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Abington School District review finds mixed results on student climate, calls for expanded tiered supports
Summary
District staff reviewed 2024–25 social-emotional learning and school-climate data, noting elementary ratings above state averages, flat middle-school SEL results, growth after Second Step lessons for many elementary students, and an increased need for tier 2/3 interventions and fidelity of PBIS implementation.
District staff presented a year-long review of social-emotional learning (SEL) and school climate data at the Abington Board of School Directors meeting on June 24, 2025, saying elementary climate measures are above state averages while middle- and high-school results show areas for improvement.
The presentation, led by Director of Pupil Services Dr. Robert Rosenthal with contributions from the district equity office and student-services staff, summarized multiple measures: fall and spring Pennsylvania Department of Education climate surveys, teacher screenings (SRSS), staff PBIS self-assessments, and program-specific pre/post measures tied to the Second Step curriculum.
Why it matters: Staff said the findings will drive professional development and targeted interventions next year. The district is preparing to sustain restorative-practices coaching and expand tier 2 and 3 supports to address students who screen at moderate or high risk.
Key findings and next steps - Elementary student averages on the PDE school climate survey were reported near 3.2 total (SEL 3.4; student support 3.1; safe school 2.9), slightly above state averages; middle- and high-school totals were lower and closer to state averages. Staff said all scores were within roughly 0.2 points of state figures. - Teacher-run universal screening (Student Risk Screening Scale, SRSS) showed most students in the low-risk range (roughly 78–91% depending on grade); 2–7% of students fell into the high-risk range for externalizing or internalizing behaviors. Staff said those moderate/high cases prompt core-team review and tailored interventions. - Second Step pre/post teacher ratings were reported for over 3,200 Abington elementary students with districtwide gains: last year elementary pre/post averages moved from 23.6 to 25.5; this year from 24.1 to 25.9. The share of elementary students rated as demonstrating “strength” rose from about 30% pre to 44% post. - Restorative practices were used as an alternative to traditional discipline; staff reported more than 450 restorative sessions involving over 300 students and a 74% nonrecidivism rate (74% did not require repeat restorative intervention). - Staff PBIS self-assessments and building reviews indicated advanced-tier (tier 2 and 3) programming is an area needing improvement; the administration said it will prioritize training, data systems (LinkIt and SWIS), and the expansion of counselor-led small-group RethinkEd SEL interventions.
District supports and grant-funded work - Montgomery County Health and Human Services received a roughly $1 million, three-year Bureau of Justice Administration grant to support school violence prevention; district officials said the grant funds professional development, data-integration strategies, and prevention curricula. - The district also continued partnerships with the Montgomery County IU and regional mental-health collaborations (CHOPS, Project AWARE) for counseling competencies and data-driven mental-health supports.
Board questions and public comment Board members pressed staff on what happens when teachers flag students at risk; staff said core teams review SRSS-identified students, match interventions to needs, and notify parents or guardians so “there should be no surprises” when interventions are assigned. Board members asked whether climate and achievement data are formally correlated; staff said teams consider both sets of data but the district does not currently perform formal statistical analyses linking individual climate survey results to achievement outcomes.
What the district will do next Staff said restorative practice coaches, PBIS action plans, expanded SEL lessons in elementary grades, a redesigned middle-school health program for grades 7–8, and continued professional development on trauma-informed and restorative approaches will continue in 2025–26. The district also plans midyear data reviews and to refine school-level advanced-tier programming.
Ending Staff told the board that the data show “strengths and areas for improvement,” and reiterated plans to use the audit and survey results to drive training, interventions, and family outreach in the coming school year.
