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Devers PreK-8 reports gains in early-grade reading; school to share data cards with families
Summary
Devers PreK-8 principal described instructional strategies, goals to have 65% of K-2 students leave on grade level, use of structured literacy and small-group instruction, and plans to distribute individualized data cards to families.
Devers PreK-8 principal Aileen Hanson Stewart and assistant principal Dr. Green told the York City School Board the school is emphasizing structured literacy, small-group instruction and family communication in an effort to raise proficiency.
"Our big rocks this year are that 65 percent of our students K to 2 leave reading on grade level," Hanson Stewart said. The school set a measurable target of 3 percentage points increase in ELA and math proficiency on Pennsylvania system assessments and plans to provide each family with a data card explaining their student's PSSA and interim assessment results.
Hanson Stewart said the school had about 672 students two weeks before the presentation and estimated current enrollment at roughly 685. She reported 91.2% attendance and 8.8% chronic absenteeism in the recent snapshot; at that time the school had recorded three suspensions and zero expulsions. The principal credited fundraising and family supports with expanding learning opportunities; she listed recent field trips including the National Museum of African American History, the Washington, D.C. Zoo, Hershey's Chocolate World and Lake Tobias.
Instructional approach: Hanson Stewart described systematic practices including structured literacy training (Apple Connections) and 95% Group methods in K-2 to screen and intervene on foundational skills. Teachers participate in common scoring of open-ended math tasks and cross-grade scoring of student work. "We sit around as a math team and score all student work across all grade levels," she said, adding that common scoring helps teachers align instruction and identify skills students need.
Family engagement and "data cards": the school will provide each parent a card that explains how to interpret PSSA scores and interim results and shows progress indicators tied to IXL and interim assessments. Hanson Stewart said the cards will be distributed at parent-teacher conferences and used to set clear next steps for families.
Student supports and talent management: the school runs coaching cycles for teachers whose data targets are not met, deploys interventionists for small-group instruction, and operates student leadership programs including student ambassadors, peer mediators, student council and a leadership academy.
Board members asked about implementation details, including how teachers will communicate academic progress and how student mental health is integrated into instruction. Hanson Stewart and Dr. Green described restorative practices, mental-health groups and regular adult check-ins to identify students in need. Assistant principal Dr. Green said the school will request external group facilitators when appropriate.
Why it matters: The presentation outlined measurable goals for early reading and math proficiency and specific instructional and family-engagement steps intended to translate assessment data into classroom interventions and parent support.
The board praised the school's focus on data and student leadership and requested an update later in the year on progress toward the school's stated "big rocks."
