North Andover reports midyear K–5 gains: 74% DIBELS proficiency, district credits new curriculum and intervention structure

North Andover school leaders reported midyear gains in elementary literacy benchmarks at the School Committee meeting on Feb. 26, saying the district’s coordinated instructional and intervention approach is showing early results.

District data presented at the meeting show the DIBELS composite proficiency for K–5 rose from roughly 70% at the start of the year to 74% at midyear; the district’s target is 80% proficiency by the end of the year. Administrators emphasized that the increase is the result of multiple coordinated elements: a move to higher-quality instructional materials (Eureka Squared in math, Wit & Wisdom for ELA and other resources), a common master schedule with a daily 45‑minute “What I Need” (WIND) intervention block, regular benchmark and progress‑monitoring cycles, and multi‑tiered data meetings.

Joe Clark, the district’s curriculum director for math, said the district has achieved 100% implementation of Eureka Squared across K–5 classrooms and described a professional‑development model of launch/learn/land using teacher leaders (FCIs) to support grade‑level unpacking. Officials said the district provided manipulatives and materials to every classroom to support the curriculum rollout.

Principals described how data meetings (beginning, mid, end of year) and weekly collaboration time are used to identify students for targeted interventions, plan instruction, and monitor progress. School leaders offered case studies showing students who were progress‑monitored made measurable gains after focused interventions: examples included a student’s nonsense‑word reading rate improving from 27 to 59 words per minute and another student’s oral reading rising from 46 to 93 WPM and meeting benchmark after small‑group work.

District literacy work includes a multi‑year partnership with Hill for Literacy and focused science‑of‑reading modules for first‑grade teachers, reading specialists and special‑education staff. Presenters said Hill consultants provide PD, planning sessions, in‑class coaching and follow‑up observations.

Committee members pressed on implementation capacity: principals said standardized schedules (adopted last year), assistant principals, curriculum coaches and collaborative planning time help support classroom visits and feedback, but they also identified ongoing resource needs — notably more reading and math intervention specialists and additional assistant‑principal capacity — as the next step to sustain gains and reduce teacher workload.

Superintendent Lethre and principals urged the community to view the midyear data as progress in a multi‑year effort and noted that translation to other state assessments (MAP, MCAS) will be evaluated as year‑end data arrive.