The 2026-2029 Future Ready Comprehensive Plan was the main topic of discussion at the Northwestern Lehigh School District board meeting, Feb. 18.

Dr. Troy Sosnovik, assistant superintendent, began the discussion.

“As you may recall last November, I provided an overview of the Future Ready Comprehensive Planning (FRCP) process,” he said. “Every three years the Pennsylvania Department of Education (PDE) requires districts to engage in a structured and comprehensive continuous improvement process.”

He said this process challenges the district to examine its systems, analyze multiple sources of data and identify strengths and determine its focus areas of growth.

The district relies heavily on PDE’s climate survey which examined the three main student support areas — social, emotional learning and respective school climate, he said.

“Because this was our second administration of that survey, we were able to compare results over time — identify meaningful growth trends, recognizing patterns at work from the last three years when we submitted the survey,” Sosnovik said.

The district distributed the survey to students, staff and parents and received over 1,500 responses, he said.

“That level of participation provided us with a comprehensive and reliable picture of strengths and key focus areas that shaped our three-year plan,” Sosnovik said. “As we worked through the data, one thing became very clear - we continue to have a strong foundation here at Northwestern. Our school climate continues to be a significant strength for students, staff and parents. They consistently describe our schools as ‘safe supportive environments.’”

In fact, the district saw measurable growth in areas of safe school climate and school support.

“These results reflect the strength of our relationships, the dedication of our staff and system growth overtime,” Sosnovik said. “We also maintained a strong instructional alignment across grade levels.”

Students support clearly connected progression of learning supported by shared commitment of high expectations and continuous growth for all learners, he said.

Graduation attendance rates remain exceptional.

“Our four- and five-year graduation rates continue to hover near and above 98 percent and regular attendance far exceeds the averages across the board. These outcomes speak both to the effectiveness of our support structures and students wanting to be here in our environment,“ he said. “Finally, our culture on decision making remains the hallmark of our district. We consistently use local and state data to refine instruction and strengthen programs ensuring thoughtful improvements. Collectively, these strengths have positioned us well moving into this plan.”

Building on that strong foundation, he said, the district’s next step is to determine where to focus its intentions the next three years.

“Throughout careful discussion, we’ve identified three priority areas. Importantly, I just want to highlight that these aren’t weaknesses, but they’re opportunities to sharpen and elevate our current performance even further,” Sosnovik said.

He said the first area is the implementation of PA Act 47 of 2025 and the continued strengthening of the district’s earlier literacy systems.

Act 47 requires districts to review curriculum alignment and implement PDE’s approved universal screener with fidelity and formalized communication reporting protocols, he said.

“While our elementary literacy programs are strong, this legislation provides an opportunity to ensure greater alignment consistency across both elementary buildings,” Sosnovik said. “As a part of this work we will thoughtfully examine building level variability that we saw in some of the data that further strengthen grade three reading outcomes district wide.”

He said the second focus area centers on student engagement and academic perseverance.

“Our climate data tells us that students feel safe and supportive which is a tremendous strength for us,” Sosnovik said. “At the same time, they’re asking for learning experiences that are even more engaging and appropriately challenging and that comes right from them.”

This work will allow the district to build on that foundation and enhance students’ classroom experience, he said.

Sosnovik said the third focus area centers on professional learning alignment.

“In the years following COVID, we appropriately adapted our professional development to respond to emerging needs including social-emotional learning, trauma informed practices and reframing student behavior,” he said. “At the same time, we will continue to meet all the required state and local mandates that keep coming about year after year. That response is necessary and important.”

He said that now as they reflect on their current structure, the district has an opportunity to be more strategic.

“This priority allows us to examine exactly how we’re using that professional learning time and ensure its focus is differentiated for our staff, and it’s directly connected to classroom impact,” Sosnovik said. “Together, these three priorities represent focused improvements we’re looking to home in on the next three years rather than expanding initiatives. We’re concentrating our efforts on areas that will produce long term benefits for our students.”

During the presentation, Northwesyern Elementary Principal Krista Keys, high school Principal Aileen Yadush and administrator Leann Stitzel further explained the three focus areas in depth.

Sosnovik said the plan next would enter a public review period until March 17 on the district’s website and would be communicated to families.

Sosnovik said that on March 18, he will ask the board for its approval on the FRCP, and then the district will submit it to PDE by their required March 31 deadline.

“We truly believe that this process reflects thoughtful and focused prioritization and a clear path forward for us,” Sosnovik said. “We are confident that this proposition will continue building on our strengths, elevating the outcomes for all students.”

Under personnel on the agenda, Superintendent Dr. Jennifer Holman said the February agenda is always the bittersweet agenda.

“We do ask for resignations by February, so this is the agenda that has some of our resignations on it,” she said before calling the board’s attention to the first five retirements and resignations on the list.

She said the first five resignations include the upcoming retirement of Susan Hanlon, elementary school librarian after 35 years of service; Pamela Newhard, a fifth-grade teacher after 35 years of service; Linda Paist, a high school Language Arts teacher after 17 years the service; Karen Rex, a special elementary education teacher after 38 years of service; and Susan Wehr, a middle school instructional support/assistant after 24 years of service.

Holman said they have a combined total 149 years of service.

“We will certainly miss them, but you will certainly see all of them. They will all be invited to come (to a board meeting) later in the year,” Holman said.

A motion to approve all personnel items which included all retirements as well as appointments/new employees and other personnel actions listed was approved.

“We do have two absstentions,” said Todd Hernandez, board president, after the vote.