Exeter Township School District leaders on Jan. 13 told the board they are in Phase 3 of a multi‑year improvement plan focused on third‑grade ELA, seventh‑grade math and graduation rates, and are using a cycle of data review to adjust curriculum and supports.

“Phase 3 ... we’re monitoring the plan and then adjusting the course as needed based on the data,” Dr. Christy Haller, superintendent, said as the district outlined quarterly curriculum‑team work and professional development tied to structured literacy training (UFLI, University of Florida Literacy Institute).

The presentation by Josh Hoyt, director of teaching and learning, laid out the district’s assessment toolkit for K–2. The district uses Acadience as a universal screener (fall/winter/spring benchmarks, consistent with requirements tied to Act 135), and DreamBox for K–2 math progress monitoring. Hoyt explained that DreamBox provides a launchpad and individual growth paths aligned to Pennsylvania standards; Acadience remains an individualized, oral assessment for reading progress.

Hoyt summarized early numeric indicators for math progress as of Jan. 4: kindergarten students had reached about 0.4 on the DreamBox timeline (interpreted as roughly 40% of the kindergarten math curriculum baseline), first grade near 0.9, and second grade showing gains toward expected baseline. He stressed strategies to address gaps—place‑value instruction, fact fluency work, and spiral review embedded in daily math blocks.

“We’ve been taking a look at the standards, identifying gap skills, and really trying to create a common experience that’s equitable for our kids,” Hoyt said, describing grade‑level teacher teams that meet quarterly.

The district previewed an adoption plan for a K–6 math resource (Eureka Squared by Great Minds) that would include teacher professional development, manipulatives and parent supports (one workbook stays at school and one goes home). Hoyt said a formal, detailed presentation and recommendation will come to the board before any adoption vote.

Board members asked about subgroup reporting, especially for the district’s growing English‑learner population. Hoyt said the ESL cohort has grown substantially since May 2023 and that the district tracks subgroups (ESL, special education, gifted) across local assessments and state indicators. He noted the district expects roughly $17,000–$18,000 in Title III funding next year to support ESL services but said that funding is at risk in subsequent years.

District staff offered to let board members observe one‑on‑one reading assessments conducted by reading specialists to illustrate how Acadience measures oral reading fluency and how results are used to shape interventions.

Next steps from the K–2 update: winter benchmarking (Acadience) is scheduled in the coming weeks, targeted professional development days in January–March to analyze interim results, continued partnership with the county intermediate unit for an in‑depth ELA analysis, and a formal resource adoption presentation later in the spring. The board heard the presentation and will consider any formal resource adoption at a future voting meeting.