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Washington Elementary principal reports early‑grade reading gains, math intervention steps and behavior supports
Summary
Principal Tina Townsen told the board March 10 that first‑grade FAST reading scores rose from fall to winter for the first time since 2018–19, outlined a number‑sense math intervention begun around Thanksgiving, described expanded behavior coaching from the AEA and highlighted upcoming family STEM and community events.
At the March 10 Fairfield Community School District meeting Washington Elementary principal Tina Townsen reported progress on several building goals — academic growth, student belonging and preparedness — and described strategies the school is using to support students.
Townsen said building goals aim for measurable growth for all students and described assessment tools used at different grade levels: “For preschool we use the GOLD assessment data; for kindergarten and first we use our FAST, Bridge data that we give beginning year, mid‑year and end of year,” she told the board. She flagged one assessment caveat in math: place value is included on the midyear math assessment although that content had not yet been explicitly taught, a mismatch she said likely affects scores.
Townsen also highlighted a positive reading trend: “This is the first time since at least the 18–19 school year that our fall to winter first grade FAST reading scores have gone up instead of down,” she said, calling it a building celebration. To address math gaps the school added protected RTI/MTSS math time and a supplemental number‑sense curriculum, with small‑group 20‑minute blocks the first‑grade team uses to work with students identified by data. The board was told that intervention time and use of PLC/CLT protocols remain a work in progress as teams develop common assessments.
On behavior supports Townsen said the building benefits from an AEA behavior specialist who coaches teachers; she also described several high‑need students whose families have not pursued outside counseling and two pupils who temporarily required one‑on‑one instruction outside the general classroom. Townsen said next year’s kindergarten roster already lists 13 students with Individualized Education Programs (IEPs).
Townsen concluded with community and program highlights — a Title I STEM family night expecting about 250 families, partnerships with high‑school students for STEM stations, PBIS rewards coordinated with high‑school science classes, and implementation of Leader in Me training and Lighthouse team activities. Board members thanked Townsen and noted this was her final update before retirement.
The board did not take formal action on Townsen’s report; follow‑up items requested included providing longer historical reading data on request and continuing to develop common assessments and intervention plans.
