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Horseback riding in Green Lane Park

School Board

All Board and Workshop meetings are held at the Education Center - 2229 East Buck Road, Pennsburg.


On June 16, 2022 the Upper Perkiomen School Board approved the district's comprehensive plan.

The district is required by Chapter 4 of school code to establish a guiding document known as a comprehensive plan. The development of the plan is done by stakeholders within the district and community. Planning for continuous improvement of leadership, teaching and learning is critically important to ensuring that all students have access to a world-class education that prepares them for college, career, and life. Pennsylvania’s cycle of improvement is grounded in evidence-based approaches that can both improve student outcomes and increase return on investment, as resources are spent on programs and practices likely to have a positive impact.

The Comprehensive Planning process which began in July of 2021 is the district’s opportunity to create, assess, and adjust our programs and practices through engaging stakeholders in data analysis, survey data analysis, visioning, and action planning. This process generated the Comprehensive and Special Education plans for 2022-2025 school years. The administration shared these proposed plans and ideas along this journey throughout the 2021-2022 school year and final adoption at the June 2022 board meeting. 

The Overarching Goals of the 2022-2025 Comprehensive Plan

Goal 1: Clearly establish a comprehensive and systematic K-12 program that incorporates benchmarking student performance across academics, behavior, and social skill areas in order to respond to specific student needs and promote school and community engagement.

Focus Area 1: Alignment of Social Emotional Learning curriculum, intervention programs, and staff training K-12. 

Action Steps for Goal 1, Focus Area 1: 

  • Extension of Social Emotional Learning (SEL) curriculum and programming K-12: As a part of MTSS (Tier 1)
  • Identification and deployment of screeners to be utilized district-wide as part of MTSS, Universal Mental Health Screener, Risk-Assessment Tool for Pupil Services Team
  • Consistent and threaded staff development in the areas of SEL throughout the life of the comprehensive plan.
  • Comprehensive analyses of the district service delivery model for mental and behavioral health supports district wide

Focus Area 2: Incorporation of student and family engagement experiences associated with social emotional learning and self-care.

Action Steps for Goal 1, Focus Area 2: 

  • Student Wellness/Engagement and Community Involvement Experiences
  • Communication of Resources and Programs associated with SEL and Self-Care 

Goal 2: Strategic programming to prepare all students for career, college, and meaningful participation in their community through supported transitions between school buildings, career exploration and job skill development, and continuation of programming for secondary transition.

Focus Area 1: Ensure that district K-12 CORE programming aligns with successful transition to a post-secondary option for all children in the district.

Action Steps for Goal 2, Focus Area 1: 

  • High School, Middle School, and Elementary School, Analysis of student accessibility to all proposed pathways outlined in Act 158.
  • Development of Secondary Special Education Tiered Work Based Program which is based on the transition needs of students in grades 6-12. 

Focus Area 2: Ensure that district K-12 SUPPLEMENTAL programming aligns with successful transition a post-secondary option for all children in the district.

Action Step for Goal 2, Focus Area 2: 

  • High School, Middle School, and Elementary School, Development of Career Exposure/Exploration Activities With the focus on the Integration of soft skills and executive functioning instruction and student practices across all K-12 classes.
  • Wellness/Engagement Experiences and Community involvement Experiences (families, students, staff, outside partners). 
  • Communication of Resources and Programs associated with SEL and Self-Care (families and communities)