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Radnor committee adopts data-driven pilot: unify sixth-grade English to promote equity and belonging
Summary
Following a year-long study of high-performing schools, Radnor administrators proposed piloting a unified sixth-grade English level, expanding belonging surveys, and rolling out teacher professional development to increase instructional clarity.
Radnor Township School District administrators presented a progress update on a high-performing schools study and asked the curriculum committee to support a data-driven pilot to unify sixth-grade English levels.
Dr. Kearney summarized last year’s stakeholder study that identified six areas for further work; administrators prioritized four focus areas for the current school year, including a belonging initiative, course-leveling, structural clarity in instruction, and creating a portrait of a graduate and educator.
Dr. Wyldlich explained the course-leveling proposal: rather than maintain separate grade-level and accelerated English tracks at sixth grade, the district would pilot a single unified accelerated-level classroom for sixth grade that raises expectations for all students while using MTSS (Multi-Tiered System of Supports), gifted-support teachers, benchmark and PSSA data, and targeted interventions to meet varied needs. He said historical PSSA and benchmark analysis and teacher feedback suggest the district can raise standards without diluting instruction for high-achieving students.
On belonging, administrators described partnerships with consultants (including John Cronapple and Nathaniel Hostetler of Dignity Consulting), planned staff surveys in November and student surveys in late winter, and December sessions to disaggregate open-ended responses. The committee discussed adding a family survey to capture the experiences of students who act as family translators; administrators said family surveys were used in year one and could be reintroduced.
Under structural clarity, Radnor contracted with Dr. Michael McDowell to model evidence-based instructional strategies (drawing on John Hattie research). Examples cited included the "last word" protocol and prompting students to state what they are learning rather than merely what activity they are doing. Teachers who attended summer PD reported overwhelmingly positive, anecdotal feedback, and administrators plan turn-back trainings and follow-up classroom coaching.
Committee members repeatedly emphasized measurement and cautioned against a hasty rollout. Administrators said they intend a slow, research-backed approach, starting with a one-year pilot in sixth grade, collecting entrance/benchmark data, monitoring outcomes, and reporting back to the committee.
The committee expressed broad support for the direction and for focusing the "portrait" exercises on a limited set of foundational traits rather than a long laundry list. The pilot and associated measurement plan will return to the committee as administrators collect first-year data.
