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East Windsor school year reports: reading gains at Broadbrook, attendance and MTSS strides at middle and high schools
Summary
End‑of‑year reports highlighted Broadbrook reading gains (69% at/above benchmark), continued math focus, high‑school attendance and referral improvements, and middle‑school MTSS and extracurricular growth; staff outlined next‑year priorities and interventions.
District administrators delivered year‑end reports across Broadbrook Elementary, the middle school and the high school that emphasized reading gains, attendance improvements, and plans to deepen multi‑tiered supports.
Broadbrook’s presentation reported that 69% of students were reading at or above benchmark by year end and that foundational reading domains (phonics, high‑frequency words) were notably strong. The school identified math as a priority area for next year and said it would expand targeted interventions, the MTSS leadership work begun this year, Number Corner (K–2) and structured small‑group instruction to increase consistency and fidelity.
The high school reported substantial improvement in daily attendance and a reduction in chronic absenteeism after implementing an attendance team and student incentives (including monthly bingo). Administrators also described behavior‑team work through MTSS that reduced referrals and increased targeted supports. On academics, cohort PSAT/SAT comparisons showed modest gains in reading and smaller gains in math; leaders said math remains a major focus going into the next school year and outlined plans for intervention and curriculum alignment.
The middle school highlighted similar MTSS progress, student incentive programs (monthly rewards and year‑end events), and growth on I‑Ready reading and math measures. Staff reported survey results showing stronger student‑adult connections (student survey: 98% reported having a trusted adult at year end) and expanded after‑school clubs and athletics participation. Planned next‑year priorities include vocabulary work, building thinking classrooms for math, student‑to‑student feedback practices, and continuing MTSS fidelity.
Administrators closed by noting community partnerships, arts and performance events, career pathway expansions at the high school, and several upcoming design and finance follow‑ups related to facility projects. The reports will inform the district’s summer planning and early fall professional development calendar.
Supporting details and figures cited in presentations will be provided in slide packets and follow‑up memos; the board asked staff to circulate final enrollment and demography clarifications tied to facility submissions.
