Pennridge outlines growth, student supports and cost savings in online (cyber) program

Pennridge School District officials presented an update on the district's cyber (online) program, saying the program has grown since the COVID era and offers K–12 courses taught by Pennridge teachers and by a third‑party provider, Edgenuity/Imagine Learning.

The presenters said the program mixes district‑developed courses and third‑party, video‑based instruction while allowing students to remain part of their home school for extracurriculars and in‑person classes. "Our program is unique in the sense that we really have the best of both worlds," said Kara Gresh, house principal for the class of 2028.

The presentation explained daily operations, student supports and outcomes. Karen (cyber liaison and coordinator) said she onboards students and families, maintains an academic coach relationship with the vendor, and checks attendance and accommodations. She highlighted course features such as on‑demand tutors, live chat with teachers and closed‑captioned videos. "None of our students had an incomplete," Karen said of the fall billing period, and she reported a 97 percent course completion success rate for the snapshot shared with the board.

Why it matters: presenters emphasized both educational and budgetary reasons for running an in‑district online program. The district compares its per‑student charges to rates paid to cyber charter schools and said the gap can be substantial.

Key details presented: - Program structure: Pennridge offers online courses taught by Pennridge teachers and by a third‑party provider (identified in the presentation as Edgenuity / Imagine Learning). Students may enroll full time or as "blended" students (some online, some in person), and may participate in school activities, including athletics and field trips when allowed. - Enrollment and composition: Presenters described higher concentrations in high school grades (the slide cited 45 students in 11th grade, 33 in 10th and 22 in 12th) and said a majority of cyber students are full‑time online; a portion are blended. The district reported that 42 of the current cyber students receive special‑education services and that 16 students are enrolled in career/technical programs (the speakers used those figures as a program snapshot). - Academic outcomes: In vendor data Karen shared for a fall billing period, the district had no students listed as "incomplete" and showed a 97 percent completion figure. The presentation broke average grades down by subject areas and noted particular strengths in the sample period. - Cost comparisons: The presenters said Pennridge's estimated cost for a full‑time secondary student in the district online program is about $4,800 per year and that the district is billed roughly $15,416 when a resident student enrolls in a cyber charter; for elementary students the district figure shown was about $3,200. The presenters calculated potential district savings when students remain in the in‑district program rather than enrolling in a cyber charter. - Student supports and access: The district maintains a designated "CAP Room" (cyber access point) at the high school where blended students can work on online coursework during scheduled blocks. Special‑education accommodations (read‑aloud, guided notes, modified tests) are available in the vendor platform, presenters said.

Discussion and next steps: Board members and staff questioned capacity limits for the CAP Room, the timing and constraints for mid‑semester enrollment changes, and whether curriculum alignment across semesters could cause gaps for students switching providers midyear. Presenters recommended encouraging semester break enrollments to preserve continuity, and noted medical exceptions permit midterm transitions when required.

The presenters also described an outreach event for cyber charter families intended to recruit families back to the district program by demonstrating its structure, supports and community connections. They said fundraising and marketing efforts had previously brought some families back to Pennridge.

Ending: District staff framed the program as an option intended to keep Pennridge students connected to their home schools while meeting needs for flexible instruction. The board acknowledged the dual aims of the program: student supports and potential cost avoidance for the district.