Abington approves 2025-26 Title I schoolwide plans, rolls out new literacy program and MTSS supports

The Abington Board of School Directors on Aug. 26 approved the district's 2025-26 Title I schoolwide plans and heard detailed presentations from principals about curriculum and student-support priorities for the coming year.

"Each year our school teams come together to review progress, analyze student data, and reflect on our school goals," said Doctor Fetter, introducing the presentations. The plans — presented by Damon Jordan (Willow Hill Elementary School), Lindsey Morgan (Rydal Elementary School), Daniel Pfeil (Abington Middle School) and Doctor Alice Swift (Abington Senior High School) — outline instruction, assessment and social-emotional priorities intended to address achievement gaps and support subgroups including English learners and students with disabilities.

Why it matters: The Title I plans commit federal funds and building-level strategies to schools identified under federal rules; the presentation tied those resources to specific curriculum and assessment choices and to districtwide Multi-Tiered System of Supports (MTSS) work intended to move more students into universal (Tier 1) success.

Key decisions and programs

- Literacy curriculum and screeners: All elementary schools will adopt the Amplify CKLA English language arts program and use its short screener, Amplify Boost, for personalized learning. Principals said Amplify Boost will be used for progress monitoring and to flag needs for targeted intervention.

- K–2 screener change: The district will use MCAS DIBELS as a universal screener for kindergarten through grade 2 foundational skills, replacing Acadience, the presenters said.

- Instructional time and SSR: Elementary schools will implement sustained silent reading (SSR) daily for 15–20 minutes; middle schools will schedule SSR twice weekly within advisory/workshop periods, and principals said they will monitor and seek to expand those minutes if scheduling permits.

- MTSS and data systems: Presenters described continued MTSS work and a new district MTSS committee. The committee will use a data tracker tied to Skyward and a new tool called "Swiss" to disaggregate data, track behavior and academic indicators, and guide interventions. Presenters cited the district MTSS breakdown goal as roughly 85% Tier 1, 10% Tier 2 and 5% Tier 3 and said the aim is to move more students into universal instruction.

- Restorative practices and climate: Schools will continue Positive Behavioral Interventions and Supports (PBIS) and expand restorative practices training, including teacher professional development and implementation monitoring.

Data highlights and subgroup focus

Presenters reviewed recent state and local assessment trends while noting subgroup shortfalls. Doctor Swift told the board that there was a 4% increase in the percentage of 10th-graders scoring proficient or advanced on the Keystone Literature exam and cited gains on AP English language and composition and other AP exams. The presenters said algebra 1 and AP statistics showed increases in students earning scores of 3 or higher on AP exams and that subgroup performance (African American students, students with disabilities, English learners) remains an area of concern and focus.

Family engagement and equity supports

The plans call for increased family engagement through workshops, an online resource hub, more explicit communication about student progress, and scheduled high school parent-student-teacher conferences. The district also described partnerships with the Abington Township Public Library to provide access to library cards and teen services and noted summer "success meetings" that reached more than 50 families.

Questions from the board and clarifications

Board members asked how extended-day offerings would be advertised and whether they were clubs or structured academic programs; principals said both exist and communication is provided via newsletters, Friday folders and direct invitations when intervention or enrichment is identified. Board members asked how gap analysis is conducted; administrators described grade-level teams comparing eligible content and student data across adjacent grades to identify content needing reteaching.

On English learners and access, administrators said they had secured grant-funded and building-level books to ensure students have reading material at appropriate levels. Presenters emphasized accommodations and differentiated supports for students not at grade-level reading, describing co-teaching, targeted interventions and progress-monitoring protocols.

Board action and vote

The board voted unanimously to approve the 2025-26 Title I schoolwide plans and authorized the superintendent or designee to submit required documents to the Pennsylvania Department of Education under ESSA.

Looking ahead

Administrators said they will continue to monitor implementation of Amplify CKLA, the new screeners and MTSS protocols and return to the board with data updates later in the fall. The board and administrators also flagged the need for follow-up on parent conference structure at the high school and refinement of the Swiss data tool rollout.