East Windsor board hears multi-year literacy update, presenter cites gains in test scores

The East Windsor School District Board of Education heard a multi-year literacy update focused on implementing evidence-based reading instruction and stronger assessment protocols.

Daryl, identified in the meeting as the curriculum presenter, outlined six recommendations from a prior review and the district's work to implement them: a structured literacy block in elementary grades, a strengthened assessment calendar and data protocols, explicit phonics instruction, tiered intervention programming with intervention forms, adoption of vetted curriculum resources across grade bands and adherence to a multi-year implementation plan supported by local literacy teams and professional development.

Why it matters: presenters said the plan aims to close known gaps in early literacy and to ensure consistent instruction K-12. The district has invested in professional development, consultants and the "science of reading" training; staff reported literacy coaches in each school and the intention to shift from external consultants to a locally trained literacy team to provide ongoing professional development.

Details: the presenter said the district's assessment calendar includes three formal administrations per year and uses a triangulation approach (multiple screeners and diagnostics including i-Ready). Intervention tiers were described as universal (tier 1) instruction with additional supports layered for students who do not meet benchmarks; interventionists will complete digital forms to document supports discussed at data meetings.

The presenter cited midyear assessment trends and a stated district target of more than 50% of students at or above benchmark at midyear; they said midyear results had risen from the low/mid-30s several years ago to the 40s'and 50s range more recently. "Our math scores have doubled in the last four years," the presenter said, adding this was an approximate characterization. "Students are absolutely engaging in more rigorous learning experiences than they previously had," the presenter said of classroom changes tied to the literacy work.

Board members asked for the backup materials included in the packet and for clearer data displays; one member requested printed copies of the presenter's documents. Staff said literacy resources were vetted and aligned to the science of reading and that professional development for K-10 teachers is underway, with plans to extend supports and coaching to the high school in time.

What's next: staff will convene a district literacy team drawn from elementary and middle school teachers, continue data meetings at each school, and provide further materials to the board. The board discussed using talking points to communicate progress to the community and to highlight achievement and the district's "portrait of a graduate" and career-pathway work.