Colonial SD leaders cite mixed test results, strong growth and expanded equity work in curriculum update

Administrators from Colonial School District told the curriculum committee on Jan. 12 that the districtcontinues to show strong academic growth even as some proficiency measures dipped year over year.

Doctor Kaplan, middle-school instructional leaders and Plymouth White Marsh High School staff presented spring 2025 benchmark and state-test data, saying the district met many growth expectations but identified subgroup shortfalls that will drive this year's school improvement plans. At the middle school, presenters noted 58.6% of students were proficient or advanced on the PSSA math assessment; while that rate met state expectations, it fell from the previous year. The district emphasized growth measures as a complementary metric: several grade- and demographic-level groups showed notable increases, and presenters credited targeted teacher practices in seventh-grade math for much of the improvement.

The district framed benchmarks (Forms A/B/C) as an early warning system. Instructional leaders said they will use the Form B administrations this winter as a close predictor of PSSA and Keystone outcomes, allowing teachers to adjust instruction in February rather than waiting for state results months later. Staff described multiple interventions now in place: small-group instruction, tiered supports (MTSS), "math strategies" double-blocks for students who need extra instruction, and expanded use of form-based benchmarking for special education cohorts.

Science instruction is shifting to three-dimensional, phenomena-based learning to align with the state's new Steel standards (aligned to NGSS). Presenters said the state has not fully published test blueprints; to prepare, the district is administering the state's free benchmark (Firefly) as a baseline and using results to guide instruction and professional learning. PWHS reported strong Keystone ELA results (about 85% proficiency; district presenters said the statewide average is about 49.9%), and PVAS growth measures of 100 out of 100 for many groups. Still, presenters flagged subgroup gaps (for example, Black students at PWHS were reported near 69.8% against an interim target of 71.5), and outlined focused interventions for those students.

Equity, inclusion and belonging (EIB) work was a central thread. Middle- and high-school teams described classroom-level visits addressing bias and hate speech, a formalized code update naming hate speech (code 329), regular affinity-group meetings with student organizations (Black Culture Awareness Club, Hispanic/Latinx Club, Asian Student Association, GSA, Jewish Student Union, Muslim Student Union, ADL collaborators), and a "resolve room" counseling space to address conflicts and support students. PWHS described bonus-block time during the school day for student groups and plans to publish anonymized student reflections gathered via Google forms.

Board members pressed for comparative context (peer districts and sample sizes) and for clarity about measures of effectiveness. Presenters said they can produce comparable benchmark and cohort reports through their LinkIt system and the Pennsylvania Future Ready Index website and that sample-size flags ("insufficient sample") are noted in state reports. On student reception to target-setting, presenters said individualized conferences and private goal conversations have so far limited anxiety and helped students make incremental plans.

The district also previewed curriculum work for summer and professional development tied to the new science standards, and said it will return with cohort comparisons and additional disaggregated data in subsequent meetings. The committee closed the session with recognition of staff efforts and questions about next steps for communicating progress to families.