East Penn

School District
Budget Priorities
2024-2025

March 25, 2024

November 13, 2023
Adoption of “2024-2025 Resolution not to Exceed the Act 1 Index”
February 12, 2024
Budget Revenue Overview 2024-2025
February 26, 2024
Budget Expenditure Overview 2024-2025
March 11, 2024
Presentation of the Long Range Fiscal and Capital Plan
March 25, 2024
Priority Presentation #1
April 8, 2024
Priority Presentation #2 & Budget Update
April 22, 2024
Presentation and Adoption of the Proposed Final Budget
June 10, 2024
Presentation and Adoption of the Final Budget

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● ELA Interventionists (3) $ 352,000
● STEP Teacher $ 117,000
● Student Advisors (4) $ 330,000
● Board Certified Behavior Analysts (2) $ 234,000
● EHS/Alburtis Psychologist $ 117,000
● EHS English Language Arts and Math teacher $ 234,000
● Special Education teachers (2) $ 234,000
● Instructional Assistants (3) $ 79,000
● 6 IAS from part time to FT $ 66,000
● School Counselor (realignment) $ 117,000
● Assistant Principal elementary (realignment) $ 158,000

$2,038,000

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● ELA Interventionists (3) $ 352,000
● STEP Teacher $ 117,000
● Student Advisors (4) $ 330,000
● Board Certified Behavior Analysts (2) $ 234,000
● EHS/Alburtis Psychologist $ 117,000
● EHS English Language Arts and Math teacher $ 234,000
● Special Education teachers (2) $ 234,000
● Instructional Assistants (3) $ 79,000
● 6 IAS from part time to FT $ 66,000
● School Counselor (realignment) $ 117,000
● Assistant Principal elementary (realignment) $ 158,000

$2,038,000

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 Multi-Tiered System of Supports

Overview
Academic and Behavioral Supports
TIER 3
● Intensive intervention
● Small group or individual supports

TIER 2
● Targeted intervention
● Small group supports

TIER 1
● Core instruction
● School wide behavior supports

Continuum of support delivered with increasing intensity across multiple tiers

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ROLE OF AN INTERVENTIONIST
● Part of the school data analysis team
● Work with intervention groups to deliver evidence based
intervention specific to student needs
● Monitor student data and progress to help create
instructional plans for students and to bring their skills to
grade level
● Collaborate with IST,teachers, administration and families
regarding student progress and to match student needs with
appropriate strategies, practices, materials, etc.
● Assist with building and district-level professional
development
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WHO IS CURRENTLY SERVED BY READING
INTERVENTIONISTS?
● Based on current staffing (including ESSER funded positions) and student need, in
K-8 we are able to service students at or below the 40th percentile in Reading
(based on our aReading assessment).

# of students below # of students currently

the 40th served
Providing services to kids on the
K-5 931 1052 cusp or maintaining kids who just
reached mastery

Discrepancies related to parent

6-8 492 401 opt outs or plans made by IEP
teams

● Based on current staffing (including ESSER funded positions) and student need, in 9th
grade we are able to service a portion of students below the 40th percentile.

Discrepancies related to
High 9: 172
9: 124 scheduling conflicts, parent
School 9-12: 629 opt outs, and limited staff 7
CURRENT BUDGET PROPOSAL

1 Reading Interventionist in each secondary building

LMMS EYER EHS

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WITHOUT THE ADDITIONAL READING INTERVENTIONISTS

# we will serve
# of students currently
without additional
served
interventionists

6-8 401 165 Instead of the 40th percentile, we

will focus instead on students at
the 15th or below. This threshold
is mostly comprised of our
9 124 70 students with IEPs.

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● Middle Level

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Vision:
● One STEP program at LMMS to support all middle level students (1 STEP teacher)
○ This position will then serve the 7-8 building
● Tier 2 & 3 supports
● Provides programming to students who are experiencing challenges that are impeding their ability to
attend school and/or be successful in the academic setting
○ Utilized after prolonged periods of absence to reengage students and/or
○ Offered as a higher level of support to students identified through the MTSS Child Study process
● Offers an individualized program, which is delivered to students in a small, supportive classroom
environment
● Supports students’ social and emotional needs without disruption to academic progress
○ Direct instruction delivered in topics such as social skills, self regulation, coping strategies,
mindfulness, resiliency building and executive functioning
● Intended to be a short term support but may be extended based on student’s needs
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2023-24 Impact:
● To date, 34 middle school students served
○ LMMS
■ 19 students

○ Eyer
■ 15 students

2022-23 Impact:
● 54 middle school students served
○ LMMS
■ 30 students

○ Eyer
■ 24 students 12
 Impact of STEP
● Promote Well-Being
● Enhance Academic
Performance
● Prevent a Return to
Alternative Placement
● Create an Inclusive
Environment
● Build Emotional Resilience
STEP Testimonial Feedback
● 100% of parent respondents identified positive behavioral
change in their student’s daily attendance
● 100% of parent respondents identified positive behavioral
changes in their student’s academic performance
● 100% of parent respondents identified positive behavioral
changes in their student’s attitude(s) about school
What would schooling look like for your child if STEP didn’t exist
at LMMS?
● Alternative education/alternative placement
● Retained to repeat grade level
● Continued poor relationships with peers and teachers
● Court and fines for truancy
● Social and emotional deterioration
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● 2 EHS
● 1 EYER
● 1 LMMS

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Vision: Student Advisors at each Secondary School perform the following key responsibilities;
● Develop appropriate behavioral, social, and emotional intervention strategies to support
student well-being and success.
● Participate actively in building MTSS Team Meetings to collaborate on student support
strategies and interventions.
● Support the administration in providing logical and timely consequences in line with the
EPSD Code of Student Conduct while promoting accountability and a positive learning
environment.
● Maintain regular communication with building administration, school counselors,
students, and their families to address concerns, share progress, and coordinate support
efforts effectively.
● Support the cultivation of a safe, nurturing atmosphere within the school community,
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where students and staff feel safe, valued, respected, supported, and accepted.
Impact:
● As of March 20th, the Student Advisors at EHS, Eyer, and LMMS have completed more
than 2,500 targeted student interactions, providing support to students across all three
buildings during the 23-24 school year.
● Each of these targeted student interactions presents an opportunity for students to
engage with a trusted adult regarding the following topics;
○ Student Support and Advocacy
○ Enhancing Overall Appropriate Student Conduct
○ Conducting Individual Check-In / Check-Out Intervention Meetings
○ General Student Mentoring and Advising Opportunities
○ Implementing Restorative Practices Interventions
○ Positive Impact On School Culture and Sense of Belonging
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 Middle Level Parent Testimonials:
Mr. B. has many wonderful traits. Too many to
run through them all here. However, he
possesses possibly the most important one.
One you can't coach or teach, or one I refer to
as one of the intangibles. He understands
and values the power of relationships. Mr. B. is
able to form strong connections with
adolescent teenagers and as many as you
know, that in itself can be quite the challenge.
Every school deserves a Mr. B who will
champion for all students!
● Eyer Middle School Parent
My son was so lucky to have a Student Advisor
that he could bond with and encourage him to
be a better student. Mr. Shotwell has made such
an impact on him, motivating him to do better in
school and on the field with sports. If it was not
for his student advisor I do not believe he would
have been able to turn his behavior around and
start each day with a positive attitude. Just
having that extra support and someone to listen
to him when he was having an off day made all
the difference for him.
● Lower Macungie Middle School Parent
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Vision:
● Two Board Certified Behavioral Analysts
○ Autistic Support and Emotional Support programs
● Use Applied Behavior Analysis to design interventions based on respondent and operant
conditioning
● Conduct Functional Behavioral Assessments and complete Positive Behavior Support Plans
specializing in students with Autism and Emotional Disturbances
● Provide training to staff and parents
● Serve as part of multidisciplinary team to support MTSS and IEP development
● Collect data on student behavior

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Questions