[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6099728,"mediaKeyId","2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4","parentId",2816393,"title","Special education team presents 356‑page state compliance plan and targeted changes on inclusion, behavior support and staff training","audioSeconds",2444,"startMs",6972000,"endMs",9416000,"viewUrl","/Search/View?dp=1&key=2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4&start=6972&end=9416","thumbnailUrl","https://assets.pipeline.soar.com/2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4/thumbnail_6972000.jpg","articleUrl","/articles/6099728/Pennsylvania/Special-education-team-presents-356page-state-compliance-plan-and-targeted-changes-on-inclusion-behavior-support-and-staff-training","mediaUrl","https://secure.pipeline.soar.com/6099728-8c106939bb9d1bf222419a20bed9f5a3/orig.mp4?Expires=1771019512&Signature=nv9nYvI6~740sZ~SS5oSKCjo2hE4OQba4I8~wVkxXIR8~JTxVZxOLCiXHHcWedZEEhTAxLqp2ILw~b217tSVzeOuW1HH4mASqvqBdrrFaVJaKLEV0E1~I55iskhy99VXdFx0LcJRBKwz45bIyCV1Z5yC1Xbrc2ysO9JfG7M3FOiL25dFDoRJwo9lx6Q3H~8Ygy-4ua1gt9M31QPktpU7dwllwtZU4mNqIvIq2knoAaRyUUQ6D4-MMmYSzNak9HUp90mCYlEQA5u9WzjRdKXdmdJlZ4hDtVBHy2bw5QZCpBNtOm~cisjMOr2L8DZMdCnIt~xy4Hg3AyneGcCuKqCkQg__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-03-29T11:51:09.407Z","article","Council Rock School District special education supervisors presented the district’s state‑required special education plan to the Education Committee on March 27, described the document’s compliance elements and highlighted planned, targeted changes the district intends to deploy.

Presenters said the full plan is a compliance document of 356 pages largely devoted to caseload numbers, classroom locations and statutorily required detail; those sections are posted online. Staff emphasized they are calling attention to new or changing items derived from parent input and from internal reviews rather than rewriting the entire compliance document. The district posted the plan on its website with direct page references so stakeholders can find sections without scrolling the entire document.

Key targeted changes discussed included efforts to increase work in the least restrictive environment (LRE) by using live inclusion data, tighter periodic review of student data to reduce pull‑out time, and expanded use of a district “framework for access and belonging” toolkit to identify and remove classroom barriers. Supervisors said they will use a more current, building‑by‑building inclusion dashboard (rather than older state snapshots) to inform timely interventions.

Behavior supports: staff described plans to expand CPI (Crisis Prevention Intervention) training by certifying in‑district trainers (board‑certified behavior analysts, BCBAs) to provide de‑escalation training and to establish crisis teams where necessary. They said PBIS (Positive Behavioral Interventions and Supports) is active in elementary schools and the two middle schools and will be extended and aligned with additional trauma‑informed and regulation trainings. Supervisors also described efforts to grow social‑worker staffing and to strengthen in‑district BCBA capacity so more classrooms receive on‑site behavior consultation.

Reading and academic supports: supervisors described plans to build district capacity for structured‑literacy approaches (Wilson and other evidence‑based programs) by increasing certified staff and aligning interventions across buildings. For example, the district plans to develop Wilson‑trained teachers at middle schools so students who need structured literacy supports can receive them in‑district without outsourcing.

Professional development and family engagement: the plan highlights multiple professional development strands (letters/structured literacy, Aspire trainings for higher grades, AAC and augmentative communication workshops for speech staff, autism awareness and sensory‑integration strategies for teaching assistants and bus staff). Supervisors stressed they will continue to solicit parent input through CPAC meetings and an online inbox for feedback; staff said the plan includes links and contact guidance for parents to provide comments.

Nut Graf: District special education leaders framed the plan as a compliance document with a set of targeted operational changes—real‑time inclusion monitoring, expanded behavior and PBIS training, increased structured‑literacy capacity and stronger transition planning—driven by parent input and internal review rather than wholesale policy change.

Committee members asked how the district calculates inclusion rates, whether lunch and non‑instructional time count as inclusion, and how the district measures professional‑development effectiveness. Staff explained inclusion rate calculations count core instructional time and that the new reporting will provide consistent, building‑level comparisons. Supervisors said they will continue to refine metrics and welcomed stakeholder suggestions on measurable objectives and benchmarks.

Ending: Staff asked the public to submit feedback through the posted contact address and said they will provide periodic updates to the committee as changes roll out and training programs are implemented.","mediaType","Video","parentTitle","Education Committee: March 27, 2025","oneSentenceSummary","District special education leaders presented the state‑required special education plan (a 356‑page compliance document), highlighted targeted changes to increase inclusion, expand CPI training and PBIS, boost reading supports and add personnel and professional development, and invited public feedback via a designated district inbox.","taxTitle","Council Rock SD, School Districts, Pennsylvania","taxId",72557,"location","Pennsylvania","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6099731,"District analyst presents research summary of grade‑band options; data show no clear academic winner",1108,4181000,5289000,"/Search/View?dp=1&key=2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4&start=4181&end=5289","https://assets.pipeline.soar.com/2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4/thumbnail_4181000.jpg","/articles/6099731/Pennsylvania/District-analyst-presents-research-summary-of-gradeband-options-data-show-no-clear-academic-winner","https://secure.pipeline.soar.com/6099731-537a439b2781c65953d2b9e1843c2dfe/orig.mp4?Expires=1771019512&Signature=oPZfyok1uZjPoIlDekhy-qo6Bln316DzCL8t1f5lsEHV953FF0jvHVMimUwEZZ-tNe2gH9sZfGZUaTbV7Adqadt-~c7SZUXSJOvqGr7CA3gQbveT77tCeL33vMeZFC38aRHA5GYp1zeLDcCamWVBVGeLOdiZ3sYMU-04owJy3SB4QKze8YONCUETlbZc7xtz84vNIxlFU4MmAK17MSvx3m4COsgyEXWRLQhGULxTh2~Mi170PglzlMRMwPP5D5K3B4nx2NwZ9DOiPILVe4SHPS94sawNscmy4x~BH3NBs0i~zs1IjV76PBacwNOdeeNYv0aNy8IgBdtr2kCWHv2iQg__&Key-Pair-Id=KUT5TJCACFTXG","The Council Rock School District’s data analyst, Dr. Tom Barnes, presented a review of academic research and local data on March 27 examining grade‑band configurations — including K–8, 6–8 and 7–8 models — and effects on student achievement and social‑emotional measures.

Barnes summarized national and regional literature showing that districts historically moved from K–8 to junior high and then to middle school models for practical (population/facility) reasons and because the middle‑school model was intended to address adolescent social‑emotional needs. He said earlier studies tended to show K–8 arrangements with slightly higher achievement but that later work controlling for socioeconomic status, school size and other factors found the differences shrink or disappear. Barnes told the committee that where differences appear they often center on transition years: students often show a dip in achievement the year they move into a new school building or configuration, with recovery in later grades.

Using local PSSA and internal screening data, Barnes said Council Rock’s results broadly matched the literature: the district’s highest percentages of proficient/advanced in recent years were sometimes in seventh grade, and longer‑term averages show the transition effect can be statistically obscured by other variables. He emphasized that demographic differences, school size, available supports and local programmatic decisions typically explain more variation in outcomes than grade‑band configuration alone.

Barnes recommended the district focus on actionable transition supports — for example, targeted professional development, transition‑specific screening and coordinated handoffs between elementary and secondary teams — rather than expecting a single grade‑band change to by itself improve outcomes. Members asked whether the county and nearby districts showed consistent patterns; Barnes reported 6–8 remains the most common middle‑level configuration in Bucks and Montgomery counties and nationally.

Nut Graf: Barnes’ review concluded there is no conclusive, one‑size‑fits‑all evidence that a particular middle‑grade configuration systematically produces better academic outcomes; local policymakers should plan to reduce disruption during transitions and to align supports across grade bands.

Board members asked follow‑up questions about school size, team models used in Council Rock middle schools, and how the district might pilot different structures; presenters said those considerations are operational and facility‑dependent and would require further district study and budgeting. The committee did not adopt a configuration change at the meeting; Barnes’ presentation was framed as informational.

Ending: The district’s next steps are to evaluate transition mitigation strategies and, if needed, conduct deeper local analyses tying specific facility and staffing scenarios to student‑outcome projections.","Dr. Tom Barnes gave a literature review and local data summary on grade‑band configurations (K–8, 6–8, 7–8), noting transitions tend to depress achievement briefly but that differences largely level out by tenth grade; he recommended focusing on transition mitigation rather than assuming a single configuration will guarantee better outcomes.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6099736,"Education committee hears multi‑year textbook purchases across ELA, science, social studies and AP courses",1781,1729000,3510000,"/Search/View?dp=1&key=2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4&start=1729&end=3510","https://assets.pipeline.soar.com/2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4/thumbnail_1729000.jpg","/articles/6099736/Pennsylvania/Education-committee-hears-multiyear-textbook-purchases-across-ELA-science-social-studies-and-AP-courses","https://secure.pipeline.soar.com/6099736-53c917cd34c2b1e7aa2b9dcb01fa9820/orig.mp4?Expires=1771019512&Signature=lbxy3YWii6Iy473SzUHGUcNdKpfO1ZOafYfOfah9bGYQWUtP-hBYVrsSaIUkOZctGlzBnFFW0Z8tztdCoy9V9CUaQCUD1DCzvh5KclUxVBtmshdNdgUceCR9PtbCC7OUnwbuf51JVKLVri3dYgxl813mrqM~QXXQ2iarxEahMQaUcErraVPOL6ept4dbL8zTofn6C4Mr4KYkHfOMPS8GFPwhHgcU~q9VPQZEkM0M-0OsI1pKFAnjKedJ9bUn9fekyrmEf9gDt-jWRJx1sBbV8GHPRq-pW6XDHUCkvShXnaJtAiXfRgMqdk8QT9ekBRnn6KVdEGJZaT-Vn8hyeW1D6w__&Key-Pair-Id=KUT5TJCACFTXG","Council Rock curriculum staff presented proposed textbook and materials purchases on March 27, detailing multi‑year licensing, consumable workbooks and online access for multiple grade bands from elementary through high school.

Key selections included: Into Literature as the chosen ELA resource for grade bands including sixth grade (to align 6–8 band usage and literacy instruction across grades); continued use of Bridges Math in kindergarten; Reading Horizons as the kindergarten ELA foundation; new social studies materials for ninth and tenth grades with paired online access; and multiple science adoptions including updated biology and AP Biology texts. Presenters described vendors’ multi‑year licensing options (commonly six‑ to ten‑year license windows) and the district’s plan to purchase a mix of classroom sets and online licenses rather than a print copy for every student in higher grades.

Staff explained the rationale for decisions: aligning series across grade bands for continuity, teacher and pilot feedback from classroom trials, consumption preferences (teachers and middle school staff prefer consumable print workbooks for active annotation and on‑desk work), and operational considerations such as shipping large numbers of consumables to 12 schools. The committee was shown sample consumables and pilot feedback summaries. District staff said some consumables were piloted free of charge and that shipping costs were negotiated down in vendor pricing discussions.

Cost and term details were discussed in general terms. Presenters identified licensing durations (examples in the presentation: a six‑year license for several programs, an eight‑year consumable package cited when discussing middle‑level science, and a ten‑year online license for an AP Biology title). One slide referenced a multi‑year English package “close to $750,000” over six years (as noted by a board member during discussion); staff said individual line‑item costs differ by publisher, by consumable counts and by inclusion of professional services and shipping in vendor quotes. Staff also emphasized the district will manage counts year to year within license maximums aligned to enrollment.

Committee members raised questions about cost per grade, class‑set strategy versus one book per student, digital access via Canvas, alignment with course frameworks and standards, and whether primary sources and online tool access would be straightforward for teachers and students. Staff said some online access integrations with Canvas require additional work with tech integration specialists but are in progress.

Nut Graf: The meeting presented procurement recommendations and pilot results across ELA, social studies and science; staff did not ask for an immediate purchase motion but sought feedback before bringing formal procurement or budget requests to the board.

Staff said finalized vendor terms, counts and recommended purchase motions will return to the district’s regular approval process; the committee did not take a formal procurement vote at this meeting.

Ending: District staff said they will bring final contract recommendations, itemized cost tables and proposed budget entries to the board in a subsequent meeting for formal approval.","The committee reviewed proposed multi‑year licenses and consumable purchases for grades K–12, including selection of Into Literature for middle grades ELA, 6‑ to 8‑grade licensing, social studies and multiple science adoptions; pricing, licensing terms and consumable decisions were discussed but no formal procurement vote occurred at the meeting.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6099741,"Council Rock presenters outline daily schedule, curriculum and supports for full-day kindergarten in 2025-26",1453,237000,1690000,"/Search/View?dp=1&key=2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4&start=237&end=1690","https://assets.pipeline.soar.com/2816393-e9dfe30f8f5b209cfeacf1e179b8c3f4/thumbnail_237000.jpg","/articles/6099741/Pennsylvania/Council-Rock-presenters-outline-daily-schedule-curriculum-and-supports-for-full-day-kindergarten-in-2025-26","https://secure.pipeline.soar.com/6099741-c3dd80cd53d74b19075b550e5a60ddc9/orig.mp4?Expires=1771019512&Signature=MN8XQCZYpEGSdf5IXV-qYwM6cZBy7RO3pktHcW2OkGqWb0QroXc0jWnl5yduZorOvx8s8uXCFB0YC51~87mfF-ICyCMhyu9ZwycYUcKCOVaHIfNQBC07jUc0cdyI9BhddzkeSX2MgQAvbifFgmMEWgE81O~kw2Ze7Ims7xhFGjgZxxOZY6bMc4knt6sWnNoP-1~p4vCemSSFkJOWjqcVEiyg79ctqcLRydFtdhQZnKSKtg94uzz3qEthHw3E~aZnfeZRegpOVCgorzu2ykunXKj9UzGsKrv43wkTq8i~nyho4DudFxtIDipfoy1z6eAZy3Eu0wz98X1wij1e8suuNA__&Key-Pair-Id=KUT5TJCACFTXG","Council Rock School District curriculum coordinators told the Education Committee on March 27 that the district is preparing to launch full‑day kindergarten in the 2025–26 school year and is designing daily lesson structures, diagnostic checks and staffing supports to use the extra instructional time.

The presentation explained how existing programs will scale up rather than be replaced. English language arts will continue using Reading Horizons as a foundation; kindergarten teachers will deliver daily lessons that begin with phonemic awareness, move to phonics/spelling and guided dictation, then whole‑class reading and short digital skill checks so teachers can identify students for small‑group pull‑out. Math instruction will continue with the Bridges Math curricula, with added time for Number Corner and more problems-and-investigations work. Play‑lab units will give developmentally appropriate, standards‑based, hands‑on learning opportunities tied to social studies and science standards.

District coordinators said they purposely chose resources already in use so teachers would not face wholesale new programs when the schedule expands. For reading, coordinators said full‑day kindergarten will allow time for extension activities, small‑group instruction and daily writing practice. For math, coordinators said the additional time permits deeper work on number sense, shape and spatial reasoning and more sustained problem solving.

Presenters described classroom routines: short whole‑group instruction, daily decodable readings with comprehension checks, a Chromebook‑based “skill check” that returns live data to teachers, and an extended transfer period with differentiated small groups. Coordinators also described how play‑lab units map to Pennsylvania’s kindergarten standards (the presentation referenced the Pennsylvania Learning Standards for Early Childhood) and how the district is building curriculum maps and Atlas postings for teacher and family access.

Specials (art, music, PE, library and STEAM) will be expanded under the full‑day schedule so that students receive regular weekly blocks (presenters described schedules that provide roughly 40 minutes per specials area across the week). The district said middle‑level and elementary specialists (PE, art, music, library, STEAM) contributed to play‑lab and transfer planning to align literacy and content work across the school day.

Staffing and program questions remain part of implementation planning. Committee members asked how daily minute totals shown in the slide deck will expand to meet a reported 120 minutes of daily ELA referred to by stakeholders; coordinators said the district plans to expand the listed lesson components (for example, extended transfer time, a dedicated writing lesson and additional read‑aloud opportunities) rather than replace them. The district also said homework expectations for kindergarten will be reviewed and likely discussed further with teachers and stakeholders before finalizing guidance.

Nut Graf: The district says the rollout emphasizes continuity—scaling resources already in use—while using the longer day to add small‑group instruction, writing, and extended transfer. Officials presented curriculum maps, assessment plans and next steps for teacher training and digital posting of materials in Atlas.

Committee members pressed for clarification on access to materials. Presenters said paper “tastes” of play‑lab units were being circulated and that full digital materials will be published in Atlas when final edits are complete. Members asked that finalized packet materials be shared with the board and that the district return with more specific minute‑by‑minute scheduling and homework guidance at upcoming stakeholder meetings.

The district did not propose a board vote at the meeting; staff framed this presentation as an update and part of an ongoing implementation process ahead of the 2025–26 launch.

Ending: The presentation closed with coordinators’ pledges to continue stakeholder engagement, finalize curricular maps in Atlas and return to the committee with refined scheduling, materials and staffing proposals for the next meeting.","District curriculum coordinators presented plans for full‑day kindergarten for the 2025–26 school year, describing daily ELA and math routines, use of existing resources (Reading Horizons, Bridges), play‑lab activities, specials scheduling, assessment practices and teacher supports.","actionData","errors"]

Article not found

Special education team presents 356‑page state compliance plan and targeted changes on inclusion, behavior support and staff training

District analyst presents research summary of grade‑band options; data show no clear academic winner

Education committee hears multi‑year textbook purchases across ELA, science, social studies and AP courses

Council Rock presenters outline daily schedule, curriculum and supports for full-day kindergarten in 2025-26