Upper Darby review highlights rising EL and special‑education enrollments, staffing shortages and attendance initiatives

Upper Darby School District leaders on Monday presented a comprehensive review of staffing, enrollment and student achievement, warning that rapid growth in English‑learner and specialized‑needs populations is increasing demand for certified staff while the pool of newly certified teachers has declined.

“ Our EL population has surpassed 2,200 students,” Dr. Counsel told the Education & Pupil Services Committee, and presenters described district enrollment at 11,918 students overall. Administrators said that EL growth, rising autistic‑support enrollments and statewide declines in initial teacher certifications have combined to create chronic hiring pressures for special education, math and ELA positions.

Presenters noted operational effects in classrooms: about 56 emergency‑certified teachers currently serve in the district, substitute fill rates improved from roughly 35% to 47% this year, and internal coverage often requires teachers to give up planning time. Tim Lambert (data manager) emphasized cohort transiency—on average 1,400 withdrawals and a similar number of new enrollments each year—calling turnover a steady operational burden for onboarding and student evaluation.

The district also reviewed academic strengths and gaps. Officials said elementary students show steady performance in procedural math and vocabulary acquisition in ELA, but struggle as tasks become more abstract and reading‑intensive (fractions, ratios, algebraic reasoning and higher‑level reading comprehension).

To address these challenges, the district described a package of actions: recruiting and retention efforts (including supporting staff to earn EL certification), instructional coaching K–5, expanded MTSS interventions, targeted reading supports, data‑driven PLCs, increased counseling/social‑work supports for attendance and mental‑health needs, and partnerships to build local teacher pathways with Delaware County Community College.

Board members pressed for more detail on pathways to grow the teacher pipeline and on costs and feasibility of reimbursing candidates for certification coursework. Administration said it is pursuing dual‑enrollment and community college pathways and exploring ways to reduce upfront certification costs.

On attendance, Dr. Aracen said average daily attendance dropped after the pandemic (from 93% pre‑pandemic to about 91% recently), and the district has deployed attendance teams, home visits, multi‑language outreach, Attendance Awareness Month communications and PBIS strategies to improve regular attendance.

Next steps: continue recruitment and retention programs, pursue local pipelines for educators, implement the science‑of‑reading ELA materials funded in the state budget, and report back to the board on progress and budget implications.