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Southington administrators report K–8 gains in early reading, steady math and science performance
Summary
District administrators reported K–8 assessment results showing substantial gains in K–2 reading after a curriculum change and steady achievement in math and science, with roughly two-thirds of students meeting state expectations in ELA and math.
Southington administrators presented a K–8 academic update highlighting gains in early-grade reading after implementing a new K–2 literacy program and steady performance in math and science assessments.
"We're here to give you a high-level overview of how the district did K–8," Amy Zippone, director of teaching and learning, told the board as she introduced the presentation. Stephanie Lawler, the district’s literacy and social studies coordinator, said 66.9% of students in grades 3–8 met level 3 or 4 on the Smarter Balanced English language arts assessment, an incrementally improving figure over the last five years.
Lawler also described K–2 reading gains after the district implemented Benchmark Advance in kindergarten through grade 2 last year. The transcript shows kindergarten fall-to-spring DIBELS benchmark growth rising from about 40% in the fall to roughly 89% by spring in the implementation year; grade 1 and grade 2 also showed substantial year-to-year growth, and administrators characterized the change as a combination of curriculum adoption and new foundational-reading assessments.
Alicia Nailway, math and science coordinator, reported a district average of 66.7% of students in grades 3–8 scoring at level 3 or 4 in Smarter Balanced math and noted that Southington ranks near the top of its DURG peer group. For science (assessed in grades 5, 8 and 11), Zippone said 69.4% of students scored proficient or above, with a notable improvement in grade 11 after the high school introduced new science units and interim assessments.
Administrators emphasized both curriculum changes and instructional practice. Zippone said the district is pairing aligned curriculum with professional development and data-driven interventions: "Our day to day work is ensuring there's high quality instruction and supports for every educator in every classroom," she said.
Board members asked procedural questions about how growth targets are set; an administrator answered that growth targets are set by the state Department of Education using a formula based on the previous year’s achievement. Board members praised the K–2 reading results and raised broader questions about student engagement and technology use outside school hours.
Administrators invited board members to submit follow-up questions to Mr. Madanci (administration) for more granular data and said they will provide further detail on request.
