East Haven workshop: midyear data shows early‑literacy gains, flags math as area for targeted intervention

The East Haven School District held a midyear academic data workshop on Feb. 10 that showed measurable growth in early literacy and mixed projections for math as staff plan targeted spring interventions.

District presenters said a newly available national DIBELS report (midyear national sample ~4,000,000) allows local comparison. The presenter stated the district’s midyear proficiency was about 5 percentage points below the national average but emphasized that East Haven students are showing “accelerated growth,” including a 2 percent advantage in the proportion of students in the top performance band compared with national counterparts. The presenter added that one current second‑grade cohort—47 percent of whom entered kindergarten in 2023 classified as “well below”—has shown roughly 10 percent growth in students reading above grade level and a 9 percent increase in proficiency since kindergarten entry.

The district spotlighted a summer literacy enrichment pilot that ran at Tuttle. Presenters reported participants were more likely to be on or above grade level at midyear (27 percent) than similar peers who did not attend, and said Title I funding has been used to sustain elements of the program. "We see a lot of promise in this program," the presenter said, noting the district plans to track the cohort through year‑end and integrate lessons into regular instruction.

For grades 3–8, staff used I‑Ready diagnostics to project likely outcomes on the Smarter Balanced assessment. Officials explained the distinction between "typical growth" (expected annual progress) and "stretch growth" (accelerated gains needed to reach grade level). Midyear results showed strong movement for students who began the year multiple grade levels below—more than half had advanced at least one placement level by midyear—but a sizeable ‘‘cusp’’ group (students slightly below typical growth) remains an intervention priority.

Math projections were described as more concerning than ELA. Presenters identified midyear regressions in grades 4, 5 and 8 compared with the previous cohort and called for focused math coaching and targeted work in the spring, particularly at JMMS where new programming and coaching have been concentrated.

Lisa, who leads the district’s science work, described the roll‑out of Amplify Science in grades 6–8 and said interim assessment blocks (IABs) are being used both to practice test tools and to monitor content mastery. She reported unit progress‑build data with sizable shares of students achieving Levels 3–4 on key units such as thermal energy and rock transformations. "This is very promising, and we're really excited about it," Lisa said of the early middle‑grade science results.

At the high‑school level, presenters reported ninth‑grade on‑track rates of 86 percent for the 2029 cohort and combined AP/dual‑credit enrollment of 337 for 2025–26 (down from about 380 the prior year). Officials noted staffing limits constrain expansion and said a business‑pathway dual‑credit expansion is planned for the fall.

District leaders said they will continue analyzing individual student cases where growth is below expectations and will bring targeted action plans to principals to support students in the second half of the year.