The district continues to strengthen its assessment and intervention systems in order to better identify student needs and provide targeted, research based supports that accelerate learning. With the addition of new screening tools and expanded progress monitoring practices, educators are gaining clearer insight into patterns of student performance and are able to respond with more customized instruction and intervention.

The district continues to strengthen its assessment and intervention systems in order to better identify student needs and provide targeted, research-based supports that accelerate learning. With the addition of new screening tools and expanded progress monitoring practices, educators are gaining clearer insight into patterns of student performance and are able to respond with more customized instruction and intervention.

This year, the district expanded the use of the i-Ready assessment platform by implementing the i-Ready Diagnostic as a universal math screener for students in Grades 1 and 2 and for students receiving math intervention in Grades 3-5. In addition, the district introduced i-Ready MyPath, a personalized digital learning program that provides customized learning pathways for students based on their diagnostic assessment results. All students in Grades K-2 and students receiving intervention in Grades 3-5 are screened using i-Ready, allowing MyPath to deliver individualized instruction and practice aligned to each student’s needs. The district plans to expand the use of MyPath to support intervention in Grades 7 and 8 beginning in the 2026-2027 school year.

At the Coventry Grammar School (CGS), additional steps have been taken to strengthen early literacy and mathematics assessment systems. The school implemented the i-Ready Diagnostic in Grades 1 and 2 and introduced a Universal Number Sense Screener in Kindergarten. These tools provide more precise and actionable data that allow educators to identify student needs earlier, refine instructional groupings, and more intentionally target instruction during “What I Need” (WIN) time as well as within Tier 2 and Tier 3 intervention supports.

CGS has also prioritized strengthening staff data literacy to ensure assessment results are interpreted and used effectively. Teachers and grade level teams have engaged in professional learning focused on analyzing student data through both proficiency and student growth measures. This work has strengthened the faculty’s ability to identify trends, monitor student progress over time, and ensure that intervention programming remains responsive to student needs.

To further strengthen literacy intervention at the elementary level, CGS implemented Wilson Language Fun in Focus as a Tier 2 reading intervention aligned with Fundations, the district’s Tier 1 phonics program used in Grades K-3. Student progress within this intervention is monitored using Acadience assessments to ensure that instruction is effectively addressing skill gaps.

At the G.H. Robertson School, in literacy, the Acadience assessment continues to serve as a universal screener for all Grade 3 students and is administered three times each year. Results are shared with families, and mid-year data indicates that 63% of Grade 3 students are currently performing in the meets or exceeds range. The use of Acadience assessments has also been expanded to support progress monitoring for students receiving reading intervention in Grades 4 and 5. Teachers have been trained in the administration and interpretation of Acadience assessments, enabling them to support students with reading challenges within both Tier 1 classroom instruction and Tier 2 small group interventions. Acadience assessments provide detailed data on reading accuracy, rate, and comprehension, as well as Pathways of Progress indicators that show whether students are making typical, above typical, or below typical growth. This information helps teams determine when adjustments to intervention are needed to accelerate progress and close achievement gaps.

In mathematics, the i-Ready platform is now used both for progress monitoring and as an intervention tool for students in Grades 3-5 receiving math support. The program disaggregates student performance by mathematical strand, including operations and algebraic thinking, geometry, measurement and data, and number and operations, providing teachers with detailed information about student strengths and areas for improvement. Midyear data shows encouraging progress among students receiving math intervention. In the strand of number and operations, 73.7% of Grade 3 students, 63% of Grade 4 students, and 74% of Grade 5 students are currently performing on or approaching grade level.

To encourage student ownership of learning, students receiving math intervention track their progress within i-Ready by graphing their results and celebrating milestones. Families are also kept informed through regular communication, and students are encouraged to complete two individualized MyPath lessons each week. These lessons are generated based on the results of the i-Ready Diagnostic assessment, which, like the Acadience assessment, is administered three times per year to monitor growth.

Together, these efforts demonstrate the district’s commitment to using high quality assessment tools and targeted interventions to support student growth. By strengthening early identification of learning needs and expanding personalized supports, we ensure that students receive the instruction and intervention necessary to succeed.