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Elementary principals detail school-improvement plans, highlight data-driven classroom changes
Summary
K–4 principals told the Educational Affairs Committee about school-level continuous improvement plans focused on consistent curriculum maps, small-group instruction, SEL routines and targeted interventions; one principal said morning meetings rose from under 30% to near 100% adoption in six weeks.
Cheltenham School District principals on Oct. 15 presented school-by-school continuous improvement plans aimed at improving K–4 outcomes through data-driven instruction, consistent curriculum maps and social-emotional learning supports.
Dr. Riley (district data lead) set the accountability context, noting Pennsylvania interim targets (example figures given: ELA 71.5%, math 57.6%, science 74.2) and changes in science assessment windows tied to new state standards. "For this current school year, the interim targets, from the state across the state for ELA, 71 and a half percent is the pass rate," he said, and cautioned that science-assessment alignment is shifting as the state moves the science PSSA into different grade windows.
Principals then outlined school-level actions:
- Schopenhame Elementary (Principal Jean) said the school stabilized declining data and began targeted classroom practices this year. Jean described a rapid implementation of morning meetings and new student-facing data displays: "we are at the point now where we have a 100% buy in," she said, adding that teachers are using curriculum maps and grade-level common texts to give students consistent experiences and to practice test-like item formats during instruction.
- Glenside Elementary (Principal Robinson) described a "100% vision" that every scholar should reach grade-level proficiency, an emphasis on structured literacy (Hegarty and foundations), small-group instruction and Playworks residencies to support social-emotional learning.
- Myers Elementary (Principal Bridal) emphasized relationship-building and inclusive small-group instruction, using MTSS processes and teachers’ collaborative planning to meet the needs of an increasing ELL population and other identified subgroups.
- Winco Elementary (Principal Taylor) said the school is building a data-driven culture, piloting flexible 'win' groups to target tier-2 students, and adding culturally relevant reading options to engage below-basic readers in fourth grade.
Board members praised the alignment across schools (shared focus on MTSS, SEL, data-driven practice) and asked about measurement and teacher supports. Principals described monitoring plans that include classroom walk-throughs, Swiss data (behavior tracking), progress-monitoring on small-group outcomes and student surveys.
Takeaway: principals presented concrete classroom-level interventions (curriculum maps, morning meetings, small-group 'win' time, Playworks and targeted reading groups) and described measures for monitoring progress. District staff will continue to support implementation and return to the committee with refined targets and progress updates.
