Avon Grove administrators report steady academic gains and wider PBIS use across district

Avon Grove School District administrators presented end-of-year academic updates and behavior-data summaries during the district’s education committee meeting, reporting increases in student growth measures and expanded use of PBIS incentives across buildings.

High school administrators said marking-period failures fell after an early-year increase and credited expanded PLC time, data analysis and mastery learning. “We would like to attribute that to the focus we placed on our PLC time, specifically on data analysis with our teachers,” the high school administrator said. The high school also reported expanded MTSS meeting cadence and new mid-marking‑period counselor check‑ins for students with Ds or Fs. On school behavior programs the administrator said the school had awarded “over 229,000 points to our students” through its PBIS system and that staff surveys rose sharply on clarity of behavioral expectations (from 9% to 86%) and on expectations for teaching expected behaviors (from 15% to 72%).

The middle school reported standardized and diagnostic-growth progress, saying its goal that “80% of our students would demonstrate at least 1 year’s growth” was being met in several grades. The middle‑school presenter noted IXL diagnostic gains and that “82 percent of our students have demonstrated 1 full year of growth.” The school also described better incident tracking after encouraging teachers to log all contacts in PowerSchool and a sharp drop in after‑school detentions tied to tardy interventions.

At Avon Grove Intermediate School (AGIS) administrators summarized differentiated goals by grade and standards area and reported strong MTSS and tier‑movement results. The AGIS presenter described Exact Path and AIMSweb comparative data showing shrinking Tier 2/3 groups and said, “our tier 1, our supports that we have in place, our MTSS framework is working.”

Penn London (K–1) leaders described continued work on foundational literacy and math, expanded professional learning for aides, Exact Path trophy challenges and a new bilingual Title I aide supporting English learners. The Penn London administrator said the building met its Tiered Fidelity Inventory (TFI) target and reported a TFI score of “100 out of 100.”

Why it matters: the presentations show district leaders measuring multiple academic and behavioral indicators (diagnostic tools, common assessments, IXL and Exact Path usage, MTSS/TIER data and staff surveys) and using those results to adjust interventions, parent communication and professional learning plans. Administrators said several practices introduced or expanded this year — greater PLC data time, mastery learning/retakes, increased MTSS meeting frequency and proactive counselor outreach — contributed to the results.

Supporting details: presenters described specific classroom and building practices (retakes for formative assessments, counselor mid‑marking period meetings, student committees planning Safe Schools Week, and targeted parent communications explaining PBIS point categories).

Next steps: staff said final end‑of‑year data are still being collected and will be forwarded to the board and committee once buildings complete their submissions. Several presenters requested continued district support for staffing and parent education about PBIS as a follow‑up item next school year.

The committee asked clarifying questions about family engagement, cross‑building transition planning and whether district teams are sharing intervention plans to smooth students’ moves between buildings. Administrators said cross‑building visits and data dives are already occurring and will continue.

Ending: the committee scheduled follow‑up materials to be circulated when final, building‑level end‑of‑year reports are completed and noted that graduation and other spring events remain on the calendar.