Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Early Literacy K5 topic
No spam. Unsubscribe anytime.
East Haven School District reviews K-5 beginning‑of‑year data, highlights i‑Ready stretch‑growth goal
Summary
District staff presented K‑5 beginning‑of‑year achievement projections using i‑Ready and Smarter Balanced benchmarks, described the early effects of a summer literacy enrichment program and said principals will use the findings to shape school-level action plans.
District staff for the East Haven School District presented K‑5 beginning‑of‑year achievement data and projections at a workshop, highlighting i‑Ready growth measures and the early impact of a summer literacy enrichment program.
"We're really excited to be coming back after our end of year data review to bring our K‑5 principals here this evening to talk about their noticings and our beginning of the year, achievement data," the district staff member said, explaining the purpose of the presentation.
The district framed the analysis around three priorities: i‑Ready projected proficiency as a way to set annual goals aligned with the Smarter Balanced Assessment, the initial results of the summer literacy enrichment program, and a broader instructional focus on early literacy for K‑5.
Staff showed district charts that use i‑Ready diagnostic results to project Smarter Balanced proficiency. They said students classified as "mid and above grade level" on i‑Ready are likely to perform on grade level or above on Smarter Balanced. "What the blue bar indicates is that our students who, in across 2 years have met their stretch growth, you can see that it is completely transforming their academic outcomes," the staff member said.
Staff also presented beginning‑of‑year (BOI) projections. They said a scenario in which students make no further growth yields low projected proficiencies on Smarter Balanced, particularly in math, where the content changes by grade. Typical growth (one year of expected progress) produced higher projections; the district said its planning target is the space between typical growth and "stretch" growth.
The presentation included an update on the summer literacy enrichment program; staff described it as translating into observable learning at the start of the school year but did not provide districtwide proficiency percentages in the workshop excerpt. Principals present were described as preparing school‑level action plans informed by these data.
Remarks occurred during a district workshop portion of the meeting and were framed as a data briefing and planning conversation rather than as a formal board decision. Staff indicated the findings will inform goals and instructional plans at the school level.
The district did not provide specific numeric proficiency rates, dollar amounts tied to the summer program, or formal motions during the excerpted presentation.
District staff said the meeting would include school principals speaking to how these districtwide noticings apply to individual schools, and staff framed the i‑Ready stretch‑growth target as the primary lever for improving Smarter Balanced outcomes.
