Stratham administrators outline new data, MTSS and special‑education plans after spring test results

School administrators presented a data‑driven response plan on Jan. 8 after results from spring assessments showed declines in some grade‑level proficiency measures. The presentation linked district screening work, new routines and staffing changes to a plan intended to identify students earlier and target instruction more precisely.

What administrators presented Principal/administrator Kate summarized district proficiency snapshots and emphasized that federal Every Student Succeeds Act accountability requirements remain met, but that the district must analyze trends and intervene to raise proficiency. The school reported that a substantial number of students were “partially proficient” on the New Hampshire assessment; teams calculated that moving students just on the cusp of proficiency would substantially increase overall proficiency percentages in several grades.

To tighten instructional alignment and monitoring, the school described four main responses: - New and expanded screeners. The district added I‑Ready Literacy (K–5) in addition to I‑Ready Math, and expanded the universal number‑sense screener (previously K–3) to K–5. Administrators also continued use of Acadian’s (as stated in the meeting) dyslexia screening and other short, curriculum‑aligned progress monitors. - Curriculum pacing and progression reviews. Teaching teams completed grade‑level pacing guides aligned to standards and to unit sequencing so that critical units are taught prior to district or state assessments. - MTSS and data workflow. The district emphasized its multi‑tiered system of supports (MTSS) with a district MTSS coordinator (Brianna Martin) who consolidates thousands of classroom data points into actionable next steps and helps coordinate interventions and enrichment within the school’s ‘gradient support’ blocks (time set aside during the day for differentiated services). - Frequent, granular progress monitoring. Teachers are documenting student mastery of specific standards and lessons; the presentation included example teacher tracking sheets that show standard‑by‑standard evidence for each student.

Special education trends and cost pressures Director of special education Raymond Pillsbury (transcript) summarized long‑term special‑education demand and cost drivers. He said the percentage of students receiving special education has remained within typical ranges at Stratham, but he emphasized that needs are increasingly complex and that referrals and eligibility evaluations have risen. Pillsbury noted factors that drive costs: out‑of‑district tuition placements, specialized contracted services (behavioral health, audiology, vision, feeding, etc.), transportation for specialized placements and rising contract rates for specialized providers. He warned that state special‑education reimbursement and federal grants do not fully cover those escalating costs.

Administrators said the additional screeners and tighter pacing are intended both to accelerate learning for students close to proficiency and to identify students who need earlier, less‑restrictive interventions — which can reduce the need for costlier out‑of‑district placements.

Why it matters The district’s approach shifts toward more frequent, standards‑level progress monitoring and better alignment across grade levels so teachers can more quickly recognize who needs help and who is ready for enrichment. Administrators argued that earlier, targeted interventions and clearer team data will help students while controlling longer‑term special‑education cost escalation.

What’s next Administrators will continue work in PLCs (professional learning communities), roll out the winter and spring screening windows, and monitor outcomes. The district plans to report back in future meetings on how fall→spring progress monitoring affects state assessment outcomes in the coming year.