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Quakertown administrators present PVAS growth data, Firefly benchmark and student-risk screening; highlight mixed growth across grades
Summary
District administrators reviewed SRSS behavioral-screening results, Pennsylvania value-added growth data showing strong results in some elementary grades and notable low growth in grades 6, 7 and certain high-school subjects, and introduced the new Firefly benchmark; administrators outlined follow-up teacher-level analysis and targeted supports.
Quakertown administrators presented three sources of data the district uses to guide instruction and supports: the Student Risk Screening Scale (SRSS), Pennsylvania value-added growth metrics (PVAS) and Firefly, a PDE-provided standards benchmark.
Doctor Alexa Carter, presenting the analysis, described SRSS as a universal behavioral screener teachers complete to identify students at risk for social, emotional or behavioral challenges. On academic growth, administrators emphasized that PVAS measures year-over-year growth rather than single-score proficiency. "PVAS is comparing to themselves and students demographically like them," Carter said, explaining that a growth index within the range of -1.99 to +1.99 generally indicates no statistically significant deviation from expected growth.
Using the district's 2025 spring assessment data, Carter reported positive growth signals in ELA for grades 4, 5 and 8 and concerning low growth for grades 6 and 7; in high school, algebra and literature growth indices showed significant underperformance. Administrators described using PVAS and Firefly data together with classroom diagnostics to target instructional support, principal follow-ups, and teacher team work. Firefly was described as a newer benchmark for aligning in-year instruction with PDE standards; administrators cautioned that October Firefly results reflect students assessed on end-of-grade standards they may not yet have been taught and should be treated as a starting point.
The presentation closed with next steps: one-on-one principal follow-ups, teacher-level diagnostic analysis in targeted grades, and continued triangulation of multiple data sources to guide interventions and professional development.
