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Weston presents midyear academic snapshot: gains in early grades, targeted focus on middle‑grade literacy
Summary
District leaders reported winter benchmark results showing strong early-grade math and K–3 literacy, steady secondary achievement in some grades and a need for focused intervention on growth measures — particularly middle‑grade literacy and subgroup growth for students with disabilities.
Superintendent Lisa (last name not specified) and academic leaders presented a midyear district improvement update Monday, highlighting progress and areas of focus across math, English language arts and science.
District Chief Academic Officer Dr. Tina Henkel and curriculum leaders reported that many early-grade benchmarks exceeded winter targets: kindergarten and first grade showed very strong results on the district's measures (for example, kindergarten math and literacy performance were reported in the high 80s to mid 90s percentiles on screening tools). The district uses NWEA MAP assessments as predictive tools for Smarter Balanced and SAT performance and DIBELS 8 for K–3 literacy screening.
In math, the district reported a number of strong results in elementary grades and continued progress at the middle- and high-school levels, with particular attention given to ninth-grade Algebra I cohorts. Dr. Henkel said the district is “drilling into” ninth-grade algebra to focus interventions for students who need additional foundational work.
For literacy, leaders noted 88 percent of students in grades K–3 were meeting DIBELS benchmarks in winter (the goal was 85 percent). For grades 3–8 the NWEA-based predictive achievement was reported at 72 percent meeting grade-level targets; ninth grade was reported at 85 percent at a stated benchmark percentile. The district also noted differences in assessment types and emphasized the need to interpret DIBELS and NWEA results within their respective measurement purposes.
Tracy (title: special education/PPS lead) reviewed subgroup goals for students with disabilities: the district reported 64 percent of students with disabilities in grades 1–8 were meeting individual growth targets in math so far, with a year-end goal of 71 percent for grades 1–9.
Curriculum and instruction leaders described several action steps tied to the data: continued parent informational sessions, recorded virtual sessions for families, ongoing teacher coaching on new core resources (including illustrative math and a new literacy core), targeted small-group intervention work aligned to a multi-tiered system of support (MTSS), and use of formative tools (including Inner Orbit in science) to measure and respond to skill-level standards.
Principals from elementary, middle and high schools described complementary climate and culture initiatives intended to support academic work: a renewed focus on punctuality and tardies; expansion of enrichment clubs and family engagement in the elementary school; a peer-leader program and advisory enhancements at the middle school; and student-driven assemblies, wellness workshops and a renewed push on student voice at the high school.
Safety and operations: The district introduced a new director of safety and security, Jim Wiltsie, who said he has begun evaluating safety procedures and recently tested emergency buttons/fobs in coordination with the police department. Wiltsie plans community meet‑and‑greet sessions in March.
Board discussion stressed early intervention and the MTSS approach: board members pressed for clarity on when students are identified for intervention, how many students that represents and what specific steps are taken to exit students from services. District staff described a recurring process of screening (fall, winter, spring), diagnostic follow-up, targeted small-group instruction during non-core times, and progress monitoring that can lead to exits from intervention when goals are met.
Why it matters: Leaders said Weston is among a small number of Connecticut districts recognized by a joint Harvard–Stanford education recovery project as performing above pre‑pandemic levels, but emphasized that steady, targeted work is needed to raise subgroup growth and middle-grade literacy outcomes.
Next steps: District staff said they will continue midyear adjustments, provide updated grade-level tables at the June wrap-up and post full improvement plans and school-level plans on the district website.
