDE; the board will consider approval on the upcoming agenda and families will be notified if the program is approved.",{"_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},6564530,"Colonial SD outlines K–12 gifted services; parents press for clearer sixth-grade acceleration and transition supports",4337,1417000,5754000,"/Search/View?dp=1&key=3280415-a042e812bdc6528636d70c9fb4afb677&start=1417&end=5754","https://assets.pipeline.soar.com/3280415-a042e812bdc6528636d70c9fb4afb677/thumbnail_1417000.jpg","/articles/6564530/Pennsylvania/Colonial-SD-outlines-K12-gifted-services-parents-press-for-clearer-sixth-grade-acceleration-and-transition-supports","https://secure.pipeline.soar.com/6564530-b955851f513f712ec36e611b7aa8698e/orig.mp4?Expires=1770724811&Signature=SLQP64AMBCvv7PVbd2cMkkzkPkai7iPQArBX62e7gyIAdtzIXHWeAJGZQv~UnW8DB5nssgLmo1CF5AY6TaoQu8EuDpYV-gvikL7m4jUFrVKFi9a58Is6e1xqfC9Hn8aDEqEViv8Ka0wJyG1DjTu73w-gSNDPz--3M9bjoyDc7ogu5mPV3EyYB1SYZzymLXG7yVPfFAQqUzb74ZZ8dl-FteqMarTg7Yh2U1mWW-dPim2uKE~Etvvbrg4XbMNjxzTHuyPTNIYUdjYc7xhFWf-BZua8gJ4FoVdBAZsoN6XrPwQd2KMoHId3xBiRms7ybb08qvJZ2TiqOzgJ9TgSyYMU0A__&Key-Pair-Id=KUT5TJCACFTXG","Gifted-services staff described Colonial School District’s K–12 approach to identifying and serving gifted students and answered questions from the Curriculum Committee and members of the public on May 12.

District staff said Colonial screens students at second grade, accepts referrals earlier, and uses a \"comprehensive eligibility rubric\" rather than a single-score cutoff. \"We do not base anybody's eligibility on 1 score or 1 area,\" a staff presenter said, adding the district regularly revisits the rubric to identify students who may not traditionally be identified.

Presenters said gifted services are collaborative between special education/pupil services and curriculum teams and run from kindergarten through grade 12. Program elements described for elementary, middle and high school included math- and ELA-focused enrichment; project-based and research-centered units; advanced/accelerated math opportunities beginning in middle school; and high-school acceleration via AP, dual enrollment and IB options.

At least five parents used the public-comment period to press for clearer transition plans into middle school, in particular for sixth grade. Parents said their children — identified as gifted at elementary schools — often experience boredom and disengagement when moving to middle school. One parent said: \"Going into a situation where the encore group class is only 1 out of every 6 days, I would really love to have a better understanding of what do those actual supports look like for my child.\"

Parents asked why a sixth-grade accelerated math cohort was not routinely offered and suggested cohorting students by ability (gifted or high-ability) so that teachers could provide consistent, in-class differentiation without individually adapting every period. Multiple parents asked that scheduling not pull students from physical education; one parent said her son, who has ADHD and anxiety, needs movement opportunities and she feared losing gym time if he were pulled for gifted encore.

Gifted staff acknowledged the concerns and noted that gifted IEPs (GIEPs) are individualized and flexible: teams can convene as needs change and parents can request other participants (including middle-school staff) be present at transition GIEP meetings. Staff described existing supports — enrichment, pull-out and push-in, accelerated math testing pathways, annual review meetings and care-team interventions for socioemotional concerns — and encouraged parents to request transition meetings. \"If you are having meetings, and discussing this and you are not getting answers that you want, ask for another meeting and ask to have the teachers who are at the middle school to come and be at those meetings,\" a district leader said during public comment.

The committee did not take formal action at the meeting. Staff said program-level refinements and individualized GIEP meetings are the primary mechanisms for addressing parents' concerns; parents and staff discussed scheduling and program options and agreed to continue transition planning meetings.

The transcript shows parents repeatedly urged more proactive socioemotional screening for gifted students (topics included perfectionism and anxiety), and staff said the district has been adding social-emotional questions to the periodic student climate/survey (referred to in the meeting as the \"pay survey\"). Gifted staff and administrators said they would continue outreach and encouraged parents to use supervisors and case managers to schedule transition meetings.","Gifted-services staff described screening, a comprehensive eligibility rubric and program options K–12; multiple parents at public comment asked for clearer, proactive middle-school supports and for options such as a sixth-grade accelerated cohort or schedule changes.",{"_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},6564535,"Colonial SD teachers report takeaways from national and regional conferences; sessions to inform next year’s instruction",3398,470000,3868000,"/Search/View?dp=1&key=3280415-a042e812bdc6528636d70c9fb4afb677&start=470&end=3868","https://assets.pipeline.soar.com/3280415-a042e812bdc6528636d70c9fb4afb677/thumbnail_470000.jpg","/articles/6564535/Pennsylvania/Colonial-SD-teachers-report-takeaways-from-national-and-regional-conferences-sessions-to-inform-next-years-instruction","https://secure.pipeline.soar.com/6564535-7294ae540f347751f5051eacab2821a8/orig.mp4?Expires=1770724811&Signature=otucgn66fYt2JcHR1-ZLiDwYEwsJ08mhqtgDjSM4yNEgxcPrkQDlUfGeXesGUTWN5wPNa7pqVmLC8wVZupBSr7Hi6~8d69rAg7EVR2dTB4ANKBKJOiIOVBydsVbHzWlP6nes56xSeJpFLHeRF3GupRlZgcJ5E3fJMPQdPGNsoFq8CNNqvXjvYdIT7fEzxSDCHcnF45uQfEVCvDyu1xmsmOvvoFd5uVmR4IOFd5A2V0-yczTfaNN2dxi4iVVga0CrJnhnnum9z5wggq9hnHJfnA6zvQrMVv640YOc28J3VzVwHpxcp1t7jcoRuqdiOO8ylDv2sIw3vIx2Dp6lZ7wvvA__&Key-Pair-Id=KUT5TJCACFTXG","Several teacher leaders and specialists presented summaries of conferences and professional learning at the Colonial School District Curriculum Committee meeting on May 12, describing classroom practices they plan to scale next year.

Presentations covered reading and writing instruction (NCTE), structured literacy and phonics routines, multiple representations in math, and regional gifted-educator networks. \"Our path to the NCTE also stemmed from professional development we received through the district,\" one presenter said, describing classroom work on independent reading conferences informed by Penny Kittle's learning labs. Presenters described strategies to build background knowledge before reading, vocabulary instruction, and ways to incorporate AI tools while preserving revision practice.

K–3 teachers described structured literacy routines such as continuous blending, blending lines, dictation and progress-monitoring tools to capture students' reading development. A presenter noted the district had distributed notes and sample assessment tools so teachers could trial them in classrooms.

A first-grade teacher who attended a math workshop at the intermediate unit described \"multiple representations\" for deeper student understanding — using base-10 blocks, hundred plates and pictorial models — and urged teachers not to let concrete manipulatives \"collect dust on your shelf\" but to use them to reach visual, auditory and kinesthetic learners.

The district's gifted-services team also used the share-out to summarize program practices (screening at second grade, a comprehensive eligibility rubric, and K–12 continuity). Gifted staff emphasized that eligibility is multi-factor and that identification and programming are a joint effort between curriculum and special services.

Presenters said conference experiences reinforced district priorities: structured literacy, vocabulary-building strategies, student choice and project-based learning, and continued focus on socioemotional supports for students. Many presenters thanked the board for funding professional learning and noted that selected practices will inform next year's planning and teacher support.

The committee did not take formal action on the presentations during the meeting; presenters asked the board to continue funding professional learning and to support rollout plans for classroom-level strategies.","Teacher leaders presented highlights from professional conferences — NCTE, teacher literacy labs, structured literacy, math pedagogy and gifted education networks — and described classroom practices the district plans to expand next year.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6564539,"Colonial SD staff recommend Amplify Science for middle school; integration, assessment links possible",183,90000,273000,"/Search/View?dp=1&key=3280415-a042e812bdc6528636d70c9fb4afb677&start=90&end=273","https://assets.pipeline.soar.com/3280415-a042e812bdc6528636d70c9fb4afb677/thumbnail_90000.jpg","/articles/6564539/Pennsylvania/Colonial-SD-staff-recommend-Amplify-Science-for-middle-school-integration-assessment-links-possible","https://secure.pipeline.soar.com/6564539-e8bf7092c69a31a482427863381b5efa/orig.mp4?Expires=1770724811&Signature=BFNQoFFBF~78zH~D7ySBmvWj1BUTVBehXAXoZVAgXKsMk5I1OyYjcnQO3pk~2GamfKeojy9NaWCCrLrLg8ERUufb2wZ-LGQln9Cf80mrWJGijlCPZqCrGngg0rMBK1n3YY2MHfxJwDKTciX83WUYGJfryMGkIE67SbtH2qVmx0u6qbc6O5x5EGove4p1KqfITqRTs5c9f~5ky8-2tJBiJcVAQ1AbM2qh9QF6pCQ6k~275K5vbEPdPg928~G6RPJmnGnWid4IC~d~gWouAfNKqc2qUj8v1EzrHGuzF9N2SgPiBur-eU572RcONTHPls7agcsRVqdXofFMduGk-ttTpA__&Key-Pair-Id=KUT5TJCACFTXG","District curriculum staff told the Colonial School District Curriculum Committee on May 12 that they had completed a formal evaluation of three middle-school science resources and identified Amplify Science as the vendor most closely aligned with Pennsylvania's shifts in science instruction.

Staff said the selection followed a multi-year curriculum cycle and a teacher-led piloting process. \"The group has identified Amplify Science as being that resource that is going to bring us to the next level with our science instruction at the middle school level,\" one presenter said, citing the program's use of phenomena, three-dimensional science practices and lab activities.

The district tested units from three vendors — Sabbeth (formerly Pearson), Twig and Amplify Science — and also reviewed an open resource called OpenSciED. Teachers used rubrics to score usability, authenticity and alignment to the Next Generation Science Standards. Presenters emphasized that the resource is intended to support an instructional shift, not merely to replace a textbook. \"Any new resource is going to take some time and this isn't just a new resource. This is a whole instructional shift,\" a staff presenter said.

Staff said Amplify includes differentiation features for varied reading levels, small-group options based on students' responses, and tools to support teachers. The product integrates with Canvas and parts of Google Classroom; staff said the vendor indicated possible integration work with PowerSchool and with the district's assessment platform (referred to in the meeting as LinkIt). A committee member asked whether integration with LinkIt would cost extra; staff answered that any additional cost would be evaluated and that the district would not proceed if costs were prohibitive.

No formal purchase vote was recorded at the committee meeting. Staff asked the committee to approve the resource so the district could plan rollout and training next year. The recommendation will appear on the district board agenda for a formal vote at the next board meeting.

Presenters repeatedly noted that successful implementation will require multi-year professional learning and classroom supports. A district leader who has served on the state's PENCIL committee said the piloting and rubric process helped teachers better understand the instructional shifts expected under the Pennsylvania science standards.

Staff also called attention to implementation logistics: teacher training time, assessment integration, and the expectation that classroom practice will evolve over multiple years. If the board approves the purchase, staff said they will develop a multi-year rollout plan and training schedule.

The committee meeting included separate agenda items and presentations on professional learning, gifted services, flexible instruction days and other items; staff asked that the board consider the Amplify recommendation at the full board meeting later in the week.","District staff reported a formal review of three middle-school science resources and recommended Amplify Science for its phenomena-based units, differentiation tools and LMS integrations; the board will consider approval at an upcoming meeting.","actionData","errors"]

Article not found

Colonial SD expands PRIZE teacher-pipeline with West Chester University; 25 students have participated so far

Colonial SD renews flexible instruction day program application; district says snow days still preferred

Colonial SD outlines K–12 gifted services; parents press for clearer sixth-grade acceleration and transition supports

Colonial SD teachers report takeaways from national and regional conferences; sessions to inform next year’s instruction

Colonial SD staff recommend Amplify Science for middle school; integration, assessment links possible