Hathaway staff review student assessment results, highlight reading and math interventions
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Summary
Hathaway Elementary staff presented 2023–25 cohort CAST results showing modest ELA gains for a tracked cohort (17%→20%→26% meeting/exceeding) and identified reading‑focused interventions (LETRS training, paraeducator small groups) and schoolwide SMART goals to reduce students in the critical tier.
Mr. Benicki presented Hathaway Elementary's recent student assessment results and described steps the school is taking to support literacy and math. He showed cohort tracking from third through fifth grade on the California Assessment of Student Performance and Progress (CAST), saying the percentage of students who 'met or exceeded expectations' grew from 17% in third grade to 20% in fourth and 26% in fifth for the highlighted cohort. 'We really believe it's making a difference,' he said, crediting teacher professional learning and targeted supports.
Why it matters: Hathaway leaders tied the results to specific interventions. The school has invested in LETRS (Language Essentials for Teachers of Reading and Spelling) training for teachers—10 teachers have completed the training and two more are in their second year—alongside paraeducator‑led small groups that support reading from TK through third grade. The school also set a 2025–26 SMART goal for ELA to reduce the percentage of students in the critical tier (measured by AIMSweb2) by 5% by May and intends to implement a daily vocabulary routine across K–5.
Supporting details: The principal reported work by the MTSS leadership team to set schoolwide goals and monitor progress. Hathaway's PK program was described as a 'school within a school' with roughly 42 students and 20 staff members (four teachers, two psychologists, two speech therapists, one occupational therapist, one full‑time speech‑language assistant and ten paraeducators). Staff reported completing 56 initial assessments and referrals in the past year and completing 87 PK IEPs the previous year; as of mid‑October this year 27 evaluations are complete and about 14 assessments are in progress.
Trustees asked about variability in SBAC/CAST scores. A trustee noted that small schools can see significant swings when just a few students’ scores change; district staff and the presenter agreed, and also pointed to changes in test items and language demands as contributing factors. The presenter said the school is focusing on vocabulary and 'fact fluency' in math—memorizing basic facts to free cognitive space for more complex problem solving.
Public comment: A parent who said she is a 'first‑time Panther mom' praised Hathaway for 'safety, inclusiveness, and community,' thanking staff for preschool and bus support.
What happens next: The principal invited trustees and community members to visit the school and said staff will continue MTSS monitoring and targeted interventions as data come in.