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Goshen County School District principals report mixed winter benchmark gains, plan targeted interventions
Summary
Principals across Goshen County School District #1 reported notable fall‑to‑winter gains at several elementary schools but mixed results in middle and high schools. Leaders urged data‑driven interventions, PLC work and targeted supports after winter benchmark and STAR results were reviewed.
Principals from multiple Goshen County School District #1 schools presented winter benchmark and STAR data, saying elementary grades generally met or exceeded the district’s 10% growth target while middle and high schools showed uneven results that will require follow‑up.
At Florentine Middle School, the principal told trustees the school narrowly missed a state accountability cut score and has launched a school improvement plan focused on tier‑1 instruction, data‑driven planning and social‑emotional lessons. "Our score is a 1.7," the principal said, noting the school missed the 1.8 cut score by a point and is prioritizing Tier‑1 instructional practices and PLC time to boost achievement.
Elementary buildings reported stronger, more consistent growth. One presenter said Trail Elementary gained about 12.4 percentage points in reading proficiency (fall to winter) and that every grade level at that school met the district’s 10% growth goal in reading. Another elementary principal reported K–5 reading proficiency moved districtwide from about 54% to nearly 78% overall in winter benchmarks, and multiple grade levels recorded double‑digit gains in math and reading.
High‑school and middle‑school presenters cautioned that senior participation and testing timing complicated comparisons. The principal of Torrington High School identified seniors’ testing participation and the timing of ACT prep and finals as factors that may have depressed some winter scores and said the school will adjust administration timing and continue ACT preparation strategies.
Administrators described steps to address weaknesses: frequent benchmark meetings, use of branching‑mind and other diagnostic tools, vertical alignment across grades, and targeted professional development. Several principals said they will survey teachers and students to identify causes of anomalous drops and will continue benchmark monitoring ahead of spring state tests.
Board members and staff emphasized that the district will follow up with a deeper data review in a planned work session to analyze literacy and math indicators and to ensure targeted interventions are in place. The board scheduled additional briefing time so trustees can review district‑wide literacy and math scores during March and asked administration to bring clearer enrollment and benchmark trend analyses.
