Colonial SD leaders say math'gains strong, reading proficiency needs sharper focus after K'3 review

Colonial School District instructional leaders presented K'3 performance data on Feb. 9, 2026, saying math achievement across schools is strong while reading outcomes require intensified focus.

In remarks to the Curriculum Committee, an introductory presenter framed the discussion around Pennsylvania's Future Ready Index and the Every Student Succeeds Act, describing the Index as a multi-indicator accountability measure that includes academic achievement, growth and career-readiness indicators. "This is the state's official yardstick, and we absolutely use it," Dr. Kathy Phillips, principal of Plymouth Elementary, said while explaining how the district uses state snapshots alongside local growth measures.

Why it matters: District leaders said proficiency snapshots alone can obscure progress for individual students and subgroups, so SIPs (school improvement plans) are tied to three-year measurable goals and repeated, data-driven review. The district uses supplemental growth tools such as Lincoln assessments in early grades where state longitudinal data are limited.

Key facts and figures: Presenters cited strong math results at multiple schools: Conchohawkins reported about 90% math proficiency; Plymouth reported 75% math proficiency; Ridge Park reported 77.8%; White Marsh reported roughly 87.6%. By contrast, literacy proficiency varied: Plymouth's reading proficiency was reported at 63.9%, below an interim target of 71%, and White Marsh's reading was roughly 72.7%.

Instructional response: Leaders described tiered instructional responses including small-group instruction, targeted interventions, use of diagnostic tools (Delta, DreamBox), frequent progress monitoring, and professional learning teams that drive adjustments midyear. Heidi Hart, principal of Bridge Park Elementary, highlighted subgroup growth: special education students increased from 28% to 45% in measured growth (a 17-point change), and several historically underperforming subgroups showed notable gains.

On subgroup reporting and assessments: Presenters noted the state suppresses subgroup reporting when fewer than 20 students are in a subgroup to protect privacy. The district emphasized evaluating the same students over time where possible and using local growth data to supplement state assessments. When a board member asked whether PSSA results directly determine state funding, presenters said funding is not based solely on PSSA snapshots and that the Future Ready Index incorporates multiple assessments, including modified assessments such as PASA for some students.

Context and next steps: District leaders said the SIPs prioritize a sense of belonging and student dignity alongside academic goals; literacy strategies and targeted supports for 'bubble' students (students near the proficiency threshold) are immediate priorities. The committee gathered the presentations and moved to school-level SIP reviews, with no formal votes recorded during this portion of the meeting.