Perkiomen Valley presents data; administration asks for special-education hires, schedule changes and SEL pilots

Perkiomen Valley School District administrators presented a high-level annual data report on Jan. 29 and asked the board to consider staffing and schedule changes to support students identified through recent assessments.

Doctor Russell, who delivered the presentation, said district enrollments “continue to trend downward” while demographic shifts show a growing Hispanic student population. He told the board administrators had a “full presentation” available online and that the slides summarized recommendations the district will ask the board to support.

Special education and inclusion requests were front and center. Doctor Boyd said early‑intervention enrollment produced about 45 newly identified students this year, "approximately 17 of those students will require a district program classroom," and that current middle‑level caseloads exceed state limits, driving the recommendation for additional autistic‑support staffing and paraprofessionals. District presenters requested two special‑education teachers and a paraprofessional for each elementary school to support the planned expansion of full‑day kindergarten and to staff district‑level program classrooms.

Administrators asked parents to complete kindergarten enrollment by Feb. 23 so the district can determine teacher and classroom needs. Officials said preliminary cost estimates for full‑day kindergarten are in the slide deck and that the administration will return with a more detailed budget recommendation after school visits and additional planning.

At the high school, leaders requested a dean of student success to support students struggling with transitions, out‑of‑school placements and to coordinate restorative practices. An unnamed high‑school speaker said the role would “help create success plans” and support students who may need extended time to graduate.

Middle‑school leaders proposed a new daily intervention/enrichment model aligned with MTSS (Multi‑Tiered System of Supports). Mister Creedon, who summarized schedule work, said the model is “30 minutes per grade level. It’s not 90 minutes total,” explaining the plan provides core rotations for most students while allowing smaller pull‑out groups for targeted intervention based on diagnostic and benchmark data. Administrators emphasized flexibility across a six‑day cycle and said the schedule intends to avoid stigma for students who are pulled for extra support.

Assessment results were a recurring focus. Presenters reviewed DIBELS for K–2, PSSA results for grades 3–8 and PVAS cohort growth measures. The district reported a 16.2% special‑education rate (December 1 count, 816 students in 2022–23), noted improvements in some science and algebra measures, and described how changes to state graduation pathways affect keystone proficiency comparisons. Doctor Russell also reviewed 8th‑grade civics exam bands and said the district will pilot SEL curricula—Character Strong and Second Step—at both middle schools for 4–6 weeks pending board approval on Feb. 5.

Responding to board and public questions, administrators clarified pilot logistics, the special‑education plan timeline and reporting: the district must submit its three‑year special education plan to the Pennsylvania Department of Education by May 1 and will post a draft for 28 days of public review before submission. ESL/ELL staff reported WIDA ACCESS testing and said their action plan will include structured‑literacy training for ESL specialists in March and development of a Language Instruction Educational Program manual to publish to stakeholders.

During public comment, Missus Mayers urged the district to expand inclusion supports, noting the district currently employs one inclusion specialist for roughly 800 students with IEPs, and asked whether post‑graduation reporting captures students with IEPs and certificate programs; administrators said nearly all graduates complete the post‑graduation survey and that categories could be clarified in future reports.

No formal votes were recorded during the presentation; several items (the SEL pilot and the special‑education plan) were scheduled for future board review or action. Administrators said they would follow up with memos and corrected slides (for example, to label small categories on post‑graduation charts) and will provide more detailed budget recommendations for full‑day kindergarten.

The board thanked staff for the presentation and the meeting moved to routine notices and adjournment.