Abington schools report midyear gains; leaders outline reading, math interventions and family outreach

Abington School District administrators presented a midyear academic review March 25 that showed gains for students taking targeted reading courses and described a set of interventions intended to narrow persistent achievement gaps.

The presentation, given by administrators from Abington Middle School and Abington Senior High School, summarized fall and winter LinkIt and STAR benchmark results for grades 6–10 and outlined the district's multi-tiered system of supports (MTSS), specialized semester reading courses for tier-3 students and math coaching at the middle school level.

Why it matters: Board members pressed school leaders on longstanding disparities among student subgroups and asked for more aggressive outreach to families of students who fall into the "bubble" just short of proficiency. Administrators described data-driven grouping and new screening measures they say will allow the district to place students in the supports they need sooner.

District staff described measurable progress in specialized classes. "We are pleased to share that the students enrolled in our reading courses have made significant progress at the midpoint," reading specialist Catherine Delaney said during the presentation. School leaders said students in tier-3 reading classes reported greater confidence and that some have chosen to remain enrolled because they saw benefits in other classes.

At the middle school, administrators described expanded co-teaching, targeted small-group instruction, the use of IXL and PLC time for collaborative planning, and a reading "weekly win" lesson process driven by specialists and classroom teachers. Middle school math leaders said they use frequent classroom visits and short-cycle, spiral practice to provide immediate feedback and remediation; math coach Josh Wolsey described a multi-day "pyramid" activity that targets incremental growth and repeated practice. "It's okay to be wrong," Wolsey said, describing an approach to build students' confidence while tracking growth.

Administrators described how they use multiple measures when grouping students for interventions: LinkIt benchmark results, STAR (Lexile) scores and oral reading fluency checks to distinguish fluency from comprehension needs. Dr. Alice Swift, principal of Abington Senior High School, said the district will add oral reading fluency screening for older students to better place them in reading supports next year.

Family engagement and supports were emphasized as part of the strategy. Staff described targeted outreach to about 100 "bubble" Keystone scholars with letters, phone calls and mandatory Learn sessions for those who are identified for extra support. Administrators credited renewed PTO activity and a recent mental health fair with improving climate and parent participation; they said high-school suspensions dropped about 40% from the prior year, which administrators linked to improved focus on academics.

Board member Tonya Frazier raised the history and scale of achievement gaps in Abington and urged more "radical" or intensified approaches to close long-running disparities. In response, Superintendent Dr. Fletcher acknowledged persistent deficits and said the district continues to adjust interventions midyear and in annual plans. "Not everything we try is going to work, and that's why we do have an opportunity to stop, reflect midyear, and make corrections," Fletcher said. "We will get them there and we will put whatever resources we have into place."

During public comment, speakers reinforced both support for teachers and concern about long-term disparities. Deborah Lee, president of the Abington Teachers Association, defended teachers and urged recognition of classroom effort; community members praised extracurricular programs such as the district's modern music initiative and voiced differing views about capital priorities.

Administrators said next steps include expanding enrollment in the semester reading courses, accelerating identification and placement so families see recommendations at course-selection time, layering additional assessments for finer grouping, and continuing family workshops and summer enrichment offerings. The district also plans to continue its library partnership and to publicize summer resources to reduce the "summer melt" in skills.

Board President Dr. Mowery and school leaders thanked staff for their work and urged continued outreach to families. The review was presented during the board's public meeting; no formal vote was required on the presentation itself.