Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instructional Support LEAP topic
No spam. Unsubscribe anytime.
York Suburban highlights new instructional coaching, LEAP service coordinator roles and early results
Summary
Presentations described a K–12 math instructional coach supporting dozens of teachers and a LEAP (ELD) service coordinator delivering family intake, screenings and translation support; both presenters said early impacts are measurable and next steps include midyear data analysis.
At the board meeting, two district staff members described new in‑district roles designed to strengthen instruction and family access.
Danielle Robson, the district’s K–12 math instructional coach, said she visits all six buildings weekly, provides co‑planning and modeling, and works directly with teachers in one‑on‑one settings. As of Oct. 31, Robson reported she had directly supported 29 of 68 math teachers and that her work has touched all 68 teachers in some capacity. She estimated an early reach of about 500 students this school year and described plans to expand coaching cycles and measure midyear outcomes.
Board members asked for measurable KPIs and impact‑weighted measures; Robson said she is refining data collection and that natural comparison groups are forming based on who requests coaching. Several board members encouraged weighting work that changes curriculum or instruction district‑wide.
Jessica Watkins, the district’s lead teacher and newly created LEAP (Language Instruction Educational Program) service coordinator, described her role welcoming new multilingual families, conducting family interviews, student screenings, and providing push‑in/pull‑out support. Watkins said the service‑coordinator designation freed lead teachers from many administrative tasks and returned roughly 13 instructional days to classroom teachers during the first marking period; she reported about 1,715 minutes allocated to LEAP support and 38.5 hours of summer registration work.
Watkins described technology and translation tools the district uses—Imagine Learning for newcomers, Timekettle earbuds for one‑on‑one translation and TransPerfect services for written materials—and said the district refers parents to community partners (YWCA, TechCentro, Casa) when in‑district adult classes are not available.
Both presenters emphasized coaching, alignment and family engagement as strategies to raise student outcomes; administrators said they will report midyear data to the board to measure progress and refine supports.
Next steps: the district will return with midyear benchmarks and a clearer KPI framework for coaching and LEAP services.
