Emmaus High School placed in statetargeted support; district pitches literacy, math and engagement plan

The East Penn School District on Feb. 26 presented a Targeted Support and Improvement (TSI) plan for Emmaus High School after the Pennsylvania Department of Education designated the school for additional support based on a subgroupprimarily students with individualized education programs (IEPs)not meeting state thresholds.

District officials summarized data from Keystone exams and locally administered screeners and outlined four priorities: boost reading so "all students should be reading close to or above grade level," introduce a foundational math course to shore up pre-Algebra and Algebra I skills, double peer-tutoring participation, and run six monthly parent workshops to increase family engagement. The presentation team said the plan includes SMART goals such as a target of 10% growth in reading scores from September to May and a six-year rollout of Keys to Literacy professional development for staff.

"Students will demonstrate 10% growth in reading scores from September to May," the presentation stated, and the district said it will screen students three times a year and expand reading-seminar access and Keystone-prep sessions during Hornet homeroom. The presenters said the foundational math course would run as two sections in next year's master schedule, with placement based on multiple data sources and teacher recommendation.

School data presented showed mixed results: literature achievement met or exceeded state averages and growth predictions, while algebra proficiency and growth lagged. Presenters cautioned that COVID-era testing gaps and Pennsylvania's Act 158 graduation-pathway options have complicated year-to-year comparisons and retest incentives. The team also flagged declining attendance at EHSfrom about 89% in 2018'19 to roughly 80.5% most recentlyand said lower attendance contributes to lower achievement.

Board members pressed the presenters on several points during a lengthy Q&A. A presenter noted the importance of testing participation: "95% participation on the Keystone is pretty critical," and explained that when participation falls below that threshold the state designates non-tested students as nonproficient for scoring.

Several board members asked about representation on the TSI committee and whether parents of students with IEPs had been involved. Miss Bowman told the presenters she would prefer more opportunity for public comment on the full plan before the board votes: "Is there a reason that we have to vote on it tonight?" Administration replied that delaying would not jeopardize state deadlines and that the plan and presentation were packaged together so the team responsible for implementation could present and seek the board's endorsement.

Board member Mr. Smith raised concerns about scale and implementation capacity, noting prior TSI work at Lower Macungie Middle School and warning that this plan is a substantial undertaking that will require deliberate planning and time. Presenters said many strategies were already in place (teacher-aligned goals and increased integration of literacy and algebra practice across classes) and emphasized ongoing data monitoring.

What's next: the board discussed whether to vote on the 77-page TSI plan that evening and did not record a formal vote in the meeting transcript. District staff noted the state's TSI submission window opens June 30 and closes Aug. 31 and that the local board must approve a plan that the state will review for compliance.

Speakers quoted in this story are members of the meeting record.