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Radnor presents English‑learner audit showing growth and calls for more collaboration time
Summary
ELD teachers told the curriculum committee the district serves 146 active English learners across schools and highlighted data‑tools, translation services and goals to train interpreters, expand push‑in supports and increase structured collaboration between ELD and content teachers.
Radnor Township School District’s English Language Development (ELD) team presented a multi‑part audit April 15 that they said shows steady enrollment, diverse home languages and generally positive outcomes while identifying priorities for more staff time and clearer procedures.
ELD lead Sarah Steiner and colleagues described district data showing 146 active English learners and 76 students who have exited monitoring; 463 students report speaking a language other than English at home and the program supports families speaking more than 35 languages. Steiner said Wayne Elementary accounts for a large share of active ELs and that the district screens about 120 new students per year for ELD services.
The team highlighted tools and programs the district is using, including the Elevation Education data platform, LinkIt for assessment analysis, TalkingPoints for translated parent messaging, and Smore/email translation on the district website. They said the district has added paraprofessionals and is piloting HMH programs for early grades while continuing VISTA/Bridges/Engage implementations for older grades.
Steiner outlined goals: train bilingual staff as qualified interpreters for building‑level conversations, write a clear rescreening procedure for students who initially do not qualify for ELD supports, and create structured collaboration time between ELD and content teachers so push‑in supports can expand. She cited outcome metrics including Wayne’s PA Future Ready Index figure (60.5 on the state site) and internal cohort calculations the team used to track growth.
Board members asked about the NEV ER EL 99 screening code, TOEFL tracking and the balance of pull‑out versus push‑in instruction. The ELD team said they do not currently track TOEFL results but will explore it and emphasized that instructional delivery (push‑in vs. pull‑out) is driven by student needs and available staffing.
The committee praised the team’s work and the use of PDE audit tools and DCIU feedback. No formal committee action was taken; presenters were invited to continue work on the stated goals and policies.
Next steps: district administration and the ELD team will draft procedures for rescreening, interpreter training and a collaboration schedule for the coming school year.
