Seymour board reviews CLS school improvement plan; administrators highlight MAP, Smarter Balanced gains and absenteeism challenge

Administrators presented CLS's school improvement plan and data to the School Board, outlining three goals: increase students' sense of belonging, improve literacy, and raise mathematics growth and proficiency.

Presenters described measurable targets including reducing chronic absenteeism from about 15.5% toward a 10% goal, having 90% of K–5 students and parents report a sense of belonging on surveys, and setting MAP and Smarter Balanced growth targets (examples given: spring MAP target of 70% and math goal of 75% exceeding projected targets).

The administration highlighted recent gains. Presenters said the school exceeded prior targets in several areas, including a reported 66% of students meeting growth targets last year (above the prior 64% target) and exceptional cohort growth in specific grades — a 96.8% year‑to‑year growth achievement figure was cited for fifth-grade math in the presentation. The team credited intervention programs and instructional adjustments, including:

- Use of Smarter Balanced interim assessments for grades 3–5 to align classroom work with state standards. - A pilot of the Read 180 intervention for upper elementary students reading multiple grade levels below expectations; presenters reported notable winter-to-spring gains. - Social-emotional programs and training, including RULER implementation planned for 2025–26, and continued use of Responsive Classroom and Caring School Community practices.

Administrators said there are 83 students receiving math intervention schoolwide and reported increases in bilingual enrollment at CLS (cited as an increase from 64 to 72 bilingual students). They also noted cohort gains across grade levels and improvements in Smarter Balanced proficiency percentages in fifth grade.

At the same time, administrators emphasized chronic absenteeism remained the district's primary concern. The presentation described outreach efforts — calls, emails, letters and meetings — and said the school notifies families early if attendance drops below thresholds. Presenters said repeated tardiness and high absence totals can materially affect growth measures and that, in some cases, the district has engaged the Department of Children and Families when absenteeism met intervention criteria.

Why it matters: the data and strategies shape curriculum priorities, intervention staffing and family outreach. The board asked questions about how MAP growth metrics relate to Smarter Balanced proficiency and how the district balances intervention with grade-level acceleration.

Board members did not vote on the improvement plan during the presentation; administrators said they would continue to report results and work with families to reduce absenteeism.