Priority Area 1: Safety Protocols and Policy Implementation

School Safety Audit (Weeks of May 4 and May 11)

Proposed Scope of Work: The purpose of Montgomery County Department of Public Safety (DPS) School Safety Specialist’s visit to Cheltenham Elementary is to conduct two full-day observations as one component of a multilayer review of Cheltenham School District’s policies and procedures related to discipline, student and staff expectations, positive reinforcement and student counseling support which would be performed by DPS School Safety staff members.

The DPS Specialists will observe the interactions between staff and students as well as student interactions with their peers, in order to provide Cheltenham School District with recommendations regarding interactions based upon established Cheltenham School District protocols and policies, and identifying areas of consideration.

The Center for Safe Schools behavioral health/school climate and physical assessments have been completed for Cheltenham Elementary. These include a safety assessments on April 16, 2026 and a behavioral health/school climate assessments on January 8, 2026. We are in receipt of the behavioral health/school climate assessments for Cheltenham Elementary, and expect the safety assessment by May 8. Shortly thereafter, we will inform the community of the findings.

Priority Area 2: Student and Family Support

Per the district policies in the 200 series, we follow and implement several policies and administrative regulations depending on the situation that arises. The following plans support the implementation of those policies and administrative regulations:

Priority Area 3: BCBA & Behavioral Support Integration

Q: Is Cheltenham Elementary School (CES) the recipient of a disproportionate number of students with specialized learning and behavioral challenges due to specific district program placements?

A: There are specialized learning programs at all Cheltenham School District elementary schools. CES has one autistic support classroom with eight students and a teacher, two emotional support classrooms with two teachers for 17 students, as well as emotional and learning support students serviced by four additional teachers. Myers Elementary has two autistic support classrooms with two teachers and 16 students, as well as emotional and learning support students serviced by four additional teachers. Wyncote houses three autistic support classrooms with 24 students and three teachers, as well as emotional and learning support students serviced by four additional teachers. Glenside has one autistic support classroom with one teacher and eight students, and one life skills classroom with six students and one teacher, as well as emotional and learning support students serviced by three additional teachers. 

Q: What are the district’s guidelines regarding students with severe behavioral/learning challenges, and what exact supports are offered in the general education classrooms at Cheltenham Elementary?

A: In terms of special education, CSD teachers and support staff are trained to interact and support students who are dysregulated, requiring coping skills, emotional regulation strategies, as well as social skills. The emotional support classroom is a physical location for students to access these resources. The amount of time a student spends in general education versus a special education classroom is dictated by the Individualized Education Program (IEP) team. 

Q: Is there a strict district guideline on the ratio of support personnel (aides, interventionists, behavioral specialists) per student in need, and is that guidance currently being adhered to at Cheltenham Elementary?

A: The Pennsylvania Department of Education does not require school districts to set guidelines for the ratio of support personnel per student because  the ratio is based on each individual student's IEP. CES has two emotional support teachers, two classroom assistants (both registered behavioral technicians) and an additional 21 paraprofessionals. 

Q: Are the current special education caseloads and class sizes at Cheltenham Elementary fully compliant with the maximum limits set by the Pennsylvania Department of Education (PDE) under Chapter 14 Special Education regulations?

A: Yes. The maximum caseloads for teachers who have students requiring emotional support is 15-20 (See PDE Chapter 14 regulations). With two teachers, that could be 30-40 students. CES has 17 students. 

Q: What is CES' Title I funding? How are the funds being allocated, and how does that compare to how Myers Elementary uses its Title I funds?

A: For the 2025-26 school year, Cheltenham Elementary received $266,000 in Title I funding. Funds are being allocated toward three teachers, instructional resources, professional development, Beyond the Day program, and family engagement. In 2025-26, Myers received $280,000 in Title I funding, which is being utilized for 2.5 teachers, instructional resources, professional development, Beyond the Day program, and family engagement.

Q: What are the specific titles of the full time support professionals that work directly with students at Cheltenham Elementary?  How many full time support professionals work directly with students at CES?  

A: In 2024-2025 Cheltenham Elementary had 15 paraprofessionals and five registered behavioral technicians working full time in the building. In 2025-2026, Cheltenham Elementary had 17 paraprofessionals and five full-time registered behavioral technicians in the building.

Q: What are the PSSA scores for third and fourth graders for CES compared to Myers?

A: Over the past five years, Cheltenham Elementary PSSA data indicates the school was basic, proficient, proficient, basic and basic in English Language Arts (ELA). In Mathematics during that same time period, the school has recorded basic, proficient, proficient, basic and basic scores. By comparison, during that same time period, Myers tested to basic in ELA in 2020-21 and proficient in the subsequent years. The same can be said for Myers in the Math category.   

Q: What professional development (PD) is provided to the CES teachers?

A: All CSD teachers, including those from CES, receive rigorous PD throughout the year. In the past two years, CSD teachers have received PD on a wide range of topics, from iReady reading support to curriculum mapping and from Multi-Tiered Systems of Support (MTSS) to horizontal common assessments and resources, and more.

Q: What certifications and continuous training is provided to CES paraprofessionals? 

A: In 2025-2026, Cheltenham Elementary paraprofessional staff received training in first aid and CPR; safety care; master teacher virtual trainings on topics including understanding inclusion, the role of a paraprofessional, understanding confidentiality, understanding special education programs, introduction to IDEA's 13 areas of disabilities parts 1 and 2, and introduction to accommodations and modifications; verbal de-escalation; understanding special education documents; AAC devices: What are they and how do I support students who use them?; problem solving for PBIS; fading prompting and wait time; task analysis with separate video training, collaborative learning session, and direct instruction presentation with guided practice; data collection methods; brain state/neuro-logic training; climate and culture; characteristics of disabilities and supporting students; understanding disabilities and utilizing de-escalation strategies; and PSSA training.

Q: What is the number of students with IEPs and emotional support designations for each of the elementary schools in the district and what supports are in place at each school?

A:  This year at CES, there are 17 students with emotional support designations supported by two designated emotional support teachers and classrooms, paraprofessional support outlined in the student’s IEP, five registered behavioral technicians, a board certified behavioral analyst on-site four days a week, and a special education supervisor one day a week. Counseling and social skill instruction is provided per each student’s IEP on an itinerant and supplemental level.

This year, Myers Elementary has four students with emotional support designations supported by a special education teacher, paraprofessional support outlined in the student’s IEP, a board certified behavioral analyst on-site two days a week, and a special education supervisor one day a week.  Counseling and social skill instruction is provided per each student’s Individualized Education Program on an itinerant and supplemental level.

Glenside Elementary has nine students with emotional support designations this year, supported by a special education teacher, paraprofessional support outlined in the student’s IEP, a board certified behavioral analyst on-site two days a week, and a special education supervisor one day a week. Counseling and social skill instruction is provided per each student’s IEP on an itinerant and supplemental level.

Wyncote Elementary has zero students with emotional support designations this year. In the event they did (and they have in the past), they would be supported by a special education teacher, paraprofessional support outlined in the student’s IEP, a board certified behavioral analyst on-site two days a week, and a special education supervisor one day a week. Counseling and social skill instruction is provided per each student’s IEP on an itinerant and supplemental level.

Q: How many students with IEPs/emotional support designations and physical disabilities are sent outside the district at the district's expense?  Who makes this determination and what criteria are used?

A: This school year, there are 15 students with IEP/emotional support designations and physical disabilities that are sent outside the district at the district’s expense. This determination is made by the team administering the IEP for a student and based on data around student progress and meeting goals.

Q: Which of the district’s four elementary schools are designated as therapeutic or specialized schools? Please provide each school's therapeutic support.

A: No schools are designated as therapeutic or specialized schools.

Q: How many students at CES receive English Language Learners (ELL) support?

A: This school year, 24 CES students receive ELL support.

Q: Is CES officially designated an emotional support school?  If so, what is the start date and what documentation and criteria were used to make this determination.

A: Cheltenham Elementary is not designated as an emotional support school.

Q: Who is accountable for reviewing CES's annual performance data, disseminating the results to families and implementing interventions?

A: The assistant superintendent is responsible for disseminating school performance data. Principals share plans during Educational Affairs Committee meetings. Educational Affairs Committee presentation October 2025> 

Q: What is the district's formal policy on PTO/PTA funding parity? Are elementary schools with higher capacities for independent fundraising inherently receiving vastly different daily student experiences, and how is the administration addressing this equity gap?

A: Information about the district’s parent/guardian organizations is available online at https://www.cheltenham.org/families. Parent/guardian organization activities are initially coordinated in collaboration with building administrators, and do not substantively alter day in, day out student experiences. Building administrators collaborate with other building and central office administrators in a continuous manner throughout the year, and in rare instance that parent/guardian organization activities were resulting in vastly different daily student experiences, the matter would be referred to the assistant superintendent to resolve based on the facts and circumstances at hand. 

Q: What is BCBA Certification?
A: The Board Certified Behavior Analyst (BCBA) certification is a graduate-level certification in behavior analysis. BCBAs are independent practitioners who can provide behavior-analytic services and supervise the work of RBTs, BCaBAs, and other professionals who implement behavior-analytic interventions.

Q: What is RBT Certification?
A: The Registered Behavior Technician (RBT) certification is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior-analytic services and practice under the direction and close supervision of an RBT supervisor and/or RBT requirements coordinator who is responsible for their work.

Q: What immediate steps are being implemented in the coming weeks to ensure the safety of students and staff, particularly in light of recent incidents involving students and staff being physically harmed by a student in crisis? 

A: An action plan was assembled and posted on the Cheltenham Elementary School website on Monday, May 4. Central administrative staff have been deployed. 

Q: What supports are being put in place for students who have been harmed or traumatized after witnessing or experiencing violent or inappropriate behavior? When will this be addressed? 

A: We utilize Child and Family Focus as well as Victim Services Center to support our students who have been harmed or traumatized after witnessing or experiencing violent or inappropriate behavior.

Q: Can the district clarify CES’s designation regarding emotional support (ES)? We were told at the CES community meeting that it has never been denied that CES is the designated place for the ES program, yet it is being publicly denied under the action plan. 

A: Cheltenham Elementary is one of the four elementary schools in the district, and it serves students requiring high-level social, emotional, and behavioral support. Similarly, Glenside has a life skills program to serve students who require specialized instruction in functional and daily living skills. Approved Private Schools (APS) in Pennsylvania represent a specific tier of the special education continuum. While a district may centralize a specific school to serve students requiring emotional support or life skills support as part of that continuum. An APS is the next level for students whose needs are so significant that the school district cannot provide a Free Appropriate Public Education (FAPE) within its own buildings.

Q: How are Title I funds specifically being used for “family engagement” at CES? What are some examples? 

A: As a Targeted Assistance school, CES directs its family engagement funding to support the families of students receiving Title I and Title III services. The goal is to provide families with the tools, educational resources, and strategies they need to support their child’s academic growth. Some specific examples of how these funds are used at CES include:

• Family Academic Nights: Hosting interactive literacy and math nights where parents/guardians learn strategies to help their children with specific skills.
• Educational Resources: Providing take-home learning kits, books, and flashcards for families to use together.

Q: The academic comparison between CES and Myers is unclear. Can the district explain the reasoning behind CES’s lower performance if it is not attributed to school climate? 

A: There is no data to support a correlation between school climate and academic performance. Each school develops an annual school improvement plan. At the end of the school year, the school team will review the data for the 2025-2026 school year to analyze progress and identify strengths and challenges. During the summer, the school team will review current data to develop a plan for the 2026-2027 school year. Central administrative staff will work with the school team to monitor progress towards measurable goals by ensuring alignment of professional development, utilization of intervention, and district resources to maximize learning outcomes for students. 

Q: What are examples of restorative discipline practices at the elementary level, and what determines the need for a suspension vs. loss of privileges vs. restorative practices for Gen Ed students? 

A: Examples of restorative practices include mediation between students and families, supervised apologies and written letters of apology, conferences with counselors, mindfulness exercises, community building activities, community service, and support from community organizations. A myriad of factors go into determining consequences for actions.

Q: How does the district determine when a behavioral incident for an ES student is considered a manifestation of their disability? If it is written into the IEP? In those cases, how is the code of conduct applied?

A: Per Chapter 14 (PDE), any student considered for more than 10 days exclusion from school, or between 11-15 days, and a documented pattern of behavior, the IEP team must conduct a manifestation determination meeting and hold an IEP meeting.

Q: If it is written into the IEP? In those cases how is the code of conduct applied? 

A: The manifestation determination worksheet and results become part of the student's record - the code of conduct can be applied to a student with a disability. In addition, the IEP team must meet to review and/or modify the existing supports in the IEP.

Q: What is the district’s protocol when a child is intentionally harmed by a peer (physically or sexually), particularly when the behavior is not a manifestation of a disability? What immediate protections and communications are required for affected students, families, and the broader school community? 

A: For physical harm, an investigation is conducted to uncover exactly what took place. Parents/guardians of the aggressor and victim are notified, and disciplinary action is determined by the code of conduct and discipline matrix. For sexually motivated aggression, an investigation takes place, and Childline is called. The Office of Children and Youth will determine if the police department should be involved. Parents/guardians of the offender and victim are informed. Parents of the victim can also file a Title IX complaint. Disciplinary action is determined by the code of conduct and the discipline matrix. 

Q: What interventions are used when students engage in behaviors that may constitute criminal acts (ex. indecent exposure and/or contact)? What safeguards are in place to ensure supervision and prevent recurrence? 

A: Childline is called, and the Office of Children and Youth determines police involvement. BCBA’s are called in to conduct observations of the students to determine the antecedents to the behavior and how it can be prevented. An ABC (Antecedent, Behavior, Consequence) chart is created for classroom teachers. For a higher level of intervention, a Functional Behavior Assessment can be created, and for students with an IEP, a Positive Behavior Support Plan can be created.  

Q: What is the plan to provide families with clear guidance on how the code of conduct is applied?

A: Elementary and secondary schools have a matrix for discipline. It is embedded in the code of conduct, which can be found in each building’s student and family handbook. Building administrators follow this when implementing consequences for behavior that violates the code of conduct.

Q: Why is a full-time BCBA not already assigned to CES, and why is it being pushed until the next school year? Additionally, are classroom teachers directly involved in behavioral planning alongside the BCBA? If so, to what degree? 

A: Since December, the district has been actively searching for an additional BCBA. In the interim, the district reassigned its existing BCBAs in order to have coverage five days per week of coverage at CE among three BCBAs. The BCBA conducts the functional behavior assessment (FBA) and helps develop the Positive Behavior Support Plan (PBSP). The plan should be reviewed with all team members, including the parent/guardian, at the IEP meeting before going into effect. 

Q: Will these safety protocols, including parent/guardian notification, classroom support, and preventative education (ex. safe touch lessons), be formally included in the CES student handbook? 

A: Safe Touch programs will continue to happen each school year. While it will not be embedded in the handbook, families will continue to receive information from the principal or school counselor before the lessons take place in the classrooms. 

Q: What is the timeline for reviewing the Montgomery County Department of Safety assessment, once completed? Releasing the CSS audit of CES? Completing the budget analysis for a full-time BCBA and additional RBT support for 2026–2027? 

A: Overviews of the reports will be made by the end of June. We have budgeted for a full-time BCBA for CES for the 2026-2027 school year. We have seven RBTs at CE, two of whom are school district employees and five of whom are from Pediatric Therapy Services. They work directly with students in accordance with their individual education plans. For 2026-2027, we plan to maintain that staffing level.

Q: How will the district ensure stakeholder focus groups include a representative cross section of CES families (general education, special education and gifted)? And when will they occur? What will we receive by the June 30th deadline?

A: Meetings are open to those interested in participating, and are on May 21, 30, and June 2. By the June 30 deadline, the community will receive a notification of which action steps have been completed for the priority areas.

Q: In Priority Area 4, in regards to “Establish a placement review process; assess placement appropriateness and activate additional supports on a student-by-student basis.” Under the success indicator, what does “applied to current high-incident students by Week 10” refer to? Please clarify.

A: IEPs will be reviewed for students placed in the emotional support program. Reviewing the IEPs and specially designed instruction (SDI) for students in the emotional support program will ensure needs are being met in the appropriate school setting.

Q: What job titles do the 5 Registered Behavior Technicians hold at the school beyond ES classroom assistants? Research shows paraprofessionals can be RBTs. Is that the case at CES? 

A: We offered our district paraprofessionals an opportunity to become RBTs at district expense. Originally, we had 20 interested participants. Currently, we have 7 across the district, 2 of which work at CE. In addition, we have 5 additional RBTs from Pediatric Therapy Services. They work directly with students in accordance with their individual education plans. 

Q: What training, vetting, and ongoing support are provided to substitutes and paraprofessionals working with students with autism, emotional support needs, or behavioral challenges? Specifically, how are staff prepared on individual behavior plans, de-escalation strategies, and safety protocols? How does the district ensure they have the experience and supervision needed to maintain student and classroom safety? 

A: Paraprofessionals recommended for hire are provided training on overall job responsibilities upon hiring. Every district paraprofessional must complete 20 hours of professional development each school year per PDE. In addition, multiple professional development days throughout the school year offer specific training by our special ed supervisors, BCBAs, and Pediatric Therapy Services (prior to 25/26 school year) 

Every student has a special education case manager. Since paraprofessional support is a specially designed instruction (accommodation) within the student's IEP, the case manager is ultimately responsible for ensuring the para has the knowledge and insight necessary to support the student and implement the IEP. Additional resources, depending on the student, could be the building admin, supervisor, BCVBA, related service providers, etc. 

Q: As a follow up to an incident mentioned at the CES community meeting, what level of involvement does the district have with the after school program, especially in relation to students with IEPs? 

A: Right at School is its own entity, and not run by the school district. They have their own systems, processes, procedures, and bylaws. The school district rents space to them.

Q: As a general follow up, what measures are used to evaluate the effectiveness of the district’s current residency verification process and are students promptly withdrawn if they are determined to be non-residents? 

A: We have a new program that helps us to screen families before registration and during the school year to make sure that we have the most accurate residency information. In order to dis-enroll a student who is not residing in the school district, we have to know the out of district address for the family. Once surveillance is conducted and it is proven that the student does not reside in the district, we have offered the family a hearing. If the hearing is ruled in favor of the school district, then the school board has to approve the disenrollment. This process can take at least two months.
 

Moving forward, any updates regarding CES will be provided through Dr. Scriven’s monthly superintendent’s reports to keep the entire community informed.