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Jenkintown superintendent presents AIMSweb start‑of‑year data; board flags math as focus
Summary
Superintendent Dr. Ortiz reported AIMSweb K–6 benchmark results on Nov. 10, saying reading shows gains while math has a larger share of students below benchmark; the board discussed strengthening Tier 1 math instruction, interventions and regular progress monitoring.
Superintendent Dr. Ortiz presented the Jenkintown School District’s beginning‑of‑year AIMSweb screening data on Nov. 10, saying the universal screener gives the district a snapshot of where students started the 2025‑26 year and will guide instruction.
Dr. Ortiz said kindergarten–first grade reading showed 9% of students below benchmark, 42% at benchmark and 49% above, while grades 2–6 showed 12% below, 42% at and 46% above benchmark. In math, K–1 had 21% below, 56% at and 23% above; grades 2–6 showed 18% below, 41% at and 41% above. “Reading data looks very, very strong,” Dr. Ortiz said, but he added that math requires attention because a larger proportion of students began below benchmark.
The superintendent said the district will emphasize Tier 1 improvements in math — the universal core instruction all students receive — supplemented by 30‑minute intervention blocks (WIN) three days a week for reading and two days for math, weekly progress monitoring and targeted Tier 2/Tier 3 supports. He also noted teachers and staff have used AIMSweb alongside curriculum‑based measures (like Amplify) and state assessments to triangulate student need.
Board members asked about comparisons with neighboring Montgomery County districts and statewide scores; Dr. Ortiz said the district has not yet directly compared AIMSweb composites with county or state results but will use multiple data sources (Amplify, PSSA projections) to inform decisions. Directors also cautioned that small cohort sizes in a small district can cause large year‑to‑year percentage swings and urged the administration to present trend lines and classroom‑level context, not only headline percentages.
The presentation framed the data as a diagnostic starting point: district leaders praised teacher implementation of reading initiatives (BookWorx) and said they will replicate successful reading supports for math, provide additional professional development on the new math curriculum, and continue regular grade‑level meetings to review progress. The board asked administration to return with follow‑up presentations and an annual schedule of data reviews so future boards receive consistent updates.
Dr. Ortiz closed by emphasizing that the numbers are a starting point and that teachers will use the data to adjust instruction: “The real story is what takes place in the classroom,” he said.
