[{"_1":2,"_87":-5,"_88":-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],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_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,"_74":73},"mediaId",6476491,"mediaKeyId","5725080-5078f173cb06070c5c6f926020b3527b","parentId",5725080,"title","Upper Dublin drafts new elementary progress reports; committee OKs request to pilot new ELA materials","audioSeconds",0,"startMs",1194000,"endMs","viewUrl","/Search/View?dp=1&key=5725080-5078f173cb06070c5c6f926020b3527b&start=1194&end=1194","thumbnailUrl","https://assets.pipeline.soar.com/5725080-5078f173cb06070c5c6f926020b3527b/thumbnail_1194000.jpg","articleUrl","/articles/6476491/Pennsylvania/Upper-Dublin-drafts-new-elementary-progress-reports-committee-OKs-request-to-pilot-new-ELA-materials","mediaUrl","https://secure.pipeline.soar.com/6476491-f132879912148a5da69943d37112d658/orig.mp4?Expires=1770433330&Signature=Rj-Xr088GYZbvmY9DMo4R9HInH34yzmM-X~pHsXBlu-cOeOKuH5XbvwZQ1e9anNZUpADDTMw6njGXEiwu-xBTVC2JAs~-13xe2D0ojxILNsityerX3K0qLMBPBIv3pcIaHM3qDKFIH46oyhh03LqM4FbZFc5t8LxN5GN3HrkGmc27vIQ62l3ZeZWrtI9WGazuELBKACho9elbW--VV6ce1xmyaU0rJhTUNJG3AZwFAikgmWzVqvcxs1eidHx2lcv2NH-bZ7KZ~BAZxYZQnOcXjGV-4ETm0X6Efq3pkx3ojr36xjCRGC6bYTF~Ax~HILHcjTC4VgAc3mXn~5TiIkC7A__&Key-Pair-Id=KUT5TJCACFTXG","author","Upper Dublin School District","date","2025-09-07T00:06:40Z","article","The Upper Dublin School District Education Committee reviewed a proposed redesign of elementary progress reports Sept. 3 and agreed to forward an administration request to pilot new English language arts materials to the legislative committee.

District staff described the redesigned progress report as separating “qualities of a learner” (behavioral and classroom routines) from academic performance on state standards. Qualities of a learner will use a three‑letter scale (C, O, R — consistently, occasionally, rarely); academic standards will use a 4–3–2–1 scale where 4 indicates meeting the standard, 3 approaching, 2 developing and 1 emerging. The progress report drafts also include indicators that signal whether a student receives additional supports (for example, reading specialist or Title I math support) and alignment language linking items to Pennsylvania standards.

“The purpose of the progress report is to provide a clear picture of student learning over the course of a school year, over the course of three trimesters,” a staff presenter said, describing the committee’s summer work and the planned supports for teachers during rollout.

Administrators told the committee they will present draft progress reports to staff during monthly curriculum and grade‑level meetings, bring samples to back‑to‑school nights and invite parent feedback through QR codes on the drafts. The district plans a parent/staff survey at the end of each trimester during this first rollout. Staff said the goal is to have the new progress report go into effect at the end of the first trimester in December.

Committee members asked how the district will ensure consistent application of the rubric across classrooms and buildings. Staff said the district will continue committee meetings, produce guiding documents for teachers, and use grade‑level and curriculum‑leader conversations to build consistency.

On policy, staff said the district’s Policy 212 and its administrative regulation (AR) on reporting student progress delegate approval to the superintendent or designee and do not require full board approval; the administration said it has nevertheless sought stakeholder and staff input.

Separately, the committee agreed to forward to the legislative committee a request to approve an English language arts materials pilot. The administration said it had conducted a needs assessment across K–12, plans pilots at K–5 and likely grades 6–8 (9–12 still under review), and expects pilot instruction to occur in the second and third trimesters with a materials recommendation at the May board meeting. Staff said they intend to pilot two products where possible so the district can compare two prospective resources with the current materials and triangulate results based on student interaction and assessment data.

Procedural items addressed at the meeting and forwarded to the legislative committee included approval of the committee minutes and two student‑activity items (a girls cross‑country invitational in Carlisle and a Thespian Conference in Allentown). Committee consent to forward those items was taken by voice/thumbs up; the transcript does not record a roll‑call vote.

Next steps described by staff include presenting progress report samples at back‑to‑school nights, coordinating communications with the district’s director of communications, collecting parent feedback via QR codes, and bringing a materials‑selection recommendation to the May board meeting following the pilot.","mediaType","Video","parentTitle","UDSD Education Committee Meeting (9/3/2025)","oneSentenceSummary","The Education Committee reviewed a redesigned elementary progress report intended to separate behavior/learner qualities from academic standards, set a December rollout, and agreed to forward a request to pilot new English language arts materials to the legislative committee.","taxTitle","Upper Dublin SD, School Districts, Pennsylvania","taxId",60292,"location","Pennsylvania","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_46":81,"_48":82,"_50":83,"_52":84,"_54":55,"_56":57,"_58":85,"_60":61,"_62":63,"_64":86,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6476495,"Upper Dublin education committee reviews math, science and assessment implementations; sets three-year professional development goals",413,156000,569000,"/Search/View?dp=1&key=5725080-5078f173cb06070c5c6f926020b3527b&start=156&end=569","https://assets.pipeline.soar.com/5725080-5078f173cb06070c5c6f926020b3527b/thumbnail_156000.jpg","/articles/6476495/Pennsylvania/Upper-Dublin-education-committee-reviews-math-science-and-assessment-implementations-sets-three-year-professional-development-goals","https://secure.pipeline.soar.com/6476495-8f4b8ba71eacb5f9847b7ad1f0ab4499/orig.mp4?Expires=1770433330&Signature=Pbyt3o6vEUckOTxzb3~4gi0hlauIrztHQtrwQJNfUazAZitMyH2FLAGcNzYbbwmF4wbseh8YTCNWs4uvuq3eHcN2OTZ9K2cZ7A7xc~5iqnY6J24KAeqAbr0CNrwi3Q9nWlaQMaxG6RlK3PRHI9PMXa3YkOp73t8D228VQZNKipKNEGKfZpXQUNprX1uyqNeO4DPBtThcEhNVt1v1gs2dUQryRBIK6-yvzCsgMQ~rHE33mXnq68n2jplEy2AHeYFJiFAGE17nIAdtB1Y8S7-u-s6wtMF8ckf4SKiZ9SffICJscW3r2yjLw5bhBF01euj7owz-PByMfSb2hNhmI-uEaQ__&Key-Pair-Id=KUT5TJCACFTXG","Upper Dublin School District’s Education Committee received updates Sept. 3 on curriculum implementations, assessment plans and a three‑year professional development strategy aimed at increasing instructional coherence and student engagement.

District staff reported that Illustrative Mathematics is now in use from the early grades through algebra and that elementary walkthroughs with coaches and partners from the University of Delaware informed professional development priorities. District staff said districtwide PSSA (Pennsylvania System of School Assessment) math scores increased overall in the elementary grades after last year’s implementation; grade 3 was noted as an exception and staff said they will examine alignment at that grade.

The district also moved from a pilot of the FOSS (Full Option Science System) elementary science program to a full K–5 implementation this school year. Staff said the FOSS pilot yielded positive teacher and student feedback and that administrators will continue classroom walkthroughs and unit planning to support teachers in shifting classroom practices toward student inquiry and standards-aligned science instruction.

Staff described I‑Ready as the district’s K–12 intervention and benchmark tool for the coming year. “The benchmark is the big part coming up for us, September and early October,” a staff member said, adding that the district is building building-level implementation teams and using a train-the-trainer model so teacher leaders can support colleagues. The I‑Ready platform’s built-in intervention and extension resources were cited as a key benefit.

The administrative presentation tied those curricular and assessment efforts to the district’s three professional development goals for the comprehensive plan: responsive instruction, coherent instruction (planning and lesson design), and engagement. District staff said baseline evaluation data come from the 2023–24 school year and that the plan sets incremental targets over three years. Staff described the district’s teacher-evaluation rubric scale in which a 3 indicates “distinguished,” 2 is “proficient” and lower values indicate “needs improvement” or “failing,” and said the goals aim to move observed lesson elements toward distinguished ratings in the selected domains.

Committee members asked about how rubric-scale changes would translate into classroom practice and how progress would be sustained after three years; staff said comprehensive planning restarts at the end of the three‑year cycle and that incomplete goals can roll into the next plan. Members also asked how coaches contributed to observed gains; staff credited coaches with unit “unpacking,” planning support and classroom modeling, and named the district’s coaching team as instrumental to last year’s implementation work.

The committee discussion included questions about alignment between elementary and secondary curriculum renewals and noted that some secondary areas had already been renewed, which is why the elementary FOSS work was now bringing the K–12 program into closer alignment.

Staff and committee members framed the curricular changes and assessments as part of a coordinated plan: use implementation monitoring (walkthroughs and data) to set PD goals, use I‑Ready benchmarks to set intervention priorities, and continue teacher coaching to support instruction.

The committee did not take formal votes on these curricular updates at the meeting; staff described next steps for monitoring and for supporting teachers during this school year.","At its Sept. 3 Education Committee meeting, Upper Dublin School District staff reported on full implementation work for Illustrative Mathematics and FOSS science, rollout plans for the I‑Ready intervention/benchmark system, and district professional development goals tied to teacher evaluation data.","actionData","errors"]

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Upper Dublin drafts new elementary progress reports; committee OKs request to pilot new ELA materials

Upper Dublin education committee reviews math, science and assessment implementations; sets three-year professional development goals