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Radnor leaders highlight high AP and SAT results and targeted growth work in middle school
Summary
Middle‑ and high‑school leaders presented achievement reports showing high proficiency on state assessments, a 92% AP 3+ rate reported by high school administrators, a SAT average of 1301, and targeted interventions to address sixth‑grade ELA growth; presenters also raised student wellbeing concerns and midterm scheduling pilots.
District leaders presented a combined achievement report for middle and high schools that the committee described as both celebration and a call to refine targeted supports.
Middle school principal Dr. David Widick and colleagues said the school’s "all student" group scored highly on PSSA snapshots (the presentation cited roughly 87% proficient/advanced for the all‑student group in the cited charts) and noted strong mathematics outcomes. At the same time they flagged sixth‑grade English language arts growth as a priority area after identifying about 20–25 students who scored substantially below their anticipated growth targets; administrators described data dives, MTSS interventions and teacher collaboration to address those gaps.
At the high‑school level, Mr. Presley said the AP program produced strong results: "92% of our students scored a three or higher on their AP exam," he said, and the school counted 223 National Honor Society members with 119 new inductees this year. Dr. Lee reported a SAT average of 1301 (the presentation cited the national average as 1,029) and noted ACT results running about 10 points higher than the national average cited in the presentation (19.4). High school presenters supplied Keystone sample sizes (about 137 students for 8th‑grade Algebra 1, roughly 250 students for literature and biology) and reported year‑over‑year improvements in proficiency and growth color bands.
Presenters and a student (Jackson) also discussed student stress and belonging; administrators described wellness‑focused supports such as wellness Wednesdays, counseling check‑ins, transition boot camps and experiments with midterm scheduling (including moving some midterms into classroom block settings to offer alternative assessment modalities). Several teachers and administrators urged continued evaluation of the new testing and midterm arrangements.
Committee members asked about disaggregated results (accelerated vs. grade‑level classes), teacher collaboration on best practices and student feedback; administrators said data teams and department meetings are in place to support review and shared practice.
The meeting recorded no formal decisions on instructional changes but recorded plans to continue the MTSS work, review sixth‑grade ELA interventions and evaluate the midterm pilot.
