Comprehensive Plan
The Pennsylvania Department of Education Comprehensive Plan is a vital tool for school districts to plan, implement, and monitor their efforts to improve the educational experiences and outcomes for all students.
A Pennsylvania Department of Education Comprehensive Plan, or "Comp Plan," is a state-mandated document that school districts must create every three years to guide their efforts in improving student achievement and overall school operations, acting as a roadmap for continuous improvement in areas like leadership, teaching, and learning. The plan outlines specific goals, action items, and strategies for addressing identified needs and ensuring all students have access to a high-quality education.
Plans must be created in a specific format and shared with the Pennsylvania Department of Education and on the District's website.
Download the PDF file of the Comprehensive Plan or review the entire plan in the section below.
Kennett Consolidated Comprehensive Education Plan 2025 - 2028
KCSD Comprehensive Plan 2025 - 2028
- Title
- Profile and Plan Essentials
- Steering Committee
- LEA Profile
- Mission and Vision
- Educational Values
- Future Ready PA Index: Review of the School(s) Level Performance
- Future Ready Index: Review of Grade Level(s) and Individual Student Group(s)
- Summary
- Local Assessment
- Related Academics
- Equity Considerations
- Designated Schools
- Supplemental LEA Plans
- Conditions for Leadership, Teaching, and Learning
- Summary of Strengths and Challenges from the Needs Assessment
- Analyzing (Strengths and Challenges)
- Goal Setting
- Action Plan
- Professional Development
- Communication Activities
Title
Profile and Plan Essentials
LEA Type : School District
AUN: 124154003
Address 1: 300 East South Street
City: Kennett Square
State: PA
Zip Code: 19348
Chief School Administrator: Dr Kimberly Rizzo Saunders
Chief School Administrator Email: krizzosaunders@kcsd.org
Single Point of Contact Name: Michael Barber
Single Point of Contact Email: mbarber@kcsd.org
Single Point of Contact Phone Number: 16104446600
Steering Committee
- Kimberly Rizzo Saunders, Administrator, Kennett Consolidated School District, krizzosaunders@kcsd.org
- Michael Barber, Administrator, Kennett Consolidated School District, mbarber@kcsd.org
- Christine Marsala, Administrator, Kennett Consolidated School District, cmarsala@kcsd.org
- Rebecca Vietri, Administrator, Kennett Consolidated School District, rvietri@kcsd.org
- Dan Maguire, Administrator, Kennett Consolidated School District, dmaguire@kcsd.org
- Mark Tracy, Administrator, Kennett Consolidated School District, mtracy@kcsd.org
- Dave Brice, Administrator, Kennett Consolidated School District, dbride@kcsd.org
- Lisa Palmarini, Administrator, Kennett Consolidated School District, lpalmarini@kcsd.org
- Vicki Gehrt, Board Member, Kennett Consolidated School District, vgehrt@kcsd.org
- Dave Kronenberg, Board Member, Kennett Consolidated School District, dkronenberg@kcsd.org
- Lynn Golden-Mirarchi, Board Member, Kennett Consolidated School District, lgodelmirarchi@kcsd.org
- Jerry Franklin Poe, Parent, Kennett Consolidated School District, jfpoejr@gmail.com
- Lynsey Gibbons, Parent, Kennett Consolidated School District, lgibbons@udel.edu
- Gina Donato, Parent, Kennett Consolidated School District, rmdonato@udel.edu
- Angie Houghton, Parent, Kennett Consolidated School District, angiehoughton4@gmail.com
- John Gooden, Community Member, Kennett Consolidated School District, John.gooden@mdavisinc.com
- Devin Manion, Community Member, Kennett Consolidated School District, devin.manion@gmail.com
- Chris Farmer, Staff Member, Kennett Consolidated School District, cfarmer@kcsd.org
- Dan Folmar, Staff Member, Kennett Consolidated School District, dfolmar@kcsd.org
- Marta Carletti, Staff Member, Kennett Consolidated School District, mcarletti@kcsd.org
- Kimberly Suydam, Staff Member, Kennett Consolidated School District, ksuydam@kcsd.org
- Brenna Austin, Administrator, Kennett Consolidated School District, baustin@kcsc.org
- Dan Gannon, Parent, Kennett Consolidated School District, dpg0627@gmail.com
- Samantha Hrubiec, Staff Member, Kennett Consolidated School District, shrubiec@kcsd.org
- Abigail Rosenberg, Student, Kennett Consolidated School District, no-reply@kcsd.org
- Daniel Tafolla Garcia, Student, Kennett Consolidated School District, no-reply@kcsd.org
- Samantha Davalos, Student, Kennett Consolidated School District, no-reply@kcsd.org
- Tricia O'Loughlin, Staff Member, Kennett Consolidated School District, toloughlin@kcsd.org
- Tish Baldwin, Staff Member, Kennett Consolidated School District, tbaldwin@kcsd.org
- Cassie Yang, Staff Member, Kennett Consolidated School District, cyang@kcsd.org
- Marie Lawson, Staff Member, Kennett Consolidated School District, mlawson@kcsd.org
LEA Profile
Welcome to the Kennett Consolidated School District (KCSD), located in southeastern Chester County. Kennett Consolidated School District spans approximately
thirty-four square miles in southeastern Chester County, Pennsylvania. The KCSD is proud to call the historic Borough of Kennett Square its heart. Known as the
Mushroom Capital of the World, Kennett Square's rich agricultural heritage and vibrant community spirit shape the character of our district. KCSD serves roughly
4,000 Kindergarten through twelfth-grade students across six buildings, including a dedicated Kindergarten Center (Mary D. Lang), three Elementary Schools for
grades 1-5 (Bancroft, Greenwood, and New Garden - each named for the roads on which they are located), Kennett Middle School for grades 6-8, and Kennett
High School for grades 9-12.
Our tradition of excellence began in 1930, when Pierre S. du Pont funded the creation of what is now Kennett High School, envisioned as one of the nation's
premier learning institutions. Today, KCSD continues to build on this proud legacy by delivering a future-focused education designed to prepare every student to
thrive in an ever-changing world. Central to our success is a team of dedicated and passionate educators and staff members who work tirelessly to inspire,
support, and empower our students every day.
KCSD’s vibrant and diverse community is one of its our greatest strengths. Almost fifty percent of our students are Hispanic and speak Spanish at home with
their families, reflecting a rich cultural heritage and multilingualism that enhances the educational experience for all. In addition to our strong academic
programs, KCSD offers dynamic extracurricular activities, a unique partnership with the Chester County Technical College High School, supporting a variety of
career and technical education pathways, and a celebrated systematic program called Kennett Future Ready. This new initiative offers programs of study that
enable students to participate in dual enrollment, earn industry-recognized credentials, and gain hands-on experience through work-based learning
opportunities.
Looking ahead, KCSD is actively investing in the future. Two new state-of-the-art elementary schools (Greenwood and New Garden) are currently under
construction, slated to open in August 2026, and the district proudly maintains the Legacy Fields Complex, which is the largest contiguous synthetic turf field in
Pennsylvania. Recognized five times as a Pennsylvania Don Eichhorn School to Watch, Kennett Middle School, along with the rest of our schools, reflects our
commitment to continuous improvement. Together with our dedicated educators, families, and community partners, KCSD is building a 21st-century educational
experience that honors our storied past while preparing every learner for a bright and promising future.
Mission and Vision
Mission
To inspire innovative thinkers by fostering inclusive, supportive relationships and developing resiliency through rigorous, relevant educational experiences.
Vision
The Kennett Consolidated School District is an inclusive community that nurtures, prepares and empowers all, showing everyone they matter in their journey to
succeed in the the world.
Educational Values
Students
Our core values guide our actions and improve our working relationships as members of the Kennett Consolidated School District (KCSD). While we are
committed to all shareholders, our students are at the center of everything we do. In all of our interactions, we embody accountability, collaboration, integrity
and resiliency.
Staff
Our core values guide our actions and improve our working relationships as members of the Kennett Consolidated School District (KCSD). While we are committed to all shareholders, our students are at the center of everything we do. In all of our interactions, we embody accountability, collaboration, integrity
and resiliency.
Administration
Our core values guide our actions and improve our working relationships as members of the Kennett Consolidated School District (KCSD). While we are
committed to all shareholders, our students are at the center of everything we do. In all of our interactions, we embody accountability, collaboration, integrity
and resiliency.
Parents
Our core values guide our actions and improve our working relationships as members of the Kennett Consolidated School District (KCSD). While we are committed to all shareholders, our students are at the center of everything we do. In all of our interactions, we embody accountability, collaboration, integrity and resiliency.
Community
Our core values guide our actions and improve our working relationships as members of the Kennett Consolidated School District (KCSD). While we are
committed to all shareholders, our students are at the center of everything we do. In all of our interactions, we embody accountability, collaboration, integrity and resiliency.
Other (Optional)
Omit selected.
Future Ready PA Index: Review of the School(s) Level Performance
Strengths
Indicator: All Student Group exceeds State Average in Science - Elementary
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' overall performance in Science is well above the state average. Bancroft (88.7%), Greenwood (83.3%), and New Garden (76.5%) far exceeded the state average of 59.2% proficient.
Indicator: All Student Performance Group exceeds state growth standard - Elementary ELA
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools'
overall growth metric score for ELA is well above the statewide growth standard. Bancroft (100%), Greenwood (80%), and New Garden (99%) far exceeded the expected student growth statewide standard of 70%.
Indicator: All Student Group Exceeds Performance Standard in Career Standards Benchmark
Comments/Notable Observations: Kennett Middle School and Kennett High School Career Standards Benchmark are above the statewide standard.
Kennett Middle School (98.6%) and Kennett High School (98.7%) outperformed the statewide standard of 98%.
Challenges
Indicator: Overall Student Performance for ELA
Comments/Notable Observations: Bancroft Elementary School’s overall student performance in English/Language Arts of 53.7% is below the statewide average
of 53.9% proficient.
Indicator: Overall Student Performance in Math
Comments/Notable Observations: Kennett Middle School's overall math performance is below the statewide average. Kennett Middle School (38.6%) scored
below the statewide average of 40.2%.
Indicator: Overall Student Performance in Math
Comments/Notable Observations: Kennett High School's overall math performance is below the statewide average. Kennett High School (33%) both scored
below the statewide average of 40.2%.
Future Ready Index: Review of Grade Level(s) and Individual Student Group(s)
Strengths
Indicator: All elementary schools' Hispanic subgroups exceeded the growth standard for ELA; Grade Level(s) and/or Student Group(s): Hispanic Elementary subgroups for ELA
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft
(89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70% proficient.
Indicator: All elementary schools' Economically Disadvantaged subgroups exceeded the growth standard for ELA; Grade Level(s) and/or Student Group(s): Economically Disadvantaged Elementary subgroups for ELA
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient.
Indicator: All elementary schools' Hispanic subgroups exceeded the growth standard for Math; Grade Level(s) and/or Student Group(s): Hispanic Elementary subgroups for
Math
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient.
Indicator: All elementary schools' Economically Disadvantaged subgroups exceeded the growth standard for Math; Grade Level(s) and/or Student Group(s): Economically Disadvantaged Elementary subgroups for Math
Comments/Notable Observations: As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient.
Challenges
Indicator: Hispanic subgroups performance for ELA; Grade Level(s) and/or Student Group(s): All grade levels - Hispanic subgroups
Comments/Notable Observations: All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%),
Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%.
Indicator: Economically Disadvantaged subgroups for ELA; Grade Level(s) and/or Student Group(s): All grade levels - Economically Disadvantaged subgroups
Comments/Notable Observations: All Kennett schools’ Economically Disadvantaged subgroups scored below the statewide average in English/Language Arts.
Bancroft (33.4%), Greenwood (41.2%), New Garden (36.7%), Kennett Middle School (28.9%), and Kennett High School (34.4%) scored below the statewide average of 53.9%.
Indicator: Students with Disabilities subgroups for ELA Grade Level(s) and/or Student Group(s) All grade levels - Students with Disabilities subgroups ELA
Comments/Notable Observations: All Kennett schools’ Students with Disabilities subgroups scored below the statewide average in English/Language Arts.
Bancroft (21.7%), Greenwood (17.7%), New Garden (28.9%), Kennett Middle School (15.2%), and Kennett High School (13.9%) scored below the statewide average of 53.9%.
Indicator: English Learner subgroups for Math; Grade Level(s) and/or Student Group(s): All grade levels - English; Learner subgroups for Math
Comments/Notable Observations: All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%.
Summary
Strengths
Review the strengths listed above and copy and paste 2-5 strengths which have had the most impact in improving your most pressing challenges.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' overall growth metric score for ELA is well above the statewide growth standard. Bancroft (100%), Greenwood (80%), and New Garden (99%) far exceeded the expected student growth statewide standard of 70%.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft (89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70% proficient.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient.
Challenges
Review the challenges listed above and copy and paste 2-5 challenges if improved would have the most impact in achieving your Future Ready PA index targets.
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%.
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%.
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%.
- All Kennett schools’ Economically Disadvantaged subgroups scored below the statewide average in English/Language Arts. Bancroft (33.4%), Greenwood (41.2%), New Garden (36.7%), Kennett Middle School (28.9%), and Kennett High School (34.4%) scored below the statewide average of 53.9%.
- All Kennett schools’ Students with Disabilities subgroups scored below the statewide average in English/Language Arts. Bancroft (21.7%), Greenwood (17.7%),
- New Garden (28.9%), Kennett Middle School (15.2%), and Kennett High School (13.9%) scored below the statewide average of 53.9%.
Local Assessment
English Language Arts
Data: AimsWeb Data ELA K-8 Spring (EOY)
Comments/Notable Observations: K - 79% at or above grade level 1-2 - 61 % at or above grade level 3-5 - 74% at or above grade level 6-8 - 74% at
or above grade level
Data: AimsWeb Data ELA 9-12 for Students with Disabilities
Comments/Notable Observations: 9 - 71% at or above grade level 10 - 77% at or above grade level 11 - 82% at or above grade level 12 - 79% at or above grade level
English Language Arts Summary
Strengths
-
K - 79% at or above grade level.
- 3-5 and 6-8 - 74% at or above grade level.
- 11th and 12th grade - 82% and 79% at or above grade level, respectively.
Challenges
-
1-2 - 61% at or above grade level.
- 9th grade - 71% at or above grade level.
Mathematics
Data: I-Ready Data Math K-8
Comments/Notable Observations: K- 72% at or above grade level 1-2- 58% at or above grade level 3-5- 60% at or above grade level 6-8- 43% at or above grade level
Data: AimsWeb Data Math 9-12 for Students with Disabilities
Comments/Notable Observations: 9th grade - 44% at or above grade level 10th grade- 53% at or above grade level 11th grade- 50% at or above grade level 12th grade- 40% at or above grade level
English Language Arts Summary
Strengths
K students - 72% at or above grade level.
Challenges
- 6-8 grade - 43% at or above grade level
- 9th grade - 44% at or above grade level
- 12th grade - 40% at or above grade level
Related Academics
Career Readiness
Data: Career Readiness Standards
Comments/Notable Observations: Kennett Middle School and Kennett High School Career Standards Benchmark are above the statewide standard. Kennett Middle
School (98.6%) and Kennett High School (98.7%) outperformed the statewide standard of 98%.
Data: Career Readiness Standards
Comments/Notable Observations: Bancroft (90.5%), Greenwood (100%), and New Garden (100%) Elementary Schools continue to perform close to or above the state
average (91.4%) for career readiness.
Career and Technical Education (CTE) Programs
True Career and Technical Education (CTE) Programs Omit
Arts and Humanities
True Arts and Humanities Omit
Environment and Ecology
True Environment and Ecology Omit
Family and Consumer Sciences
True Family and Consumer Sciences Omit
Health, Safety, and Physical Education
True Health, Safety, and Physical Education Omit
Social Studies (Civics and Government, Economics, Geography, History)
True Social Studies (Civics and Government, Economics, Geography, History) Omit
Articulation Agreements
False We do not have any articulation agreements because we do not have high school students, or ALL current agreements have been uploaded to other FRCPP
Partnering Institution
West Chester University
Agreement Type
Dual Credit
Program/Course Area
Education
Uploaded Files
Kennett Consolidated Teacher Education Pipeline Agmt. - Fully Signed (5-13-22).pdf
Partnering Institution
West Chester University
Agreement Type
Dual Credit
Program/Course Area
English
Uploaded Files
Kennett Consolidated School District Concurrent Enrollment 2024.pdf
Partnering Institution
University of Delaware
Agreement Type
Dual Credit
Program/Course Area
Entrepreneurship
Uploaded Files
Kennett MOU Curriculum Licensing plus Companion Enrollment 24-25.pdf
Partnering Institution
Immaculata University
Agreement Type
Dual Credit
Program/Course Area
English, math, Science and Social Studies
Uploaded Files
IU and KCSD Agreement_SY2025.docx
Partnering Institution
Delaware County Community College
Agreement Type
Dual Credit
Program/Course Area
Major Courses (Eng, Math, Sci, SS)
Uploaded Files
Kennett Consolidated SD_DCCC_25_26_MOU.pdf
Summary
Strengths
Review the comments and notable observations listed previously and record 2-5 strengths which have had the most impact in improving your most pressing challenges
- All schools are at or near the statewide average for career readiness.
- KCSD provides multiple learning opportunities that include college credits through dual enrollment agreements.
Challenges
Review the comments and notable observations listed previously and record 2-5 Challenges which if improved would have the most impact in achieving your Mission and Vision.
- With the state average nearing 100% for college and career readiness, schools are challenged to continue meeting standards for students who enroll late in their academic career.
- Scheduling all of the dual enrollment options in our master schedule creates a challenge as these offerings expand.
Equity Considerations
English Learners
True This student group is not a focus in this plan.
Students with Disabilities
True This student group is not a focus in this plan.
Students Considered Economically Disadvantaged
True This student group is not a focus in this plan.
Student Groups by Race/Ethnicity
True This student group is not a focus in this plan.
Summary
Strengths
Review the comments and notable observations listed previously and record the 2-5 strengths which have had the most impact in improving your most pressing challenges.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft (89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70%.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient.
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient.
Challenges
Review the comments and notable observations listed previously and record the 2-5 Challenges which if improved would have the most impact in achieving your Mission and Vision.
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%.
- All Kennett schools’ Economically Disadvantaged subgroups scored below the statewide average in English/Language Arts. Bancroft (33.4%), Greenwood (41.2%), New Garden (36.7%), Kennett Middle School (28.9%), and Kennett High School (34.4%) scored below the statewide average of 53.9%.
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%.
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%.
Designated Schools
Kennett Middle School
Priority Challenge: English Learner Subgroup Performance for ELA and Math
Comments and Notable Observations: Kennett Middle School's English Learner Subgroup scored below the statewide average in ELA at 10.2% and in math at 4.8%
Priority Challenge: Students with Disabilities Subgroup Performance for ELA and Math
Comments and Notable Observations: Kennett Middle School's Students with Disabilities Subgroup scored below the statewide average in ELA at 15.2% and in math at 9.1%
Kennett High School
Priority Challenge: Students with Disabilities Subgroup Performance for ELA and Math
Comments and Notable Observations: Kennett High School's Students with Disabilities Subgroup scored below the statewide average in ELA at 13.9% and in math at 11.1%
Systemic LEA Challenges
- Kennett Middle School's English Learner Subgroup scored below the statewide average in ELA at 10.2% and in math at 4.8%
- Kennett Middle School's Students with Disabilities Subgroup scored below the statewide average in ELA at 15.2% and in math at 9.1%
- Kennett High School's Students with Disabilities Subgroup scored below the statewide average in ELA at 13.9% and in math at 11.1%
Supplemental LEA Plans
Programs and Plans
Special Education Plan
Comments/Notable Observations: Continuum of Services and Supports for Students with Disabilities
Title 1 Program Schoolwide
Comments/Notable Observations: Mary D Lang Kindergarten Center, Bancroft Elementary, Greenwood Elementary, New Garden Elementary
Student Services
Comments/Notable Observations: Restorative Practices, Trauma-informed Instruction, Health and Well-being of students, Code of Conduct, MTSS (Behavioral)
K-12 Guidance Plan (339 Plan)
Comments/Notable Observations: Delivery of Services for school counseling, Act 339- college and career readiness
English Language Development Programs
Comments/Notable Observations: Delivery of Services and Supports for English Language Learners K-12
MTSS Framework
Comments/Notable Observations: Multi-Tiered Systems of Support frameworks K-8 (3-tier) and 9-12 (2-tier)- academic and behavioral
Strengths
Review the comments and notable observations listed and record those which have had the most impact in improving your most pressing challenges.
- District-wide training on restorative practices and trauma informed instruction
- Continuum of Services for Students with Disabilities within the district (Itinerant, Supplemental, Full Time Levels of support in addition to Learning Support, Autistic Support, Emotional Support, Speech and Language, and Life Skills)
- Mary D Lang, Bancroft Elementary, Greenwood Elementary and New Garden Elementary have designated Reading Specialists and Instructional Support Teachers
Challenges
Review the comments and notable observations listed previously and record the 2-5 challenges which if improved would have the most impact in achieving your Mission and Vision.
- Improve Positive Behavior Supports K-12
- Embed Restorative Language in Daily Practice
- Improve Staff Retention in English Language Development and Special Education
Conditions for Leadership, Teaching, and Learning
Empower Leadership for District Continuous Improvement
- Foster a vision and culture of high expectations for success for all students, educators, and families: Emerging
- Establish and maintain a focused system for continuous improvement and ensure organizational coherence: Emerging
- Engage in meaningful two-way communication with stakeholders to sustain shared responsibility for student learning across the district: Emerging
Focus on Continuous Improvement of Instruction
- Ensure effective, standards-aligned curriculum and assessment: Not Yet Evident
- Support schools in implementing evidence-based instructional strategies and programs to ensure all students have access to rigorous, standards-aligned instruction: Emerging
- Build the capacity of central office and school administrators as instructional leaders to effectively monitor, supervise, and support high quality teaching and learning: Emerging
Provide Student-Centered Supports so That All Students are Ready to Learn
- Coordinate and monitor supports aligned with students’ and families’ needs: Emerging
- Partner with local businesses, community organizations, and other agencies to meet the needs of the district: Operational
Implement Data-Driven Human Capital Strategies
- Recruit and retain fully credentialed, experienced and high-quality leaders and teachers: Operational
- Support the development and professional learning of central office and school-based staff in alignment with district and school mission, vision, goals, and priorities: Emerging
Organize and Allocate Resources and Services Strategically and Equitably
- Allocate resources, including money, staff, professional learning, materials, and support to schools based on the analysis of a variety of data: Emerging
- Coordinate fiscal resources from local, state, and federal programs to achieve the district’s goals and priorities: Emerging
Summary
Strengths
With your vision and goals in mind, identify and record which essential practices are currently Operational or Exemplary and could be leveraged to improve your
most pressing concerns.
- Recruit and retain fully credentialed, experienced and high-quality leaders and teachers
- Partner with local businesses, community organizations, and other agencies to meet the needs of the district
- Continuing to build and develop the capacity of Administrators through the implementation of Weekly Administrative Council Meetings
Challenges
With your vision and goals in mind, identify and record which essential practices that are currently Not Yet Evident or Emerging, that if improved, would greatly
impact your progress in achieving your mission and vision.
- Ensure effective, standards-aligned curriculum and assessment
- Support the development and professional learning of central office and school-based staff in alignment with district and school mission, vision, goals, and priorities
- Coordinate and monitor supports aligned with students’ and families’ needs
- Support schools in implementing evidence-based instructional strategies and programs to ensure all students have access to rigorous, standards-aligned instruction
- Build the capacity of central office and school administrators as instructional leaders to effectively monitor, supervise, and support high quality teaching and learning
Summary of Strengths and Challenges from the Needs Assessment
Strengths
Examine the Summary of Strengths. Identify the strengths that are most positively contributing to achievement of your mission and vision. Check the box to the
right of these identified strength(s).
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' overall growth metric score for ELA is well above the statewide growth standard. Bancroft (100%), Greenwood (80%), and New Garden (99%) far exceeded the expected student growth statewide standard of 70%.
- Check for Consideration in Plan: True
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft (89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: True
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: True
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: True
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient.
- Check for Consideration in Plan: True
- K - 79% at or above grade level. Check for Consideration in Plan: False
- K students - 72% at or above grade level. Check for Consideration in Plan: False
- 3-5 and 6-8 - 74% at or above grade level. Check for Consideration in Plan: False
- 11th and 12th grade - 82% and 79% at or above grade level, respectively. Check for Consideration in Plan: False
- All schools are at or near the statewide average for career readiness. Check for Consideration in Plan: False
- KCSD provides multiple learning opportunities that include college credits through dual enrollment agreements. Check for Consideration in Plan: True
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft (89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70%. Check for Consideration in Plan: False
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: False
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: False
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient. Check for Consideration in Plan: False
- District-wide training on restorative practices and trauma informed instruction. Check for Consideration in Plan: False
- Continuum of Services for Students with Disabilities within the district (Itinerant, Supplemental, Full Time Levels of support in addition to Learning Support, Autistic Support, Emotional Support, Speech and Language, and Life Skills). Check for Consideration in Plan: True
- Mary D Lang, Bancroft Elementary, Greenwood Elementary and New Garden Elementary have designated Reading Specialists and Instructional Support Teachers. Check for Consideration in Plan: False
- Recruit and retain fully credentialed, experienced and high-quality leaders and teachers. Check for Consideration in Plan: False
- Partner with local businesses, community organizations, and other agencies to meet the needs of the district. Check for Consideration in Plan: True
- Continuing to build and develop the capacity of Administrators through the implementation of Weekly Administrative Council Meetings. Check for Consideration in Plan: False
Challenges
Examine the Summary of Challenges. Identify the challenges which are most pressing at this time for your District and if improved would have the most
pronounced impact in achieving your mission and vision. Check the box to the right of these identified challenge(s).
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%. Check for Consideration in Plan: True
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%. Check for Consideration in Plan: True
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%. Check for Consideration in Plan: True
- All Kennett schools’ Economically Disadvantaged subgroups scored below the statewide average in English/Language Arts. Bancroft (33.4%), Greenwood (41.2%), New Garden (36.7%), Kennett Middle School (28.9%), and Kennett High School (34.4%) scored below the statewide average of 53.9%. Check for Consideration in Plan: False
- All Kennett schools’ Students with Disabilities subgroups scored below the statewide average in English/Language Arts. Bancroft (21.7%), Greenwood (17.7%), New Garden (28.9%), Kennett Middle School (15.2%), and Kennett High School (13.9%) scored below the statewide average of 53.9%. Check for Consideration in Plan: True
- 1-2 - 61% at or above grade level. Check for Consideration in Plan: False
- 6-8 grade - 43% at or above grade level. Check for Consideration in Plan: False
- 9th grade - 71% at or above grade level. Check for Consideration in Plan: False
- 9th grade - 44% at or above grade level. Check for Consideration in Plan: False
- 12th grade - 40% at or above grade level.Check for Consideration in Plan: False
- With the state average nearing 100% for college and career readiness, schools are challenged to continue meeting standards for students who enroll late in their academic career. Check for Consideration in Plan: False
- Scheduling all of the dual enrollment options in our master schedule creates a challenge as these offerings expand. Check for Consideration in Plan: False
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the
statewide average of 53.9%. Check for Consideration in Plan: True - All Kennett schools’ Economically Disadvantaged subgroups scored below the statewide average in English/Language Arts. Bancroft (33.4%), Greenwood (41.2%), New Garden (36.7%), Kennett Middle School (28.9%), and Kennett High School (34.4%) scored below the statewide average of 53.9%. Check for Consideration in Plan: True
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%. Check for Consideration in Plan: True
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%. Check for Consideration in Plan: True
- Improve Positive Behavior Supports K-12. Check for Consideration in Plan: True
- Embed Restorative Language in Daily Practice. Check for Consideration in Plan: False
- Improve Staff Retention in English Language Development and Special Education. Check for Consideration in Plan: False
- Ensure effective, standards-aligned curriculum and assessment. Check for Consideration in Plan: True
- Support the development and professional learning of central office and school-based staff in alignment with district and school mission, vision, goals, and priorities. Check for Consideration in Plan: False
- Coordinate and monitor supports aligned with students’ and families’ needs. Check for Consideration in Plan: False
- Support schools in implementing evidence-based instructional strategies and programs to ensure all students have access to rigorous, standards-aligned instruction. Check for Consideration in Plan: False
- Build the capacity of central office and school administrators as instructional leaders to effectively monitor, supervise, and support high quality teaching and learning. Check for Consideration in Plan: False
Most Notable Observations/Patterns
n the space provided, record any of the comments and notable observations made as your team worked through the needs assessment that stand out as important to the challenge(s) you checked for consideration in your comprehensive plan.
It is evident that through the needs assessment and the analysis of the data that the district will need to address, develop and implement a guaranteed and viable curriculum which will further influence instruction and frameworks.
Analyzing (Strengths and Challenges)
Analyzing Challenges
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%. Check for Priority: True
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%. Check for Priority: True
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%. Discussion Points: Our student population is over 45% Hispanic, and all our schools' subgroups scored below the state average. There is a clear and present need for curricular and pedagogical changes to better meet the needs of our students. This subgroup also includes English learners. Check for Priority: False
- All Kennett schools’ Students with Disabilities subgroups scored below the statewide average in English/Language Arts. Bancroft (21.7%), Greenwood (17.7%), New Garden (28.9%), Kennett Middle School (15.2%), and Kennett High School (13.9%) scored below the statewide average of 53.9%. Check for Priority: True
- All Kennett schools’ Hispanic subgroups scored below the statewide average in English/Language Arts. Bancroft (33.6%), Greenwood (38.1%), New Garden (28.9%), Kennett Middle School (26.2%), and Kennett High School (36.4%) scored below the statewide average of 53.9%. Discussion Points: Our student population is over 45% Hispanic, and all our schools' subgroups scored below the state average. There is a clear and present need for curricular and pedagogical changes to better meet the needs of our students. This subgroup also includes English learners. Check for Priority: False
- All Kennett schools' English Learner subgroups scored below the statewide average in English/Language Arts. Bancroft (29.6%), Greenwood (24.6%), New Garden (26.1%), Kennett Middle School (10.2%), and Kennett High School (6.1%) scored below the statewide average of 53.9%. Check for Priority: False
- All Kennett schools' English Learner subgroups scored below the statewide average in Math. Bancroft (21.1%), Greenwood (29%), New Garden (21.7%), Kennett Middle School (4.8%), and Kennett High School (3%) scored below the statewide average of 40.2%. Check for Priority: False
- Improve Positive Behavior Supports K-12. Check for Priority: False
- Ensure effective, standards-aligned curriculum and assessment. Discussion Points: The work in this plan will need to focus on the development of a guaranteed and viable curriculum. This includes the development of curriculum maps and an instructional framework. Check for Priority: True
Analyzing Strengths
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' overall growth metric score for ELA is well above the statewide growth standard. Bancroft (100%), Greenwood (80%), and New Garden (99%) far exceeded the expected student growth statewide standard of 70%. Discussion Points: Instruction includes explicit phonics instruction
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in English/Language Arts is well above the growth standard. Bancroft (89%), Greenwood (84%), and New Garden (83%) far exceeded the statewide growth standard of 70% proficient. Discussion Points: Instruction includes explicit phonics instruction
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in English/Language Arts is well above the growth standard. Bancroft (88%), Greenwood (78%), and New Garden (77%) exceeded the statewide growth standard of 70% proficient. Discussion Points: Instruction includes explicit phonics instruction
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Hispanic subgroup performance in Math is well above the growth standard. Bancroft (78%), Greenwood (73%), and New Garden (78%) far exceeded the statewide growth standard of 70% proficient. Discussion Points: Increase student discourse of mathematical concepts
- As evidenced by the Pennsylvania Future Ready Index, the Kennett Consolidated School District Elementary Schools' Economically Disadvantaged subgroup performance in Math is well above the growth standard. Bancroft (80%), Greenwood (71%), and New Garden (79%) exceeded the statewide growth standard of 70% proficient. Discussion Points: Increase student discourse of mathematical concepts
- KCSD provides multiple learning opportunities that include college credits through dual enrollment agreements. Discussion Points: Enhancement of dual-enrollment opportunities with University partners
- Continuum of Services for Students with Disabilities within the district (Itinerant, Supplemental, Full Time Levels of support in addition to Learning Support, Autistic Support, Emotional Support, Speech and Language, and Life Skills). Discussion Points: Development of an MTSS structure and audit of pupil services and supports
- Partner with local businesses, community organizations, and other agencies to meet the needs of the district. Discussion Points: Continued partnerships that enhance internship opportunities for students pragmatic learning experiences
Priority Challenges
Priority Statements
- All schools with English Learner (EL) subgroup performance below the statewide average of 53.9%, for ELA, must prioritize targeted, data- driven strategies to accelerate academic growth and proficiency for EL students. This includes implementing culturally and linguistically responsive instructional practices, increasing access to grade-level content through scaffolding and supports, and ensuring alignment of core instruction with the English Language Development (ELD) standards. The District will provide ongoing professional development for educators, monitor EL progress through formative and summative assessments, and engage families in meaningful ways to support student success.
- All schools with English Learner (EL) subgroup performance below the statewide average of 40.2%, for Math, must prioritize targeted, data-driven strategies to accelerate academic growth and proficiency for EL students. This includes implementing culturally and
linguistically responsive instructional practices, increasing access to grade-level content through scaffolding and supports, and ensuring alignment of core instruction with the English Language Development (ELD) standards. The District will provide ongoing professional development for educators, monitor EL progress through formative and summative assessments, and engage families in meaningful ways to support student success. - All schools with Students with Disabilities (SWD) subgroup performance below the statewide average of 53.9%, for ELA, must implement intentional, evidence-based strategies to improve academic achievement and access to grade-level content. This includes strengthening inclusive practices, providing appropriate accommodations and modifications aligned with Individualized Education Programs (IEPs), and ensuring collaboration between general and special education staff. Schools will use data to monitor progress, adjust instruction, and provide targeted interventions that meet individual student needs. Professional development will focus on differentiation.
- All schools must ensure the implementation of a rigorous, standards-aligned curriculum and assessment system that supports high-quality instruction and equitable learning opportunities for all students. This includes aligning curriculum and assessments to state standards, ensuring vertical and horizontal coherence across grade levels and content areas, and integrating formative and summative assessments to inform instruction and monitor student progress. Schools will review and refine curriculum materials and assessment practices based on student data, research-based best practices, and stakeholder feedback to ensure instructional relevance, consistency, and effectiveness
in meeting diverse student needs.
Goal Setting
Priority
All schools with English Learner (EL) subgroup performance below the statewide average of 53.9%, for ELA, must prioritize targeted, data-driven strategies to accelerate academic growth and proficiency for EL students.
This includes implementing culturally and linguistically responsive instructional practices, increasing access to grade-level content through scaffolding and supports, and ensuring alignment of core instruction with the English Language Development (ELD) standards.
The District will provide ongoing professional development for educators, monitor EL progress through formative and summative assessments, and engage families in meaningful ways to support student success.
Outcome Category: English Language Arts
Measurable Goal Statement (Smart Goal)
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average in ELA will increase EL proficiency by at least 10 percentage points, as measured by state assessment data. To achieve this, schools will implement evidence-based instructional practices, align core instruction with English Language Development (ELD) standards, and increase access to grade-level content through targeted scaffolding. The district will provide professional development sessions focused on EL strategies, monitor EL progress quarterly using formative and summative assessments, and host at least two family engagement events per year to support EL student success.
Measurable Goal Nickname
Three Year ELD ELA Growth
Target Year 1
By June 2026, each identified school will demonstrate measurable progress toward
improving English Learner (EL) performance by: Increasing ELA proficiency for EL students by at least 5 percentage points from the previous year, as measured by state assessments. Implementing scaffolded instructional strategies in all ELA classrooms with EL students, verified through lesson plans and administrative walkthroughs. Conducting quarterly data reviews to monitor EL progress using formative and summative assessments. Hosting a minimum of one EL- focused family engagement event to promote collaboration and support for student success.
Target Year 2
By June 2027, each identified school will continue to build on Year 1 progress and demonstrate sustained growth by: Increasing English Learner (EL) ELA proficiency by an additional 5 percentage points, reaching a cumulative growth of 10 percentage
points over two years, as measured by state assessments. Expanding professional development to include at least two job-embedded coaching cycles or collaborative planning sessions focused on EL instructional strategies and integration of English Language Development (ELD) standards into content instruction. Ensuring consistent implementation of scaffolded and differentiated instruction across all content areas with EL student populations, validated through instructional observations and teacher feedback. Continuing quarterly data reviews with instructional teams to adjust supports and interventions based on EL student progress. Hosting a second EL-focused family engagement event and surveying families to evaluate and improve outreach and support efforts.
Target Year 3
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average in ELA will increase EL proficiency by at least 10 percentage points, as measured by state assessment data. To achieve this, schools will implement evidence-based instructional practices, align core instruction with English Language Development (ELD) standards, and increase access to grade-level content through targeted scaffolding. The district will provide professional development sessions focused on EL strategies, monitor EL progress quarterly using formative and summative assessments, and host at least two family engagement events per year to support EL student success.
Priority
All schools with English Learner (EL) subgroup performance below the statewide average of 40.2%, for Math, must prioritize targeted, data-driven strategies to accelerate academic growth and proficiency for EL students. This includes implementing culturally and
linguistically responsive instructional practices, increasing access to grade-level content through scaffolding and supports, and ensuring alignment of core instruction with the English Language Development (ELD) standards. The District will provide ongoing professional development for educators, monitor EL progress through formative and summative assessments, and engage families in meaningful ways to support student success.
Outcome Category: Mathematics
Measurable Goal Statement (Smart Goal)
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average for Math will increase EL student proficiency by at least 10 percentage points, as measured by state Math assessments. To achieve this, schools will implement evidence-based instructional practices, ensure alignment of core math instruction with English Language Development (ELD) standards, and provide scaffolded supports to increase access to grade-level content. The district will support implementation by delivering targeted professional development sessions, conducting quarterly data reviews to monitor EL
progress, and ensuring consistent use of differentiated strategies in math instruction across identified schools.
Measurable Goal Nickname
Three Year EL Math Growth
Target Year 1
By June 2026, each identified school will demonstrate measurable progress toward improving math outcomes for English Learners by: Increasing EL math proficiency by at least
percentage points from the previous school year, as measured by state assessments. Implementing scaffolded math instructional strategies in classrooms with ELs, verified through lesson plans, walkthroughs, and instructional observations. Conducting quarterly data meetings to analyze formative and summative assessment results and adjust instructional supports accordingly. Developing and sharing math-specific language objectives alongside content objectives in EL- inclusive classrooms.
Target Year 2
By June 2027, schools will continue to accelerate English Learner (EL) math achievement by:
Increasing EL math proficiency by an additional 5 percentage points, resulting in a cumulative 10 percentage point gain over two years, as measured by state assessments. Expanding
professional development to include job- embedded coaching cycles and collaborative lesson design sessions that integrate English Language Development (ELD) standards into core
math instruction. Ensuring consistent use of scaffolded and differentiated math strategies
across all EL-inclusive classrooms, with fidelity monitored through walkthroughs and instructional rounds. Continuing quarterly progress monitoring using formative assessments to inform instructional adjustments and targeted interventions. Hosting at least one EL family math engagement event per semester to strengthen home-school connections and support EL student success in math.
Target Year 3
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average for Math will increase EL student proficiency by at least 10 percentage points, as measured by state Math assessments. To achieve this, schools will implement evidence-based instructional practices, ensure alignment of core math instruction with English Language Development (ELD) standards, and provide scaffolded supports to increase access to grade- level content. The district will support implementation by delivering targeted professional development sessions, conducting quarterly data reviews to monitor EL progress, and ensuring consistent use of differentiated strategies in math instruction across identified schools.
Priority
All schools with Students with Disabilities (SWD) subgroup performance below the statewide average of 53.9%, for ELA, must implement intentional, evidence-based strategies to improve academic achievement and access to grade-level content. This includes strengthening inclusive practices, providing appropriate accommodations and modifications aligned with Individualized Education Programs (IEPs), and ensuring collaboration between general and special education staff. Schools will use data to monitor progress, adjust instruction, and provide targeted interventions that meet individual student needs. Professional development will focus on differentiation.
Outcome Category: English Language Arts
Measurable Goal Statement (Smart Goal)
By June 2028, all schools with a Students with Disabilities (SWD) subgroup performing below the statewide average in ELA will implement evidence-based instructional strategies aimed at improving academic achievement and access to grade-level content. This will include: Strengthening inclusive practices, Providing IEP-aligned accommodations and modifications, and Ensuring consistent collaboration between general and special education staff. Progress will be monitored quarterly using multiple data sources (benchmark assessments, IEP progress, classroom performance), with data teams adjusting instruction and interventions based on individual student needs. At least 90% of teachers in these schools will participate in professional development on differentiation and inclusive practices, with implementation monitored through classroom observations and collaborative planning documentation.
Measurable Goal Nickname
Three Year SWD ELA Growth
Target Year 1
By June 2026, all identified schools with Students with Disabilities (SWD) performing below the statewide average in ELA will: Implement at least one evidence-based inclusive instructional strategy to improve access to grade-level content. Ensure that IEP accommodations and modifications are consistently provided and documented in lesson plans and student work. Establish regular collaboration structures (e.g., co-planning meetings, joint data reviews) between general and special education teachers at least monthly. Use data from at least two benchmark assessments and IEP progress monitoring to inform instruction and intervention decisions. Complete initial professional development sessions focused on differentiation and inclusive practices, with at least 75% teacher participation. This foundational year focuses on building capacity, collaboration routines, and initial implementation of evidence-based practices, setting the stage for expanded strategies and deeper data use in subsequent years.
Target Year 2
By June 2027, all identified schools will: Expand implementation to at least three evidence-based strategies focused on strengthening inclusive practices, differentiation, and providing IEP-aligned accommodations/modifications to improve ELA achievement and access to grade-level content for SWD. Demonstrate consistent use of data from multiple sources
(benchmark assessments, formative assessments, and IEP progress data) quarterly to monitor student progress, adjust instruction, and deliver targeted interventions.
Ensure collaborative planning and data review meetings between general and special education staff occur biweekly to support instructional alignment and student support.
Achieve at least 90% teacher participation in building-level professional development focused on differentiation and inclusive practices, with evidence of implementation
documented through observations and lesson artifacts. Show measurable improvement in SWD ELA subgroup performance toward the statewide average, as evidenced by end-of-year benchmark assessments and growth measures.
Target Year 3
By June 2028, all schools with a Students with Disabilities (SWD) subgroup performing below
the statewide average in ELA will implement evidence-based instructional strategies aimed
at improving academic achievement and access to grade-level content. This will include: Strengthening inclusive practices, Providing IEP-aligned accommodations and modifications, and Ensuring consistent collaboration between general and special education staff. Progress will be monitored quarterly using multiple data sources (benchmark assessments, IEP progress, classroom performance), with data teams adjusting instruction and interventions based on individual student needs. At least 90% of teachers in these schools will participate in professional development on differentiation and inclusive practices, with implementation
monitored through classroom observations and collaborative planning documentation.
Priority
All schools must ensure the implementation of a rigorous, standards-aligned curriculum and assessment system that supports high-quality instruction and equitable learning opportunities for all students. This includes aligning curriculum and assessments to state
standards, ensuring vertical and horizontal coherence across grade levels and content areas, and integrating formative and summative assessments to inform instruction and monitor student progress. Schools will review and refine curriculum materials and assessment
practices based on student data, research-based best practices, and stakeholder feedback to ensure instructional relevance, consistency, and effectiveness in meeting diverse student needs.
Outcome Category: Essential Practices 1: Focus on Continuous Improvement of Instruction
Measurable Goal Statement (Smart Goal)
By June 2028, all schools will fully implement a rigorous, standards-aligned curriculum and assessment system that supports high-quality instruction and equitable learning opportunities for all students. This will include: Aligning all curriculum and assessments to state standards with documented vertical and horizontal coherence across all grade levels and content areas. Integrating formative and summative assessments systematically to inform instructional decisions and monitor individual student progress. Conducting biannual curriculum and assessment reviews that utilize student performance data, current
research-based best practices, and input from diverse stakeholders (teachers, students, families, and community members) to refine and enhance instructional materials and assessment practices. Demonstrating through curriculum maps, pacing guides, and assessment data reports that all grade levels maintain alignment and coherence to promote consistent and equitable learning outcomes. Progress will be monitored through annual audits of curriculum alignment, assessment integration, and stakeholder feedback, with schools adjusting implementation plans accordingly to ensure continuous improvement
and equity.
Measurable Goal Nickname: Guaranteed and Viable Curriculum
Target Year 1
By June 2026, all schools will: Complete a comprehensive audit of existing curriculum and
assessment materials to identify alignment strengths and gaps relative to state standards.
Establish collaborative teams to begin developing or refining curriculum maps and pacing guides that ensure vertical and horizontal coherence across grade levels and content areas. Begin integrating formative assessments systematically into instructional practices, with at least one formative assessment per unit or grading period used to guide instruction and monitor student learning. Collect initial stakeholder feedback (teachers, students, families) on curriculum relevance and assessment practices to inform ongoing improvement efforts. Provide professional development for staff on standards alignment, assessment literacy, and data-informed instruction, with at least 75% teacher participation. This foundational year focuses on establishing a clear understanding of current practices, beginning coherence work, and starting formative assessment integration to build momentum for deeper curriculum and assessment system development.
Target Year 2
By June 2027, all schools will: Finalize and implement fully aligned curriculum maps and
pacing guides that demonstrate clear vertical and horizontal coherence across all grade levels and content areas. Expand the use of formative and summative assessments, ensuring they are consistently integrated to inform instruction and monitor student progress at each grade level. Establish a regular review cycle (at least twice per year) for curriculum materials and assessment practices, using student data, research-based best practices, and stakeholder feedback to guide refinements. Increase professional development participation to 85% focused on instructional alignment, assessment integration, and equitable learning strategies, with evidence of application in classrooms. Demonstrate initial improvements in
instructional quality and student learning outcomes as reflected in assessment data and
teacher observation feedback.
Target Year 3
By June 2028, all schools will fully implement a rigorous, standards-aligned curriculum and
assessment system that supports high-quality instruction and equitable learning opportunities for all students. This will include: Aligning all curriculum and assessments to state standards with documented vertical and horizontal coherence across all grade levels and content areas. Integrating formative and summative assessments systematically to inform instructional decisions and monitor individual student progress. Conducting biannual curriculum and assessment reviews that utilize student performance data, current research-
based best practices, and input from diverse stakeholders (teachers, students, families, and
community members) to refine and enhance instructional materials and assessment practices. Demonstrating through curriculum maps, pacing guides, and assessment data reports that all grade levels maintain alignment and coherence to promote consistent and equitable learning outcomes. Progress will be monitored through annual audits of curriculum alignment, assessment integration, and stakeholder feedback, with schools adjusting implementation plans accordingly to ensure continuous improvement and equity.
Action Plan
Measurable Goals
- Three Year ELD ELA Growth
- Three Year EL Math Growth
- Three Year SWD ELA Growth
- Guaranteed and Viable Curriculum
Action Plan For: Differentiated Strategies
Measurable Goals
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average for Math will increase EL student proficiency by at least 10 percentage points, as measured by state Math assessments. To achieve this, schools will implement evidence-based instructional practices, ensure alignment of core math instruction with English Language Development (ELD) standards, and provide scaffolded supports to increase access to grade-level content. The district will support implementation by delivering targeted professional development sessions, conducting quarterly data reviews to monitor EL progress, and ensuring consistent use of differentiated strategies in math instruction across identified schools.
Action Step
Staff will utilize data protocols to identify areas of need and develop targeted interventions.
Lead Person/Position
Michael Barber
Material/Resources/Supports Needed
Data protocols
Anticipated Start/Completion Date
2025-09-30/2028-06-30
PD Step?
Yes
Com Step?
Yes
Anticipated Output
Increased student achievement in mathematics
Monitoring/Evaluation (People, Frequency, and Method)
I-Ready benchmark assessment in fall, winter and spring
Action Plan For: Explicit Literacy Instruction
Measurable Goals
- By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average in ELA will increase EL proficiency by at least 10 percentage points, as measured by state assessment data. To achieve this, schools will implement evidence-based instructional practices, align core instruction with English Language Development (ELD) standards, and increase access to grade-level content through targeted scaffolding. The district will provide professional development sessions focused on EL strategies, monitor EL progress quarterly using formative and summative assessments, and host at least two family engagement events per year to support EL student success.
- By June 2028, all schools with a Students with Disabilities (SWD) subgroup performing below the statewide average in ELA will implement evidence-based instructional strategies aimed at improving academic achievement and access to grade-level content. This will include: Strengthening inclusive practices, Providing IEP-aligned accommodations and modifications, and Ensuring consistent collaboration between general and special education staff. Progress will be monitored quarterly using multiple data sources (benchmark assessments, IEP progress, classroom performance), with data teams adjusting instruction and interventions based on individual student needs. At least 90% of teachers in these schools will participate in professional development on
differentiation and inclusive practices, with implementation monitored through classroom observations and collaborative planning documentation.
Action Step
Implementation of evidence-based literacy intervention program that aligns with principles of structured literacy.
Lead Person/Position
District Administration
Material/Resources/Supports Needed
Sonday System
Anticipated Start/Completion Date
2025-08-25/2028-06-30
PD Step?
Yes
Com Step?
Yes
Anticipated Output
Increased student achievement in ELA
Monitoring/Evaluation (People, Frequency, and Method)
Aimsweb benchmark assessment in fall, winter and spring
Action Plan For: Standards Aligned Curriculum Development
Measurable Goals
By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average in ELA will increase EL proficiency by at least 10 percentage points, as measured by state assessment data. To achieve this, schools will implement evidence-based instructional practices, align core instruction with English Language Development (ELD) standards, and increase access to grade-level content through targeted scaffolding. The district will provide professional development sessions focused on EL strategies, monitor EL progress quarterly using formative and summative assessments, and host at least two family engagement events per year to support EL student success.
- By June 2028, all schools will fully implement a rigorous, standards-aligned curriculum and assessment system that supports high-quality instruction and equitable learning opportunities for all students. This will include: Aligning all curriculum and assessments to state standards with documented vertical and horizontal coherence across all grade levels and content areas. Integrating formative and summative assessments systematically to inform instructional decisions and monitor individual student progress. Conducting biannual curriculum and assessment reviews that utilize student performance data, current research-based best practices, and input from diverse stakeholders (teachers, students, families, and community members) to refine and enhance instructional materials and assessment practices. Demonstrating through curriculum maps, pacing guides, and assessment data reports that all grade levels maintain alignment and coherence to promote consistent and equitable learning outcomes. Progress will be monitored through annual audits of curriculum alignment, assessment integration, and stakeholder feedback, with schools adjusting implementation plans accordingly to ensure continuous improvement and equity.
- By June 2028, all schools with English Learner (EL) subgroup performance below the statewide average for Math will increase EL student proficiency by at least 10 percentage points, as measured by state Math assessments. To achieve this, schools will implement evidence-based instructional practices, ensure alignment of core math instruction with English Language Development (ELD) standards, and provide scaffolded supports to increase access to grade-level content. The district will support implementation by delivering targeted professional development sessions, conducting quarterly data reviews to monitor EL progress, and ensuring consistent use of differentiated strategies in math instruction across identified schools.
- By June 2028, all schools with a Students with Disabilities (SWD) subgroup performing below the statewide average in ELA will implement evidence-based instructional strategies aimed at improving academic achievement and access to grade-level content. This will include: Strengthening inclusive practices, Providing IEP-aligned accommodations and modifications, and Ensuring consistent collaboration between general and special education staff. Progress will be monitored quarterly using multiple data sources (benchmark assessments, IEP progress, classroom performance), with data teams adjusting instruction and interventions based on individual student needs. At least 90% of teachers in these schools will participate in professional development on differentiation and inclusive practices, with implementation monitored through classroom observations and collaborative planning documentation.
Action Step
District-wide standards-aligned curriculum development
Lead Person/Position
District Administration
Material/Resources/Supports Needed
Atlas curriculum mapping software; curricular resources
Anticipated Start/Completion Date
2025-08-25/2028-06-30
PD Step?
Yes
Com Step?
Yes
Anticipated Output
Increased student achievement in mathematics and ELA performance in local and state assessments.
Monitoring/Evaluation (People, Frequency, and Method)
Local assessment data in fall, winter and spring; state assessment data
Professional Development
Professional Development Action Steps
Evidence-based Strategy
- Differentiated Strategies
- Explicit Literacy Instruction
- Standards Aligned Curriculum Development
Action Steps
- Staff will utilize data protocols to identify areas of need and develop targeted interventions.
- Implementation of evidence-based literacy intervention program tha taligns with principles of structured literacy.
- District-wide standards-aligned curriculum development
Data Analysis Protocol Training
Action Step
Staff will utilize data protocols to identify areas of need and develop targeted interventions.
Audience
All Staff
Topics to be Included
Use of Data Protocols Data Analysis Using data to implement targeted interventions
Evidence of Learning
Reflection Application Data
Lead Person/Position
District Administration Building Administration
Anticipated Start
2025-08-25
Anticipated Completion
2028-06-30
Learning Format
Type of Activities
Professional Learning Community (PLC) Ongoing
Observation and Practice Framework Met in this Plan
• 1f: Designing Student Assessments
• 1d: Demonstrating Knowledge of Resources
• 3d: Using Assessment in Instruction
This Step Meets the Requirements of State Required Trainings
Teaching Diverse Learners in Inclusive Settings
Communication Activities
Focus on Instructional Strategies
Action Step
Implementation of evidence-based literacy intervention program that aligns with principles of structured literacy.
Audience
All staff
Topics to be included
Explicit Literacy Based Instruction, Small Group Intervention, Targeted Intervention, Principles of Structured Literacy
Type of Communication
- District Administration
- Building Administration
Anticipated Timeline Start Date
08/25/2025
Anticipated Timeline Completion Date
06/30/2028
Communications
Type of Communication
Presentation
Frequency
Ongoing
PA Future Ready Index
The Future Ready PA Index is a collection of school progress measures related to school and student success. The Index includes a range of assessment, on-track, and readiness indicators, to more accurately report student learning, growth, and success in the classroom and beyond.
Efforts to mitigate the Covid-19 pandemic have impacted the availability of some data.
Future Ready PA Index contains the most recent data available in the 2024-2025 school year.