Assistant Superintendent
Dr. Andrea Farina
afarina@upsd.org
Phone: 215-541-2466
Fax: 215-679-7962

High School Counselors

Bailey Waterman:

• Email: bwaterman@upsd.org
• Phone: 215-679-5935 ext. 7120

Leanne LeGendre: 

• Email: llegendre@upsd.org
• Phone: 215-679-5935 ext. 7122

John Gunning

• Email: jgunning@upsd.org
• Phone: 215-679-5935 ext. 7121

Middle School Counselors

Theresa Schlatterer

• Email: tschlatterer@upsd.org
• Phone: 267-313-4800 ext. 6511

Anne Borovik

• Email: acborovik@upsd.org 
• Phone: 267-313-4800 ext. 6512

Elementary Counselors

Karen Shetler (Marlborough)

• Email: kshelter@upsd.org
• Phone: 215-541-7299 ext. 7219

Jeff Bibus (Hereford)

• Email: jbibus@upsd.org
• Phone: 215-679-4151 ext. 3409

Sue Kenna (4th-5th Center)

• Email: skenna@upsd.org
• Phone: 215-679-6288 ext. 4012

Student Assistance Counselors

Kaitlin Mayson (K-3)

• Email: kmayson@upsd.org
• Phone: 215-679-4151 ext. 3405

Meghan Meikrantz (K-3)

• mwmeikrantz@upsd.org 
•  

Kyra Naugle (4-5)

• Email: Knaugle@upsd.org
• Phone: 215-679-4151 ext. 3405

Katrina Harman (6-8)

• Email: Kharman@upsd.org
• Phone: 267-313-4800 ext. 6506

Kimberly Kelly (9-12)

• Email: Kkelly@upsd.org
• Phone: 215-679- 5935 ext. 7127

There are many community resources available to assist students and families with various needs they may have at home or school. 

The role of your school's Student Assistance Counselor

• Connecting students and families to community supports and resources
• Individual counseling
• Group counseling
• SAP member (Student Assistance Program)
• MTSS member (Multi-Tiered System of Supports

Student Assistance Program Description

The Student Assistance Program is a state-mandated K-12 program designed to assist school personnel in identifying issues including alcohol, tobacco, other drugs, and mental health issues which pose a barrier to a student's success.

Anyone may make a SAP referral.  Referrals may be made anonymously except in the case of teachers or staff.  It is expected that teachers and staff identify themselves when making a referral when working in their professional capacity.  This information is confidential and not shared with the student.

What is SAP?

Student Assistance Programs are state mandated in all secondary schools in Pennsylvania. These programs identify issues, including alcohol, drugs and others, which pose a barrier to a student’s learning and school success.

Student Assistance is not a treatment program; but rather, a process using techniques to mobilize school resources to remove barriers. Where the problem is beyond the scope of the school, this program assists the parent/student with information so they may access services within the community.

REFERRAL PROCEDURES

Students can be referred by school staff, parents, peers or self-referral. Once a referral is made, data (limited to observable behaviors) is gathered with parent permission and shared with the parents and team. Data may also be shared with the student and parents. Parent-child cooperation is considered the first step in addressing the problem. Students who sincerely seek help to avoid chemical abuse through SAP are not subjected to disciplinary action. All data collected is considered confidential.

Building SAP Referral Forms

• Marlborough SAP Referral Form
• Hereford SAP Referral Form
• 4th-5th Center Referral Form
• UPMS Referral Form
• UPHS Referral Form

The Upper Perkiomen School District Chapter 339 Plan Overview

What is the Chapter 339 Plan?

Pennsylvania requires all school districts to have a K-12 School Counseling Plan as part of Chapter 339. This plan addresses the importance of career planning for all students related to labor market projections and workforce needs. The Upper Perkiomen School District's Chapter 339 Plan aligns with the Pennsylvania Department of Education’s Academic Standards for Career Education and Work. There are four main standards concentrations categories. They include Career Awareness and Preparation (discovering self-awareness, interests and relationships), Career Acquisition (getting a job), Career Retention and Advancement (keeping a job), and Entrepreneurship (creating a job).

Why is the Chapter 339 Plan Important?

In accordance with the Upper Perkiomen School District’s mission statement, the Chapter 339 Plan will develop a fluid process and reference for the district’s students. Equally, it will aid the district’s school counselors' efforts in helping students focus on academic, career and social/emotional development throughout their elementary and secondary school experience. This working document will help frame efforts toward the Upper Perkiomen School District students’ sustained preparation and success in school while preparing them to lead fulfilling, post graduate lives as responsible members of society.

When did the Chapter 339 Plan Process begin and what will Its Evolvement Entail?

The Upper Perkiomen School District began this process in 2016. Amid the process, there were professional development opportunities via six full-day training sessions from the Pennsylvania Department of Education. The initial Chapter 339 Plan received the School Board of Directors’ approval in October, 2018. Equally, the plan will need School Board re-approval every five years.

Who is involved in the Chapter 339 Plan’s Process?

School district and building level administration, as well as the Upper Perkiomen School District K-12 Counseling Staff have assisted with the development of the district’s Chapter 339 Plan. Additionally, the school district’s 339 Advisory Council meets twice per school year to discuss the development and sustainability of the Chapter 339 Plan. This Advisory Council consists of educator, parent, student, business/community, and postsecondary stakeholder members. The Upper Perkiomen School District’s Counseling Team also continues to meet regularly during the professional development trainings and otherwise to update our 339 plan.

Where will the Chapter 339 Plan’s Process be in the Future?

The Upper Perkiomen K-12 Counseling Team and associated 339 Advisory Council will review and update the Chapter 339 Plan annually or every three to five years, depending on the respective review’s requirements. The Plan’s Program (SMART) goals that were developed for each level (elementary, middle school and high school) will serve as a focus area every year for the counseling staff.

Please click below to view the current board approved ACT339 School Counseling Plan.

ACT 339 School Counseling Plan

Counseling FAQs for Families

• Attention/Focus Issues
• Childhood Anxiety
• Grief
• Handwriting Without Tears
• Talking with Kids About News
• Parenting Tips
• Mental Health Resources List

• 112 - Guidance Counseling
• 236 - Student Assistance Program

According to the Centers for Disease Control, suicide is a serious public health problem that can have lasting harmful effects on individuals, families and communities. Suicide is the 10th leading cause of death in the United States. It was responsible for more than 47,000 deaths in 2017.

While suicide can affect an individual of any age, it is a problem that affects many young people. Suicide is the second leading cause of death for people 10 to 34 years of age.

If you are concerned about yourself or someone you know, please tell a school administrator, counselor, teacher, parent or trusted adult.

Do NOT keep this a secret, ask for help!

UPSD'S STRATEGIES FOR SUPPORTING STUDENTS & FAMILIES

The Strategies for Supporting Students & Families document includes counselor contact information, local supports & resources, time-management strategies, stress-management strategies, other external resources and more.

These signs may mean someone is at risk for suicide. Risk is greater if a behavior is new or has recently increased in frequency or intensity, and if it seems related to a painful event, loss, or change.

• Talking about wanting to die or kill oneself
• Looking for ways to kill oneself, such as searching online or buying a gun
• Talking about feeling hopeless or having no reason to live
• Talking about feeling trapped or in unbearable pain
• Talking about being a burden to others
• Increasing the use of alcohol or drugs
• Acting anxious or agitated, or behaving recklessly
• Sleeping too little or too much
• Withdrawing or feeling isolated
• Showing rage or talking about seeking revenge
• Displaying extreme mood swings
• Suddenly happier and calmer, especially after a period of sadness
• Giving away prized possessions
• Getting affairs in order, making arrangements
• Preoccupation with death

If someone you know exhibits warning signs of suicide:

• Take it seriously.
• Tell the person why you are concerned
• Don’t be afraid to ask if he/she is suicidal
• Do not try to argue someone out of suicide
• Encourage the person to see professional help immediately
• If it is a crisis, do not leave the person alone
• Remove any firearms, alcohol, drugs, or sharp objects that could be used in a suicide attempt
• Call Local Crisis Support the U.S. National Suicide Prevention Lifeline at 800-273-TALK, or 9-1-1
• Take the person to an emergency room or seek help from a medical or mental health professional
• Offer encouragement and support after the crisis

These myths of suicide stand in the way of providing assistance for those who are in danger. By removing the myths, those responsible for the care and education of young people will be more able to recognize those who are at risk and provide the help that is needed.

MYTH: Talking about suicide or asking someone if they feel suicidal will encourage suicide attempts.
FACT: Talking about suicide provides the opportunity for communication. Fears that are shared are more likely to diminish. The first step in encouraging a suicidal person to live comes from talking about those feelings That first step can be the simple inquiry about whether or not the person is intending to end their life. However, talking about suicide should be carefully managed.

MYTH: Young people who talk about suicide never attempt or complete suicide.
FACT: Talking about suicide can be a plea for help and it can be a late sign in the progression towards a suicide attempt. Those who are most at risk will show other signs apart from talking about suicide. If you have concerns about a young person who talks about suicide:

• Encourage him/her to talk further and help them to find appropriate counseling assistance.
• Ask if the person are thinking about making a suicide attempt.
• Ask if the person has a plan.
• Think about the completeness of the plan and how dangerous it is. All suicidal intentions are serious and must be acknowledged as such.
• Encourage the young person to develop a personal safety plan. This can include time spent with others, check-in points with significant adults/ plans for the future.

MYTH: Attempted or completed suicides happen without warning.
FACT: The survivors of a suicide often say that the intention was hidden from them. It is more likely that the intention was just not recognized. These warning signs include:

• The recent suicide, or death by other means, of a friend or relative.
• Previous suicide attempts.
• Preoccupation with death or expressing suicidal thoughts.
• Depression, conduct disorder and problems with adjustment such as substance abuse, particularly when two or more of these are present.
• Giving away possessions, making a will or other final arrangements.
• Major changes in sleep patterns - too much or too little.
• Sudden changes in eating habits, losing or gaining weight.
• Withdrawal from friends, family or other major changes.
• Dropping out of group activities.
• Personality changes such as nervousness, anger, impulsive or reckless behavior, or apathy about appearance or health.
• Frequent irritability or unexplained crying.
• Lingering expressions of unworthiness or failure.
• Lack of interest in the future.
• A sudden lifting of spirits, when there have been other indicators, may point to a decision to end the pain of life through suicide.

MYTH: If a person attempts suicide and survives, they will never make a further attempt.
FACT: A suicide attempt is regarded as an indicator of further attempts. It is likely that the level of danger will increase with each further suicide attempt.

MYTH: Once a person is intent on suicide, there is no way of stopping them.
FACT: Suicides can be prevented. People can be helped. Suicidal crises can be relatively short-lived. Suicide is a permanent solution to what is usually a temporary problem. Immediate practical help such as staying with the person, encouraging them to talk and helping them build plans for the future, can avert the intention to attempt or complete suicide. Such immediate help is valuable at a time of crisis, but appropriate counselling will then be required.

MYTH: People who threaten suicide are just seeking attention.
FACT: All suicide attempts must be treated as though the person has the intent to die. Do not dismiss a suicide attempt as simply being an attention-gaining device. It is likely that the young person has tried to gain attention and, therefore, this attention is needed. The attention that they get may well save their lives.

MYTH: Suicide is hereditary.
FACT: Although suicide can be over-represented in families, it is attempts not genetically inherited. Members of families share the same emotional environment, and the completed suicide of one family member may well raise the awareness of suicide as an option for other family members.

MYTH: Depression and self-destructive behavior are rare in young people.
FACT: Both forms of behavior are common in adolescents. Depression may manifest itself in ways which are different from its manifestation in adults but it is prevalent in children and adolescents. Self-destructive behavior is most likely to be shown for the first time in adolescence and its incidence is on the rise.

MYTH: All suicidal young people are depressed.
FACT: While depression is a contributory factor in most suicides, it need not be present for suicide to be attempted or completed .

MYTH: Once a young person is suicidal, they will be suicidal forever.
FACT: Most young people who are considering suicide will only be that way for a limited period of their lives. Given proper assistance and support, they will probably recover and continue to lead meaningful and happy lives unhindered by suicidal concerns.

MYTH: The only effective intervention for suicide comes from professional psychotherapists with extensive experience in the area.
FACT: All people who interact with suicidal adolescents can help them by way of emotional support and encouragement. Psychotherapeutic interventions also rely heavily on family, and friends providing a network of support.

MYTH: Break-ups in relationships happen so frequently, they do not cause suicide.
FACT: Suicide can be precipitated by the loss of a relationship.

MYTH: Suicide is much more common in young people from higher (or lower) socioeconomic status (SES) areas.
FACT: The causes of suicidal behavior cut across SES boundaries. While the literature in the area is incomplete, there is no definitive link between SES and suicide. This does not preclude localized tendencies nor trends in a population during a certain period of time

MYTH: Every death is preventable.
FACT: No matter how well intentioned, alert and diligent people's efforts may be, there is no way of preventing all suicides from occurring.

Crisis Text Line: a free 24/7 support for those in crisis. Text 741741 from anywhere in the US to text with a trained Crisis Counselor. Crisis Text Line trains volunteers to support people in crisis. With over 54 million messages processed to date, we’re growing quickly, but so is the need.

Call the Children's Mobile Crisis Support: 888-435-7414

Call the Peer Support Talk Line: 855-715-8255
(available daily 3 p.m. to 8 p.m.)

Call the Teen Talk Line: 866-85-5856 or text 215-703-8411

Call the National Suicide Prevention Lifeline: 800-442-4673

Click here for the Montgomery County Suicide Prevention Resource Guide.

How to Submit a Tip:

There are three tip submission options

Safe2Say App:

• Download app from Apple / Android app store – search for “Safe2Say Something PA”
• Once downloaded, open the app – it will prompt you to input a 4-digit password – this is any 4-digits you wish. It’s a simple lock feature so no one can access your / a tipster’s tips.
• The app will then prompt you to input the school you will associate yourself to (this is literally a school in your school system / district you work at).
• To find a school in your school system / district, spell the name of your school or town it is located in, and locations will be listed.
• Once your location appears, select it. It will now be permanently selected for all practice tips you submit.

Safe2Say Website:

•  www.safe2sayPA.org and select “submit a tip”
• 24/7 Safe2Say Crisis Hotline:
• Call 1-844-SAF2SAY OR 1-844-723-2729

To learn more about Safe2Say, please check out the UPN Safe2Say Video

819 - Suicide Awareness, Prevention and Response

School Social Worker
Ms. Rachel Maxey, LSW
rmaxey@upsd.org
Phone: 215-541-2448
Fax: 215-679-7962

ldicesare@upsd.org
Phone: 215-541-2453
Fax: 215-679-7962

PA HOMELESS CHILDREN’S INITIATIVE (MCKINNEY-VENTO ACT)

The McKinney-Vento Homeless Assistance Act was created to aid homeless persons. The Act defines the term “homeless children and youths” as individuals who lack a fixed, regular, and adequate nighttime residence.

For important information regarding Pennsylvania’s Homeless Children’s Initiative (McKinney-Vento Act) view the McKinney-Vento Flyer

Flowchart for McKinney-Vento Eligibility Determinations

If you believe you may be eligible for services, please contact the UPSD Homeless Liaison or your school counselor to find out what services and supports may be available.

The UPSD Homeless Liaison is Dr. Andrea Farina who can be reached at afarina@upsd.org

• 251 - Homeless Students
• 255 - Educational Stability for Children in Foster Care

UPSD Homeless Rights and Resources Handbook

Homebound Instruction Information

Students enrolled in the Upper Perkiomen School District (UPSD) are occasionally temporarily prevented from attending regular classroom instruction due to physical or mental illness or injury or other urgent reason. In accordance with Chapter 11 (Attendance) of the regulations promulgated by the State Board of Education UPSD offers homebound instruction to students who are temporarily precluded from attending a regular classroom due to such condition.

Parents/guardians should contact their child's school counselor and/or principal to request homebound instruction for those confinements expected to last at least ten school days.

In the event a student requires homebound instruction for a period that exceeds three months, the parent/guardian must provide a request in writing to the Assistant Superintendent.  The request may be no later than 10 days prior to the date upon the student's original homebound instruction period is scheduled to end, supported by a medical doctor's statement explaining the reason for the student's need for continued homebound instruction and a revised anticipated length of confinement.  

A new request must be submitted for every additional three-month period subsequent to the original three-month homebound instruction period and must be approved by PDE.  (22 Pa. Code 11.25)

Students who are receiving homebound instruction due to illness or disability shall not participate in extracurricular activities sponsored by the Upper Perkiomen School District.

The forms which should be completed prior to starting homebound instruction are below.

• Homebound Request Form
• Homebound Health Information Release Form

The forms which should be completed at the conclusion of homebound instruction are below.

• End of Homebound Verification Form

Other Information Related to Homebound Instruction:

Part-Time Attendance:

A school district may structure homebound instruction for a student such that the student attends school part-time, as his or her condition allows; homebound instruction requests need not be restricted to students who are unable to attend school at all. This is a local decision.

If a student attends school for partial days, than homebound instruction would be prorated. For example, if a student attends school half-days, only 2.5 hours of homebound instruction is required for the equivalent of five days of instruction.

PSSA/Keystone Testing:

A homebound student is required to participate in the Pennsylvania System of School Assessment (PSSA). If the student is incapable of participating at the school, the individual who is providing the homebound instruction should be trained to administer the assessment and then administer the test to the student in his/her home.

For additional information, please contact: RA-homebound@pa.gov

117 - Homebound Instruction

• Homebound Instruction Application *this requires a physician signature prior to submission
• Homebound Health Information Release
• End of Homebound Verification Form

Any parent seeking to apply for Homebound Instruction should contact the school counselor for the students. 

High School Counselors

Angela Traub:

• Email: atraub@upsd.org
• Phone: 215-679-5935 ext. 7120

Leanne LeGendre: 

• Email: llegendre@upsd.org
• Phone: 215-679-5935 ext. 7122

John Gunning

• Email: jgunning@upsd.org
• Phone: 215-679-5935 ext. 7121

Middle School Counselors

Theresa Schlatterer

• Email: tschlatterer@upsd.org
• Phone: 267-313-4800 ext. 6511

Justin Arifaj

• Email: jarifaj@upsd.org
• Phone: 267-313-4800 ext. 6512

Elementary Counselors

Karen Shetler (Marlborough)

• Email: kshelter@upsd.org
• Phone: 215-541-7299 ext. 7219

Jeff Bibus (Hereford)

• Email: jbibus@upsd.org
• Phone: 215-679-4151 ext. 3409

Sue Kenna (4th-5th Center)

• Email: skenna@upsd.org
• Phone: 215-679-6288 ext. 4012

District Homebound approval is determined by the following individual.

Assistant Superintendent
Dr. Andrea Farina
afarina@upsd.org
Phone: 215-541-2466
Fax: 215-679-7962

Process for requesting homebound instruction:

• A parent/guardian must complete the Homebound Application in order to request homebound instruction and complete the Health Information Release
• The treating medical professional (including but not limited to medical doctor, psychologist or psychiatrist) must complete the physician’s statement and return to the parent.
• Once the parental request form and physician’s statement are complete, the school counselor is to review the packet with the family and ensure all forms are completed accurately and appropriately.
• The counselor is to then complete their recommendation form and submit to the building principal for review and approval.
• Once all forms are completed and signed, counselor is to send the packet to the Office of the Assistant Superintendent for final review and approval.
• Once approved, the Assistant Superintendent will sign the form and assign a homebound tutor (s) and/or a virtual asynchronous resource.  One hour of instruction is provided for each day of instruction.  The school team should determine the priority focus for skill attention (e.g., 3 hours of English/Language Arts and 2 hours of Math) each week.  Tutor(s) will be identified who are able to provide support in the targeted skills area.  
• School staff will work to gather instructional materials from the teacher(s) working with the student and prioritize work to be completed by the student and tutor during the absence.

Home Education Program

24 P.S. §13-1327.1

Purpose

Section 1327.1 of the Pennsylvania School Code provides for a home education program designed to permit a parent, guardian or legal custodian ("supervisor") who has a high school diploma or its equivalent to conduct a home education program for his or her child or children. This BEC provides a listing of the requirements for the supervisor to establish a home education program, a list of acceptable tests to fulfill the law’s requirements, and sample affidavit form for use by the supervisor.

Procedures

Prior to the commencement of a home education program and annually thereafter between July 1 and Aug 1, the supervisor must submit a notarized affidavit to the Superintendent of the school district in accordance with Section 1327.1(b)(1) and 1327(d). Attached to this BEC are sample affidavits that may be used by the supervisor of a home education program. These samples are not exclusive and the use of other forms also is permissible as long as all required information is provided.

In addition to the notarized affidavit, the parent, guardian or legal custodian must attach:

• an outline of proposed education objectives by subject area,
• evidence (records or a letter from the physician) that the child or children have been immunized as required by School Code Sec. 1303(a) unless a physician certifies the child has a medical contraindication to immunization and
• evidence (records or a letter from the physician) that the child or children have received medical services required for students of the child’s or children’s age or grade level in Article XIV, or religious exemption for these two requirements.

Regulation found in 22 Pa. Code §11.31a states that school district approval is not required to commence a home education program when all necessary paperwork has been filed.

School districts must allow students who are in a home education program in their school district to participate in activities under 24 P.S. §5-511 such as, but not limited to, clubs, musical ensembles, athletics and theatrical productions.

Tests

The Pennsylvania School Code, 24 P.S. §13-1327.1(e)(1) states that the portfolio for home education students in grades 3, 5 and 8 must include the results of the statewide tests for reading/language arts and mathematics or nationally normed standardized achievements tests. If the supervisor of the home education program requests that the student(s) take the statewide tests administered in these grades, the school district must allow the student to take the test at the school building the home education student normally would attend or other accommodations agreed to by the school district and the parent. The Department has approved the following nationally normed standardized tests for use by home education programs if they choose not to take the statewide tests:

1. California Achievement Test
2. Comprehensive Testing Program (CTPIV)
3. Iowa Test of Basic Skills
4. Measures of Academic Progress (MAP)
5. Metropolitan Achievement Test
6. Peabody Achievement Individual Test – Revised Version
7. Stanford Achievement Test
8. Terra Nova
9. Woodcock-Johnson Revised Tests of Achievement III
10. Woodcock-Johnson IV
11. Wechsler Individual Achievement Test III (WIAT-III)

• 137 - Home Education Programs
• 137.1 - Extracurricular Participation by Home Education Students

How do I register my child for homeschooling in PA?

File a notarized affidavit with the local school district before you start your homeschool program and by August 1 of each year after that. The affidavit must include the following information:

• Name of the parent/supervisor
• Name and age of child, address
• Telephone number

Elementary – School Age Student Sample Affidavit Grades K-6 (Word)
Secondary - School Age Student Sample Affidavit Grades 7-12 (Word)

Request to Participate in a School Event

Assistant Superintendent
Dr. Andrea Farina
afarina@upsd.org
Phone: 215-541-2466
Fax: 215-679-7962

ldicesare@upsd.org
Phone: 215-541-2453
Fax: 215-679-7962