“Excellence is Our Standard…Achievement is the Result”
Executive Summary of the Comprehensive Plan 2015-2018
The following document is a summary that highlights the key components of the Abington
School District Comprehensive Plan, July 1, 2015 to June 30, 2018. This plan was presented
at the meeting of the Board of School Directors on September 23, 2014. The plan in its
entirety is on public display following the Board meeting for 28 days thereafter. As a Phase
Three District, Abington School District will submit its Comprehensive Plan to Pennsylvania
Department of Education (PDE) on or before November 30, 2014.
The Abington School District Comprehensive Plan was facilitated by the Abington School
District Assistant Superintendent, Dr. Jeffrey S. Fecher, who served as the Internal
Coordinator of the process. Ms. JoAnn Perotti, Director of Strategic Services at the Bucks
County Intermediate Unit, served as the External Coordinator of the process.
The following timeline was utilized in the process:
April 29, 2013 – Initial Meeting with Superintendent and Key Administrative Staff to detail
process
June 17, 2013 – Comprehensive Planning Meeting – Administrators
June 24, 2013 – Overview of Process with Principals and Central Office Administrative Staff
August 15, 2013 – Reflection Session at Principals’ Council
Summer 2013 until February 2014 – District Staff collect data and complete needs
assessment as per Comprehensive Plan
January 28, 2014 – School Board Comprehensive Planning Overview
March 27, 2014 – Comprehensive Steering Team Session
April 2014 until June 2014 – Action Plans developed by Action Teams
May 2014 – Special Education Plan Due
June 25, 2014 – Principals’ Workshop – Action Plan Refinement
Summer 2014 – Comprehensive Plan inputted into PDE Web Tool
August 2014 – Principals’ Comprehensive Plan Workshop
September 24, 2014 – Public Review of Draft Comprehensive Plan for 28 days
October 28, 2014 – Comprehensive Plan Approved by Abington School District Board of
School Directors
November 30, 2014 – Comprehensive Plan submitted electronically to PDE
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Mission Statement
ABINGTON SCHOOL DISTRICT MISSION STATEMENT
Building upon the historical and culturally diverse roots of our community and its
proud traditions, and recognizing the uniqueness of each student, the Abington
School District promotes excellence as our standard and achievement as the
result.
Vision Statement
The Abington School District Comprehensive Plan Vision is embodied in the Mission
Statement and reinforces that the focus of the district’s comprehensive plan is student
achievement.
Slogan
“Excellence is Our Standard…Achievement is the Result"
Shared Values
1. Public education, providing opportunities for all children, is the cornerstone of American
society and essential to the future of our country.
2. Diversity is a strength and an asset.
3. Everyone can learn and learning is accomplished in different ways and at different rates.
4. Every individual has equal human value.
5. A secure and safe environment and peaceful conflict resolution are essential to learning
and to society.
6. The commitment to excellence is essential and worth the effort.
7. A quality school district requires the allocation of appropriate resources.
8. Successful individuals and institutions actively engage in the process of reflection and
improvement.
9. Shared decision making and active participation strengthen organizations and
communities.
10. The involvement of each school family and every member of the community essential to
the educational process.
11. Every individual needs to be prepared to function in a global society.
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Educational Community
The Abington School District is located in Montgomery County Pennsylvania, northwest of
Philadelphia, with which it shares a border. Abington is the third largest of the twenty-one
school districts in Montgomery County and is comprised of two municipalities, Abington
Township and the Borough of Rockledge. Within Abington Township, there are seventeen
neighborhoods each with its own identity. These communities are: Abington, Ardsley,
Crestmont, Elkins Park, Fox Chase, Glenside, Hollywood, Huntingdon Valley, Jenkintown,
McKinley, Meadowbrook, Noble, North Hills, Roslyn, Roychester, Rydal, and Willow Grove.
The Abington School District has seven K-6 elementary schools, which range in size from
approximately 375 students to 1,100 students and serve the area’s neighborhoods. The
elementary schools are: Copper Beech Elementary School, Highland Elementary School,
McKinley Elementary School, Overlook Elementary School, Roslyn Elementary School, Rydal
Elementary School, and Willow Hill Elementary School. In the district there are two
secondary schools: Abington Junior High School, which serves approximately 1,725 students
in grades seven through nine and Abington Senior High School, which serves approximately
1,735 students in grades ten through twelve.
Relative to the other districts in Montgomery County, Abington is a large and diverse school
district with an ethnic breakdown as follows: 66% White; 20% African-American; 5% Asian;
6% Hispanic; and 3% Multi-Racial. Approximately 20% of the students are on federally
subsidized free or reduced lunches. About 12% of students have IEPs, which is among the
lowest percentages in the county. Efforts to provide appropriate instruction within the
district’s schools for all students are reflected in the fact that only 1.5% of the students are in
out-of-district placements.
Abington School District is recognized locally, regionally and nationally for initiatives that are
focused on providing all students with opportunities to learn, to succeed, to graduate and to
transition successfully to college and the workplace. The district’s Opportunities to Learn
(OTL) initiative has resulted in a number of positive outcomes. Multi-tiered courses in grades
7-12 have been eliminated and all general education students participate in a rigorous
college preparatory or honors/AP program that has high expectations and prepares them to
enter a post-secondary academic program. At the same time, special education staff
members have worked with parents/guardians of children who have IEPs and, where
appropriate, have encouraged them to challenge their students to enroll in college
preparatory courses. Coupled with this rigor, there is a program of in-school support to help
students succeed. The results have been startling with the narrowing of what has been
termed the “achievement gap.” Approximately 70% of senior high school students with IEPs
are now enrolled in at least one college preparatory course and approximately 75% of junior
high school students with IEPs are enrolled in at least one college preparatory course. From
the time that the OTL initiative began, with review of the 2004 No Child Left Behind (NCLB)
data and continuing through the 2012 state assessments, the percent of IEP students scoring
proficient or advanced increased by 20% in grade 11 mathematics and by 15% in grade 11
reading. Beginning in 2013, the Pennsylvania Department of Education implemented the
School Performance Profile report and calculates achievement results for the all-student
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group and for the Historically Underperforming Students (HUS) group. The HUS group
includes economically disadvantaged students, students with IEPs and students who are
English language learners. Recent results from the Pennsylvania Keystone Exams show that
85% of the eleventh grade students in the HUS group have earned a score of at least
proficient on the Literature Exam and 71% have successfully passed the Algebra I Keystone
Exam. In the all-student group, 93% are proficient/advanced on the Keystone Literature
Exam and 87% are proficient/advanced on the Keystone Algebra I Exam. In 2013, the first
year of the Pennsylvania School Performance Profile (SPP), Abington Senior High School
earned a Building Level Academic Score of 92.4, which placed the school in the top scoring
category.
The secondary schools’ guidance staffs work with students and parents/guardians to foster a
culture of success and preparation for post-secondary opportunities. Parent programs for
junior high school course selection begin in grade 6. Special programs for preparation for
college begin in the junior high school and continue through the senior year. Ninety-five
percent of the students who enter grade 9 complete grade 12 and graduate from Abington
High School. The 2014 graduating class earned over $6.6 million in scholarships with
90% pursuing higher education.
For its various accomplishments, the school district has been recognized by US News &
World Report, Money Magazine, Newsweek Magazine, Philadelphia Magazine and the
America’s Promise Alliance. In addition, staff members have been asked to present at
national and state conferences including the Minority Student Network (MSN) Conference,
Pennsylvania Association of School Administrators (PASA), Pennsylvania Association for
Supervision and Curriculum Development (PASCD), Pennsylvania School Boards
Association (PSBA), and Delaware Valley Consortium for Excellence and Equity.
Recognition of the district’s progress in reducing academic disparities is noted in Creating
the Opportunity to Learn, written by A. Wade Boykin and Pedro Noguera. A more detailed
description of Abington School District’s OTL initiative is described in Excellence Through
Equity by Pedro Noguera and Alan Blankstein and is scheduled to be released in 2015.
Beyond the classroom, Abington provides extensive opportunities for youth to give back to
the community. The school district has received national awards and recognition for its
service-learning program. In a wide range of activities that reinforce the culture of service
and the positive perception of our youth, Abington students performed over 110,549 hours of
community service during the last school year. All students participate in meaningful projects
that utilize their talents to make a difference; service learning continues to be a graduation
requirement at the Abington Senior High School. Other avenues and partnerships for service
include Kiwanis, Rotary, and Leo Clubs in our schools; an active scouting program, with
service a cornerstone of the program, also engages many children. The Community
Partnership of Youth and Adults provides a mechanism for service in conjunction with the
Abington Police. The 24-Hour Relay Challenge and the Rock-A-Thon raise funds for
prevention programs. Many students serve as Big Brothers/Big Sisters with younger
students and in the Head Start program.
At the elementary level, Abington students continue to achieve outstanding scores on the
state assessments. All elementary schools earned SPP scores between 84 and 94 and one
school earned recognition as a Title I Reward High Progress school.
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Abington School District has made great strides in obtaining and using technology as a tool
for teaching and learning. Through funding from Classrooms for the Future, from the
Abington Educational Foundation and from the district’s operating budget, all classrooms are
equipped with interactive whiteboards. Teachers have participated in professional
development and are skilled in using the whiteboards as well as in developing interactive
flipcharts to be used with the whiteboards. Carts of laptops are available for classroom use in
all elementary and secondary schools. Specialized technology is available for students with
special needs.
The Abington School District Comprehensive Plan is focused on student achievement and
efforts that are designed to continue to foster student success. “Excellence is Our
Standard…Achievement is the Result!”
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Planning Committee
Name
Jennifer Abramson
Susanne Alfonso
Amira Aliu
Dr. Leigh Altadonna
Dr. Ann Bacon
Dr. Richard Balukas
Dr. David Bergman
Angelo Berrios
Judy Bomze
Linda Bradley
Cynthia Brett
Kaila Brown
Greta Brunschwyler
Andrew Coates
Ky Connor-Watts
Christine Darrah
Ellen DeStefano
Dr. Jeffrey Fecher
Chad Finkelstein
Elisha Gee
Laurence Goldberg
Chiquilla Holt
Fred Johnson
Tonya Johnson
Damon Jordan
Chief William Kelly
Marie Kim
Kelly Lambert
Debra Lee
Lawrence Lee
Dr. Charles Lentz
Christopher Lionetti
Trisha Livingood
Christine Madigan
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Role
Parent
Administrator
Parent
Administrator
Administrator
Administrator
Administrator
Administrator
Administrator
Parent
Support Staff
Student
Community Representative
Elementary School Teacher – General Education
Student
Elementary School Teacher - Special Education
Parent
Administrator
Student
Elementary School Teacher – General Education
Administrator
Parent
Ed Specialist - School Counselor
Ed Specialist - School Psychologist
Administrator
Community Representative
Administrator
Administrator
Elementary School Teacher – General Education
Middle School Teacher – General Education
Administrator
Administrator
Elementary School Teacher - General Education
Business Representative
Rochelle Marbury
Raymond McGarry
Dr. James Melchor
Daniel Oldham
Dr. Mark Pellico
Joshua Perlman
JoAnn Perotti
Jennifer Peszek
Jimmy Quan
Kathy Rafter
Reid Sandner
Sara Santora
Dr. Amy Sichel
Michael Staszkiw
Jared Stevenson
Michele Tinsman
Ann Walter-Custer
Ryan Williams
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Administrator
Board Member
Administrator
Elementary School Teacher – General Education
Administrator
Administrator
External Facilitator-Bucks County Intermediate
Unit
Administrator
Student
Secondary School Teacher – Special Education
Business Representative
Student
Administrator
Elementary School Teacher – General Education
Student
Board Member
Middle School Teacher – General Education
Secondary School Teacher - General Education
District Accomplishments
Accomplishment #1:
The Abington School District, as illustrated in the analysis of the data, shows a strong
performance in mathematics and reading at all grade levels.
Accomplishment #2:
The Abington School District's staff members have an excellent working knowledge of how to
use technology to enhance instruction.
Accomplishment #3:
The Abington School District has four schools that received the Governor's Excellence Award
for School Performance Profile scores of at least 90. These are: Copper Beech Elementary
School, Roslyn Elementary School, Rydal Elementary School and Abington Senior High
School. In addition, Willow Hill Elementary School was named a Title I Reward (High
Progress) School.
Accomplishment #4:
The Abington School District has been recognized six times by America's Promise Alliance as
one of the Nation's 100 Best Communities for Young People.
Accomplishment #5:
The Abington School District recognized 20 National Merit and Achievement Scholars in
2014.
Accomplishment #6:
The Abington School District has been named by the National Association of Music
Merchants (NAMM) Foundation as one of the "Best Communities for Music Education" for
seven consecutive years.
Accomplishment #7:
The Abington School District has won grants totaling over $80,000 to support projects related
to Safe Schools, training for School Resource Officers, School-Based Behavioral Health and
Nutrition.
Accomplishment #8:
The Abington School District's McKinley Elementary School has been designated as a
Certified Olweus Bullying Prevention School.
Accomplishment #9:
The Abington School District's senior high school received a Silver Medal in U.S. News &
World Report's Best High Schools in the U.S - 2012.
Accomplishment #10:
The Abington School District Superintendent of Schools, Dr. Amy Sichel, served as the
President of AASA, The School Superintendents Association, during 2013-2014.
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District Concerns
Concern #1:
There is a need to further develop more comprehensive professional development to address
the needs of the professional staff and support the implementation of the strategies identified
for delivering effective instruction and supporting students at risk.
Concern #2:
There is a need to further develop strategies to support students academically at risk within
the district.
Concern #3:
There is a need to further develop effective instructional practices in the Abington School
District.
Strengths and Highlights of Special Education Services
The Abington School District is committed to providing a broad range of quality programs and
services to students with disabilities in the least restrictive setting consistent with the State
and Federal Regulations. The district supports students with disabilities who are included in
the general education setting with the use of supplemental supports and services as per a
student's IEP and as deemed appropriate by the IEP team. Foremost among the strengths
and highlights of the district’s special education programs are:

Autistic, Emotional, Learning, Life Skills, Speech and Language, Hearing and
Vision Support programs at the elementary, junior, and senior high school levels
serving 915 students (12.0%) of the district’s 7,641student population (as posted in the
district's most recent PDE Special Education Data Report dated June 2013).

The Special Education Parent Advisory Council (SEPAC) provides the parent
community the chance to meet and discuss issues relevant to the education of
students with disabilities. The Special Education Supervisory team and a school
social worker from the Department of Pupil Services regularly attend these meetings to
act as a resource and partner to the parents of students with special needs.

The 2013-2014 School Year represents the continuation of a significant inclusion
initiative funded by the Bureau of Special Education for students with significant
disabilities at Roslyn, McKinley, and Willow Hill Elementary Schools, and Abington
Junior High School in collaboration with PDE, PaTTAN, and the Montgomery County
Intermediate Unit.

The district's commitment to educating students to the maximum extent possible in
general education classes is evident in our special education placement rate of 12.0%
(as reported in the district's most recent PDE Special Education Data Report)
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representing one of the lowest in Montgomery County and 3.3% lower than the State
average of 15.3%.

The continued utilization of the Emotional Support Team model at every school level in
the district. This provides interventions and comprehensive support to students and
their families by a team including an IEP teacher, supervisor, school psychologist,
school social worker, and consulting psychiatrist.

Technology driven instruction including iPad, laptops, and notebook computers
in classrooms, student response systems, interactive whiteboards, the provision of
specialized assistive technology devices for students who are unable to access the
curriculum, and access to web-based instructional programs such as Study Island,
Compass Learning, and First in Math.

Ongoing professional development for teachers of Special Education in several
specialized areas of instruction including technology, reading programs such as
Wilson Reading, Read 180, Edmark Reading and other researched-based instructional
intervention programs in reading and math.

Targeted professional development for psychological service staff (school
psychologists, guidance counselors, and school social workers) on prevention,
diagnosis, and intervention for various disabilities with a particular emphasis on
autism, emotional disturbance, and specific areas of mental health need, including
school phobia and avoidance.

All contracted professional staff meet the Highly Qualified Certification mandate.

Secondary students are encouraged to enter one of two vocational programs available
through Abington School District's partnerships with the Montgomery County
Intermediate Unit (MCIU) and The Eastern Center for the Arts and Technology.
Through the MCIU's Transition to Work program, Abington students gain employment
skills in a real-world setting under the tutelage of a job coach. A representative from
the Eastern program routinely attends IEP meetings for the purpose of informing
students and their families about the eleven vocational programs offered to Abington
students.

All Abington Senior High School students in the special education program are
encouraged to undergo an intensive vocational assessment provided by the
Montgomery County Intermediate Unit (MCIU). This assessment is followed up with a
subsequent conference that includes an MCIU representative, the student's guidance
counselor, the parents and/or guardians of the student, and the student and serves to
highlight areas of interest and strength that can guide future training and employment
opportunities.
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
The continued use of contracted experts from the field of autism and from the field of
applied behavioral methodology to adjunct the instructional components of the
district’s K-12 autistic support classes.

Excellent interagency relationships which help to support students with significant
mental health needs access agency and community based services.

Participation in Project ACCESS.

Recipient of a School Based Behavioral Health (SBBH) grant from the Pennsylvania
Department of Education which has enabled the District to adopt a School Wide
Positive Behavior Support (SWPBS) system in all of its schools. This approach
utilizes a 3-tiered model of behavioral support in schools and offers behavioral and
mental health support for students based on need.

The SBBH grant also has provided the resources for the Olweus Bullying Prevention
Program in our elementary schools and Abington Junior High School. Each school is
at a different stage of training and implementation.

An extensive array of support services is available to students allowing them to
maintain their placement in their home school and in general education programs and
services.

Providing vision and hearing related services by district employed teachers.

Parent training by several speech and language therapists to parents and families of
students having limited verbal ability in using iPad applications for increasing the
functional communication of their children in the home and community settings.

Providing and coordinating mental health services to students with the highest level of
demonstrated need between the school and home settings.

Special programming emphasis placed on students who transition from early
intervention to school age programs.

A strong collaborative relationship with the Office of Dispute Resolution (ODR) for
piloting new initiatives for helping to resolve parent and district disputes.
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Goals & Strategies
Goal – Comprehensive Professional Development

Strategies
Develop teacher skills to analyze the cognitive expectations demanded by standards,
curricular activities, and assessments and to deliver instruction that prepares students
to meet these expectations

Develop teacher skills to differentiate instruction to address needs of ALL students
with particular emphasis on the needs of underperforming students

Develop teacher skills to integrate literacy into instruction for the purpose of helping
students read and write across the curriculum
Goal – Supporting Students Academically at Risk

Strategies
Evaluate and research current services and best practices to address the needs of
underperforming and special needs students

Engage families and communities through varied outreach and communication efforts

Analyze and monitor student performance to increase achievement
Goal – Effective Instructional Practices

Strategies
Integrate various strategies to differentiate instruction for ALL students

Integrate literacy across the curriculum

Use questioning strategies to challenge students cognitively to nurture high-level
thinking
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