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Principals report mixed interim gains and flag missing year‑end data in part‑1 updates
Summary
Principals presented part‑1 end‑of‑year updates for Avon Grove buildings, reporting progress on reading and math benchmarks, PBIS behavior reductions, and plans to deliver full assessment and report‑card data in a mid‑June part‑2 update.
Principals from Avon Grove’s four buildings delivered part‑1 end‑of‑year updates, highlighting targeted interventions, early benchmark gains and areas where final data are still pending.
Doctor Harvey opened the segment and said the district will send a more complete part‑2 packet to the board in mid‑June once spring assessments are finished. "Once all of the end of the year data is compiled, we will send the board part 2 of the end of year update," Doctor Harvey said.
Penn London Principal Miss Harrison outlined goals for English language arts and math, noting an 8% ELA growth target measured through AIMSweb and that the spring benchmark had yet to be completed: "That assessment is not completed with students… that will be included in part 2," Miss Harrison said. She reported that 70% of kindergarteners and 69% of first graders who were performing below expectations are currently on track to meet growth targets but emphasized the district remains focused on raising those to an 80% goal.
At Avon Grove Intermediate, Doctor Hall pointed to MTSS progress and coaching supports: "Out of 381 fifth‑grade students, we have 84% on tier 1; 0% in tier 2; 4% in tier 3," Hall said, adding the school will continue individual coaching and PLC work to close remaining gaps.
Janice Cyr, reporting for Avon Grove Middle School, said IXL diagnostics show notable ELA improvements compared with the prior year and cited a strong correlation between IXL and PSSA results. She also said the school saw a 12% reduction in after‑school detentions year‑to‑date and reported Grove Bucks incentives redeemed more than 22,000 times through April for outside‑lunch and classroom rewards.
The high‑school presenter summarized marking‑period passing rates that remain above 98% for core courses and discussed ongoing graduation planning for students at risk of falling behind, noting counselors, MTSS specialists and staff are meeting regularly with those students.
Board members asked several follow‑ups about LIEP/LIP disaggregation and family engagement attendance. One member asked whether LIEP data include students who are not English learners; presenters confirmed the metric is distinct from Hispanic/ethnicity counts and said they would provide a breakdown in part‑2. The principals also confirmed specific coaching and intervention positions exist but remain unfilled in some cases, notably a second math interventionist at the middle school.
The updates closed with board appreciation for the principals’ work and a reminder that a fuller packet with spring benchmark and report‑card data will arrive with part‑2 in June.
