East Haven superintendent presents K–12 performance review; math and student mobility flagged as priorities

East Haven School District Superintendent Adam delivered a K–12 performance review to the school board focused on Smarter Balanced, DIBELS and other assessments, saying the district has made modest gains in English language arts but “math is a more concerning area” that requires a comprehensive response.

The presentation, led by district staff members Adam and Lisa, summarized three-year trends in ELA, math and science, disaggregated subgroup performance (multilingual learners, students with disabilities, and those designated high needs) and program responses such as writing supports, summer programming and curriculum reviews. The district reported steady but small increases in ELA growth (57.9% of target in 2018–19 to 60.8% in 2024–25) and said it slightly surpassed the state’s growth index (state 60.6, district 60.8).

Why it matters: the review showed persistent opportunity gaps for high‑needs students (about 72% of the district’s grades 3–8 population was designated high needs), uneven cohort progress, and a districtwide math trend that has not achieved the same steady gains as ELA. Administrators told the board these patterns inform curriculum adoption decisions and prioritized professional learning for teachers.

Key findings and district actions - Multilingual learners: the district’s multilingual learner (ML) population rose from 297 in 2021–22 to 408 last year. The district emphasized use of the LAS Links English‑language proficiency assessment to target reading, writing, speaking and listening supports and said proficiency and exit-from-services criteria are tracked separately. - Assessment trends: DIBELS matched‑cohort analysis for last year’s third graders showed 190 students present at the end of third grade, of whom 144 were in a matched kindergarten‑to‑third‑grade cohort. Administrators said students who had been with the district from kindergarten performed about 5 percentage points higher on some benchmarks than students who entered later. - Smarter Balanced: ELA showed small, steady growth across three years; district leaders noted both cohort and grade‑level views to guide curricular work. Math results showed inconsistent progress and an urgent need to accelerate learning, with particular drops when students transition to higher grades (notably the 7→8 and into algebraic reasoning in eighth grade). - SAT/PSAT and college readiness: among a matched cohort of 99 students who were in the district in third grade and took the SAT in grade 11, 59% met the SAT ELA benchmark and 33% met the SAT math benchmark. From 10th‑grade PSAT to 11th‑grade SAT, the presentation cited a 22% decrease in lower ELA bands and a 19% increase in the upper band; in math there was a 16% decrease in lower bands and an 8% increase toward the college‑and‑career readiness band. The superintendent noted the SAT math readiness band and that the district reports the higher benchmark when describing students “at benchmark.” - Writing and literacy: the district reported significant growth in targeted writing supports, particularly in fourth grade, but said editing, vocabulary and language conventions remain lagging areas across grades. The district plans sustained multi‑year implementation and professional learning focused on writing as a cross‑curricular skill. - Science and cross‑curricular work: the district reviewed K–5 science curriculum this summer and is piloting Amplify Science in middle grades to strengthen deliberate connections to math practices and science and engineering practices. Administrators said pacing and integration of measurement/data opportunities were a focus. - Programs and pilots: the district is piloting Ready Classroom (the i‑Ready math product) in sixth grade, updating digital platforms for Envision math materials, and planning fuller implementation of Amplify Science next year unless pilots change. Teachers and teacher‑leader teams will guide curriculum adoption and pacing decisions. - Dual credit and AP: dual credit successful enrollments reported at 380 completions; dual‑credit enrollments increased after the district partnered with “Southern.” AP pass rates were strong in several subjects (U.S. history 95%, U.S. government 84%); AP precalculus had 19 test takers with 100% scoring 3 or higher; AP Psychology had 47 test takers with a 70% pass rate.

Board questions and district responses Board members asked about the mobility metric, intake assessment for students new to the district, the impact of summer programming, SAT prep availability, and whether cost prevents students from taking AP exams. District staff said they screen multilingual learners, use a variety of diagnostics (including i‑Ready) for new placements, and that AP nonparticipation is not cost driven. Administrators said summer programming showed promising results for kindergarten students who attended but noted not all invited families participated.

Follow-up and next steps District leaders outlined an action plan that centers curriculum and assessment review, expanded professional learning, targeted supports for high‑needs populations, and multiyear implementation plans for adopted core curricula. They said the district must adopt a state‑approved core ELA program (the district’s previous waiver has lapsed) while maintaining plans to refine math pacing and intervention through an acceleration model rather than pausing grade‑level instruction. The presenters said they will return with early‑year baseline BOI data in about a month and with department/building administrator recommendations in the next meeting cycle.

Board business: minutes and personnel update The board accepted the minutes from its Sept. 9 regular meeting (no mover/second or vote tally recorded in the transcript). At the start of the meeting, a standing committee reported the district had reached a tentative agreement with custodial staff that is awaiting ratification and said a ratification vote was pending.