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Abington SD reports midyear gains in reading and math but warns gaps remain for some student groups
Summary
District presenters said winter diagnostics show growth since fall: districtwide on-or-above-grade-level reading rose from 40% to 63% at midyear and math on-or-above-grade-level increased from 26% to 49%, but leaders said targeted interventions remain necessary for some disaggregated groups.
District elementary leaders presented midyear reading and mathematics diagnostic results on March 11, reporting measurable growth from fall to winter assessments while also describing persistent opportunity gaps among disaggregated student groups.
Why it matters: The midyear diagnostics let the district test interventions and make "midyear pivots" in instruction. Administrators said the results will guide adjustments to interventions before the spring benchmark and upcoming state tests.
Key findings and data: Dr. Jim Etlin said the winter I-Ready reading diagnostic showed the percentage of students reading on or above grade level rose from 40% in the fall to 63% in the winter. District presenters said disaggregated groups (including English-language learners and students receiving tiered reading supports) showed average gains but remain behind the all-students average in some grades. For mathematics, principals reported that students on or above grade level increased from 26% to 49% districtwide between fall and winter administrations of the I-Ready math diagnostic.
Interventions and midyear adjustments: Presenters described a twofold approach for reading support: (1) stronger foundational-skill instruction in grades K–2 using enhanced core reading strategies (administration cited Heggerty and ECRI) and quick phonics screeners to pinpoint needs; and (2) knowledge-building instruction and increased vocabulary and close-reading routines in grades 3–5. District reading specialists reported targeted tier-3 groups for students with the most significant reading needs and recommended adding quick phonics screeners and additional multisensory, repeated-practice routines to accelerate progress.
Programs, tools and adoption plans: Administrators said the district will adopt Amplify CKLA (Core Knowledge Language Arts) in 2025–26 for K–5 reading instruction; that adoption will include professional development and a re-benchmarking tool. The ELA committee will recommend a new intervention program for intensive reading supports at a future board meeting.
Access, participation and barriers: Principals described before- and after-school programs targeted by building; participation rates for invited students were reported in discussion as high (respondents described participation barriers such as transportation when programs run before school). Administrators said outreach to families is part of implementation and that summer reading supports and targeted packets will be promoted.
Board and public discussion: Board members asked for clarity about which measures drive eligibility for reading support, how participation is tracked, and the timing of assessments; presenters said fall benchmarks are administered in September, winter benchmarks in January and spring benchmarks in May and that midyear interventions are already under way.
Next steps: The district will continue progress monitoring, implement the planned curriculum adoption and return to the board with an intervention recommendation this spring. Administrators emphasized that the January-to-March adjustments described that evening had already begun and will continue before the spring benchmark.
