[{"_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",6220058,"mediaKeyId","3619190-69dcf40e3ff02f5f212715169c3cf567","parentId",3619190,"title","Haverford Township SD proposes textbook, science kit and elective changes; total science materials quoted at $368,004","audioSeconds",2005,"startMs",2457000,"endMs",4462000,"viewUrl","/Search/View?dp=1&key=3619190-69dcf40e3ff02f5f212715169c3cf567&start=2457&end=4462","thumbnailUrl","https://assets.pipeline.soar.com/3619190-69dcf40e3ff02f5f212715169c3cf567/thumbnail_2457000.jpg","articleUrl","/articles/6220058/Pennsylvania/Haverford-Township-SD-proposes-textbook-science-kit-and-elective-changes-total-science-materials-quoted-at-368004","mediaUrl","https://secure.pipeline.soar.com/6220058-bc5f4a996d3b651c1f6546221c684a40/orig.mp4?Expires=1773584379&Signature=K6Pxhfgchu6bHojTo7FFwkWIExaxvn9z14l7aofePv5H1EPODQmHDmxkCmzU02DOdvBdMFAni55I4xy6zR4PIAoj2L9NAkTikfzPrS6pK4X8IUaRxLgp-76VOAHliPDZRq6iJjSg-jLM1wBJfrBzZl9luDhmMsxYvZVcRoDm2M7NCQIrSqCdFYp2PDwqmHoEArS3kQHoxqzth6FKDd5~p-JvvKY8MzUFJaHNW1pROnpUHSISuYLxJzp0g3doEAj76sszlux8Z-6rzsEEGewywspV41VT9Yu~ViJ1mP7-OENJN~ShaHM7hY0qUnQnXjWJaaIUqgmFg50UCf614qb~xw__&Key-Pair-Id=KUT5TJCACFTXG","author","Haverford Township School District","date","2025-05-30T14:43:37Z","article","District curriculum staff presented multiple resource recommendations across English language arts, social studies and science and outlined a high-school electives survey intended to inform future course offerings.

Why it matters: The proposals would affect classroom instruction, teacher planning and district budgets. Staff asked the Board to approve textbook and materials purchases at the June meeting and to authorize distribution and curriculum-writing work over the summer.

ELA and social studies: Sandra Connolly, humanities supervisor, said the district will add Freedom on My Mind for the AP African American course and recommended Discovering Wes Moore for middle-school eighth grade and Ender's Game for a new high-school course, Visions of the Future. Connolly estimated secondary text purchases at about $35,000 and said that figure is included in the proposed budget; a later slide noted 14 new high-school texts (a separate figure near $38,000 appeared on materials slides). Connolly said the tenth-grade team decided not to add To Kill a Mockingbird as a core tenth-grade text at this time; the title remains on the approved book list and in libraries.

Science materials and adoption: Dr. Alexis McGloin, interim STEM supervisor, presented a multi-level science materials adoption driven by updated standards. She said middle-school curriculum gaps (particularly in physical science) require new Lab-Aids kits and online resources; high-school proposals include updated AP textbooks and an OpenStax biology resource. Dr. McGloin provided itemized figures: AP Environmental materials were the largest single line at about $40,000 because of high enrollment; the high-school materials package was $58,004.96; the middle-school materials figure cited was $257,459 (presenter phrased it as $2.57 $4.59), and staff quoted a total investment for science materials at $368,004.28. Dr. McGloin said she was negotiating price reductions and expected the final figure to come down before purchase. She described a six-year digital subscription and classroom-set model for textbooks and said teachers will receive training on the new materials and the district's new standards.

Electives and implementation timeline: Dr. McGloin said a student survey showed interest in electives such as marine environments, microbiology and botany; any new electives would be phased in for 2026'27 and could vary in length (semester, quarter). Staff said they will ask the Board for approval of textbook and kit purchases in June, distribute materials in summer and continue curriculum writing in 2025'26; initial units would be ready by the beginning of the next school year and full writing to continue during the school year.

Board members asked for a breakdown of textbook and materials costs, durability choices such as VinaBind for hardcovers, accessibility supports (Spanish and other language versions where available), and assurances on scaffolds for multilingual and diverse learners. Connolly and McGloin said they would provide detailed cost breakdowns and clarifications at or before the June Board meeting. No formal Board action occurred at the committee meeting; staff will return with final quotes and a purchase request for Board approval.","mediaType","Video","parentTitle","05/29/25 Curriculum & Pupil Services Committee Meeting","oneSentenceSummary","District curriculum supervisors proposed new texts for ELA and social studies, elective options informed by a student survey, and a multi-level science materials adoption quoted at $368,004.28; staff asked the Board to approve purchases in June.","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},6220063,"Audit recommends new social-emotional materials; Haverford rejects full self-contained emotional-support classrooms",742,1161000,1903000,"/Search/View?dp=1&key=3619190-69dcf40e3ff02f5f212715169c3cf567&start=1161&end=1903","https://assets.pipeline.soar.com/3619190-69dcf40e3ff02f5f212715169c3cf567/thumbnail_1161000.jpg","/articles/6220063/Pennsylvania/Audit-recommends-new-social-emotional-materials-Haverford-rejects-full-self-contained-emotional-support-classrooms","https://secure.pipeline.soar.com/6220063-a1785ddcd4c250a90de5e10213b291ae/orig.mp4?Expires=1773584379&Signature=CQKCfExxc3Rl6cPQC-r8rmCz1-KrYWlNJOnrw1d7Ystdew2ktRitpQGGxaHe4fOfRXp~sI6CiPcYN0eHdWr-57rb0OyVnBLFJthH994iMenCJ6EMljSWwHaAj8HGgP26QdmcYzyqUX7SdqhWNaXUVbzEP~JWixQyg0p0KM--X3IIeAowEyxflcq~YgGsqXkuioy3DitMOB6t501OtcfvV9u~hd-Ld90S0OBBSfXGc2kp~XovwwrfxO7tg4vS9261YdZzx2~-DOH4948TlCo860iI-Ui61hkkHLUQ217IoK8unm0y8xIbF3~F0lrdUZUwpSAYagbeWzf5hdRIjWaV5w__&Key-Pair-Id=KUT5TJCACFTXG","The School District of Haverford Township presented findings from a districtwide audit of its emotional support program and proposed an action plan that includes new social-emotional curricula and procedural changes.

District staff said the Chester County Intermediate Unit audit (completed May 2024) praised the quality of evaluations and IEPs, found caseloads within state limits and noted use of functional behavior assessments and positive behavior support plans. Presenters said they addressed immediate documentation concerns and established an action committee to implement recommendations.

Why it matters: The emotional support program serves students with IEPs who demonstrate social, emotional or behavioral challenges; changes affect teachers, counselors and special-education delivery across all district buildings.

Key recommendations and staff responses included integrating Multi-Tiered System of Supports (MTSS) with Child Study Teams, standardizing procedures and training, improving consistency of evaluation reports, and identifying supplemental curriculum resources for social-emotional instruction. Presenters described classroom- and district-level steps taken to address missing signatures and data-consistency issues, including adoption of digital signing through PowerSchool Special Programs and convening school psychologists and behavior analysts to align reporting.

The audit asked the district to consider a supplemental self-contained emotional-support classroom (defined in the audit as special-education supports more than 20% but less than 80% of the school day). District staff said they \"weigh the pros and cons of this type of classroom and came to the conclusion that it does not quite align with our district values,\" and recommended instead a supplemental model that keeps students in general education with additional supports when possible.

For curriculum, the emotional-support review team recommended Wayfinder for middle and high school and AIM plus WeThinkers for elementary students. Staff said Wayfinder was chosen for its structure, relevance to preteens and teens and progress monitoring; AIM addresses internalizing needs and WeThinkers targets kindergarten–grade 2 social rules and role-play activities. Presenters said AIM and WeThinkers are one-time book purchases while Wayfinder is an annual subscription; the combined cost of the three resources is \"approximately $7,000,\" and staff said they would seek Board approval at the June meeting and plan implementation in 2025–26 with professional development for staff.

Board members asked whether the emotional-support program is limited to students with IEPs; presenters said the district program described is a special-education program but that some non-IEP supports exist at secondary levels. Board members also asked about trauma-informed components; presenters said some lessons address post-traumatic-stress-type topics but that individual counseling through Lakeside counselors is the primary trauma-informed intervention. Staff committed to reporting back with additional details on trauma-informed content and accessibility.

No formal Board vote occurred at the committee meeting; staff will request approval to purchase recommended materials at the June Board meeting.","A district audit found strengths in evaluation compliance and positive behavior supports, recommended integration of MTSS and consistent delivery, and proposed buying Wayfinder, AIM and WeThinkers (approx. $7,000) for 2025–26; district said supplemental self-contained classrooms did not align with its values.",{"_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},6220068,"Haverford Township SD outlines changes to K–12 gifted program, explores subject-specific acceleration policy",277,525000,802000,"/Search/View?dp=1&key=3619190-69dcf40e3ff02f5f212715169c3cf567&start=525&end=802","https://assets.pipeline.soar.com/3619190-69dcf40e3ff02f5f212715169c3cf567/thumbnail_525000.jpg","/articles/6220068/Pennsylvania/Haverford-Township-SD-outlines-changes-to-K12-gifted-program-explores-subject-specific-acceleration-policy","https://secure.pipeline.soar.com/6220068-cbd8c638e14f04fa654f05a9c843c8b2/orig.mp4?Expires=1773584379&Signature=j58kPwENX-kTx5n5YPl~R71VGUjbzdCmuNYtBw8mCs1ZoIYycS8FDkdfqiUtlVX85j5C3A3DIR-ouGaeCmAwXptLwOInTHhjCKv4ah2fHX3zC40wfzW-mWXmy3bThIKmtuXT4WTIhkEz~4ZkhRidZa9ZFbE30t5DjsiOKNcSmx6VOm3hl1vZunwmH8BBUMIVp9Q1y3eSZLKjLBhWBG-XgG123LyArjuAsSq~OGUL0tYTI8Nq018~dbae~h2F042qXd6PC4L6FniZnYkZPYX~NFeiswlCETwA6XbID7Y8lpyID8hcexypg64rlRtVtmxVFRHZ7cFQU-lHtZErrYrYJw__&Key-Pair-Id=KUT5TJCACFTXG","The School District of Haverford Township presented a yearlong review of its K–12 gifted education program and said it has revised evaluation documents, strengthened alignment with Chapter 16 regulations and is exploring a subject-specific acceleration policy.

The changes stem from a comprehensive review conducted with the Chester County Intermediate Unit during the 2022–23 school year and continued work by a K–12 interdisciplinary committee in 2023–24, district staff said. \"We reframe GIP goals to focus on measurable student specific outcomes,\" Miss Butler said, describing revisions to Gifted Written Reports (GWRs) and Gifted Individualized Education Program (GIEP) templates.

Why it matters: The committee said updates aim to ensure regulatory alignment under the state’s Chapter 16 framework and to make gifted services more coherent across buildings. Board members and staff said the work could affect identification, reevaluation timelines and how students access acceleration in individual subjects.

District presenters said their 2024–25 priorities included: strengthening documentation to show a student’s need for specially designed instruction; developing clear reevaluation procedures aligned with Chapter 16, Section 22; improving family-facing communication; and studying a districtwide acceleration policy. \"This is an ongoing area of study for us, so no formal recommendations are being made at this time,\" Miss Arterline said of the acceleration work.

Staff described two possible models for acceleration after surveying neighboring districts: one that applies to all students and one limited to students identified under Chapter 16. \"The wording that you have, it could be, like, subject by subject,\" a board member said during questions, noting a student could need acceleration in math but not meet full gifted IEP requirements. Dr. David Parker said the earliest a formal acceleration proposal might appear would be \"probably the spring semester of next year,\" but that the timeline is flexible.

Presenters also described professional development plans for classroom teachers, seminar teachers and administrators; universal screening and program design updates; and expanded outreach through principal newsletters and an updated district website. Dr. Parker publicly recognized seminar teachers for their work and invited board questions.

Board members expressed interest in ensuring acceleration options are available to students who show area-specific strengths and in clarifying how twice-exceptional students (gifted students with additional learning or behavioral needs) will be served.

The committee did not take action at the meeting; staff said any formal policy proposals or Board approvals would return to the full Board in later meetings.","District staff reported completion of a Chester County Intermediate Unit–led review and described changes to evaluation documents and communication plans; officials said a districtwide, subject-specific acceleration policy is under study with no formal recommendation yet.","actionData","errors"]

Article not found

Haverford Township SD proposes textbook, science kit and elective changes; total science materials quoted at $368,004

Audit recommends new social-emotional materials; Haverford rejects full self-contained emotional-support classrooms

Haverford Township SD outlines changes to K–12 gifted program, explores subject-specific acceleration policy