Souderton Area principals report student growth, higher MAP and PSSA rates in 2024–25
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Summary
District administrators and principals presented year‑end data showing districtwide gains on MAP assessments, PSSA proficiency and expanded programs such as dual-enrollment, work-study and new behavior supports.
Dr. Gallagher, a district administrator, and Dr. Kennedy Riley and a group of principals presented the Souderton Area School District’s 2024–25 growth and achievement report during the Sept. 10 committee meeting, citing districtwide gains on MAP measures, PSSAs and other indicators.
Nut graf: The presentation combined districtwide metrics — MAP three-times-a-year growth data, kindergarten foundations, PSSA/Keystone proficiency, WIDA scores for English learners and dual-enrollment participation — with school-level programs (MTSS, PBIS, parent engagement, flight time and work-study) the district credited with supporting growth.
Highlights presented at the meeting included: - District enrollment: 5,940 students for 2024–25, per the presentation. - Elementary: K–2 math and reading showed concentrations in the higher achievement and higher-growth quadrants on MAP scatter plots; foundational literacy benchmarks were met or exceeded by 84% of K–2 students. - Intermediate (grades 3–5): District reported 67% advanced or proficient in PSSA math and 60% advanced or proficient in ELA; MAP growth and achievement charts showed gains, particularly in math. - Secondary: Middle school (6–8) showed high growth and achievement in math; district reported 44% advanced or proficient in middle-school math and 58% advanced or proficient in reading on district measures. High school reported 20 AP courses, 619 AP exams taken and 89 scores of 3 or better; the class of 2025 had 79% planning postsecondary education. - Career and college programs: The high school reported nearly 1,200 college credits earned via dual-enrollment by 236 students and 36 students completing work-study placements that earned high-school credit.
Principals described school-level practices they said supported growth: tighter MAP testing windows and student conferencing at Oak Ridge; MTSS implementation and guided math workshops at Franconia; PBIS and a token economy pilot at West Broad; one-on-one student conferencing and check-in/check-out mentoring at Burnfield; and career pathways and community service at the high school.
Direct quotes from the meeting illustrate the focus on individualized growth: “We measure success by how far each child travels from where they started,” Dr. Gallagher said. Indian Crest principal Katie McCoy told the board that 22 of 26 eighth graders improved their WIDA scores year-to-year.
The administration said MAP data’s frequency makes it the primary measure for in-year adjustments, while PSSA and Keystone scores provide summative checks. Presenters noted that growth and achievement are reported at building and student level and said school staff use these data to set personalized goals.
Next steps: Principals and district staff said they will continue MTSS, PBIS and family engagement strategies and will use MAP data to target interventions this year. No formal policy or budget changes were proposed during the presentation.
