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Emmaus High placed in TSI; district outlines data, goals and schedule to improve outcomes for students with disabilities
Summary
School leaders presented a Targeted Support and Improvement plan for Emmaus High School, saying one subgroup—students with disabilities—fell below state standards on several metrics (achievement 18.81%, graduation 81.15%, attendance 70.28%), and proposed four goals including a 5% assessment improvement and attendance interventions.
Emmaus High School leaders presented a Targeted Support and Improvement (TSI) plan to the East Penn School Board on April 13, saying the school’s designation stems from performance by the subgroup of students with disabilities.
Principal Mrs. Garriello told the board the subgroup’s achievement rate was 18.81 percent against a goal of 21.4 percent, and cited last year’s cohort graduation rate of 81.15 percent versus the state’s graduation cut score of 85.5 percent. She also said regular attendance for the relevant cohort was 70.28 percent compared with a state expectation of 74.87 percent.
"These are the four categories that put us into school improvement," Garriello said, describing how the Future Ready Index, PVAAS growth metrics and subgroup breakout drove the designation. She noted the school’s building score has improved over three years (74.1 to 85.4) but that targeted work is required to raise subgroup outcomes.
District staff outlined four goals: improving math and literacy achievement (with a target of a 5% increase on standardized assessments), strengthening attendance protocols and interventions, creating schedule flexibility for LCTI students so they can access interventions, and piloting student feedback surveys for teacher reflection and improvement.
Dr. Mahalick described academic strategies including foundational math courses, algebra lab restructuring and the creation of a district math steering team. The administration emphasized collaboration between reading seminar teachers and special-education staff to deliver interventions with fidelity for students with IEPs.
For attendance, the presentation recommended moving trigger dates earlier for Student Attendance Improvement Contracts and meetings, sending letters sooner, and piloting a program to house students assigned out-of-school suspension on campus with academic supports to reduce instructional loss.
Board members asked about statewide context and causes for attendance disparities. Dr. Whitney cited data showing roughly 600 schools statewide were in TSI designation and pressed for comparisons in extended-year graduation decisions; administrators said extended IEP-based placements can affect metrics but are decided case-by-case. Allison Bookery, the high-school special-education supervisor, detailed IEP-team practices and outside resources used to re-engage absent students.
The presentation was informational; the plan will be returned to the board at a future meeting for action after staff and public review.
