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North Penn reports elementary growth on I‑Ready/STAR and outlines MTSS/PLC routines
Summary
Curriculum leaders said district elementary math and reading benchmarks show mid‑year growth; North Penn reported exceeding expected growth on PEOS and a district PSSA proficiency of about 61%, and described district systems (data days, PLCs, MTSS) and North Wales school examples used to translate data into classroom interventions.
District curriculum leaders and school staff presented elementary assessment outcomes and described how the district uses benchmark data and MTSS/PLC processes to support student growth.
Rebecca Russo summarized I‑Ready math benchmarking, saying fall‑to‑winter comparisons showed growth and that many buildings were in a high‑achievement/high‑growth quadrant on mid‑year measures. "At the mid‑year point, we were seeing both high achievement and high growth from all of our buildings," Russo stated.
Dr. Fster Maker presented STAR reading growth and district proficiency context, noting that North Penn’s PSSA proficiency stood at about 61% compared with the statewide rate of roughly 48%. He also reviewed recent Pennsylvania legislation directing structured‑literacy approaches (referenced in the presentation as Act 47 and April 2026 changes) and said the district has been implementing structured‑literacy practices and cursive instruction prior to the mandate.
At the school level, North Wales Principal Dana Green and reading specialist Jessica Stevenson described a cadence of data days, PLC meetings and MTSS core‑team reviews. Stevenson outlined the three‑step data‑day process—examine multiple measures, set a focus standard and build a monitored classroom goal—and described how teams use benchmark and classroom data to design targeted interventions and progress monitoring every six to eight weeks.
Administrators and principals said the district will transition elementary ELA K–6 to I‑Ready next year to align reading and math benchmarking and continue to refine assessment entry and reporting with partners. The committee did not take votes on instructional policy at the meeting; staff emphasized ongoing implementation and refinement.
