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East Windsor cites notable assessment gains, says subgroup gaps remain
Summary
District staff reported measurable gains on state and national assessments over a four-year span and said the next phase will target persistent proficiency gaps in subgroups through MTSS, professional development and strengthened tier-one instruction.
District curriculum staff presented spring assessment results and four-year trends showing gains in English, math and science, but cautioned that growth is not consistent across all student subgroups.
At the board meeting a presenter described the district's 'problem of practice' as uneven or inequitable growth across subgroups and said MTSS will be used to diagnose needs, strengthen tier-one instruction and expand tier-two and tier-three supports for students who need additional interventions.
"After reviewing all of our data, our problem is East Windsor students are not demonstrating consistent or equitable growth across subgroups and meeting grade-level expectations," the presenter said, pointing to persistent proficiency gaps on state and national assessments.
Board members noted substantial overall progress over four years: members said the district had been asked by the state to participate in a release of state assessment results as one of four districts because of its gains, and district staff said that recognition reflected work on reading and science. A board member summarized the sentiment: "In four years, we have come a tremendous way; we went from the bottom of the rung to the top of the rung in four years," and called for clearer, plain-language communication to families.
Staff outlined next steps: build teacher and leader capacity through professional development, monitor subgroup performance through MTSS data processes, maintain strong tier-one practices while targeting tier-two/tier-three supports, and make assessment graphs and narratives more accessible to families via the website and school communications.
The board asked staff to consider distribution channels (open houses, conferences, and school events) to reach families who do not read email and to prepare materials that explain what the data mean for each child's progress. District staff agreed to follow up on communication strategies and to present more accessible visuals for parent consumption.
