Teachers defend Radnor's integrated programs as research, writing and speaking engines; board weighs options to revive Global Issues

Radnor Township School District teachers and curriculum staff presented an audit of the district's integrated and interdisciplinary programs on April 14, outlining program history, student outcomes and recruitment challenges.

Dr. Kierney said the audit examined middle- and high-school programming that asks students to "think dynamically and laterally by exploring topics deeply across traditional disciplines." Teachers described middle-school programs such as Watershed, Soundings, Crossroads and Gateways and high-school offerings including Senior Seminar, Viewpoints and Global Issues.

Teachers emphasized three consistent priorities across grades: sustained research, frequent writing and public speaking. "We focus on research, writing, and speaking," a teacher said, explaining that most assessment in integrated classes relies on project- and performance-based measures rather than traditional tests. Kyle Yer, a middle-school teacher, described the lottery model and differentiation of instruction: "It's grade level. Anyone can get in based on the lottery. But since there are two teachers and differentiation, we have the ability to meet students where they are."

The audit included enrollment and assessment data. Presenters said some high-school integrated courses have not run in recent years because of low enrollment; PSSA percentages are generally high but subject to fluctuation because of small cohort sizes. To increase participation, the report recommended targeted outreach (teachers visiting ninth-graders), clearer messaging about differences between middle- and high-school models, and consideration of AP-aligned offerings (AP Seminar pairing) for Global Issues to attract students concerned about AP counts on transcripts.

Board members and teachers discussed the trade-offs of sustaining integrated programming alongside AP and optional IB models at the high-school level. Several administrators and teachers said college admissions officers are familiar with Radnor's interdisciplinary offerings, but they also acknowledged some families focus narrowly on AP numbers when selecting courses.

Recommendations from the audit included: - Continue targeted outreach and presentations to 9th- and 10th-grade students to explain course expectations and outcomes; - Explore pairing Global Issues with AP Seminar (and potentially AP Research) to create an AP-capstone pathway that could increase enrollment; - Clarify scheduling and curricular alignment so students moving in and out of integrated courses experience coherent standards coverage across grades; - Consider non-honors integrated offerings or flex-mod options to broaden access.

Teachers and former students who spoke at the meeting described the programs as transformative for student engagement and readiness for college-level work. The committee will use the audit to guide outreach, program revisions and possible curricular realignments ahead of the next program-of-studies cycle.