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Whitehall-Coplay presents Title I equity plan and rolls out standards-based grading with trimester reporting
Summary
District staff told the education committee the Title I equity review found no disproportionate assignment of inexperienced or out‑of‑field teachers to low‑income or minority students, and outlined a phased standards‑based grading rollout that moves elementary progress reporting from quarters to trimesters for 2025–26.
At the Whitehall-Coplay School District education committee on Feb. 10, district staff presented the Title I equity plan for the 2025–26 school year and provided an update on standards‑based grading including a shift to trimesters at the elementary level.
Mrs. Herr, the district presenter, said the five‑page Title I equity worksheet showed no evidence that low‑income or minority students in the district’s Title I buildings were taught disproportionately by ineffective, out‑of‑field, or inexperienced teachers. “We do not have any students being taught by teachers who are out of the field, nor by any teachers who are ineffective,” Herr said. The district defined “inexperienced” as teachers with three years’ experience or less and reported that inexperienced teachers comprised roughly 3%–12% of the low‑socioeconomic subgroup and 3%–15% of the minority subgroup across Title I buildings.
As part of continuous monitoring, Herr said the district uses multiple data sources and supports such as induction/mentoring for new teachers and an MTSS framework.
The committee also received an update on standards‑based grading and a planned communications package for families. Mrs. Mencher and MTSS math teacher Abby Puck described materials the district will distribute, including a family letter, a short video series explaining standards‑based grading, and a mid‑trimester progress report. The standards rubric uses a 1–4 scale (1 = not yet making sufficient progress; 3 = meets grade‑level standards; 4 = excels within grade‑level standards).
As part of the transition, elementary reporting will move from four quarters to three trimesters beginning in 2025–26 (approximately 60 instructional days per trimester). District presenters cited benefits such as longer instruction/assessment windows, more formative feedback, additional time for remediation or enrichment, and clearer long‑term progress signals for families and staff.
The committee previewed the mid‑trimester progress report template that will include grade‑appropriate dropdown comments for areas of strength and growth and reminded families that assessment information will continue to be viewable in PowerSchool.
Education items discussed in the same committee meeting included two field‑trip requests (Science Olympiad to Philadelphia Zoo on April 24 and a tentative Governor STEM competition trip April 28–30 in State College), the renewal of a baseball agreement with Copley Sports (use of Veil Stadium for junior high baseball), and renewal of the Smile Pennsylvania mobile dental service agreement for student dental services.
Ending: District staff said they will distribute family letters and videos to elementary families and continue monthly brief updates to the board on standards‑based grading implementation.
