Sanford releases spring assessment data; district growth near national average, early-literacy gains noted

The Sanford School Committee received a summer briefing June 15 on spring assessment results and how the district plans to use those data to target interventions.

Curriculum Director Bethany Lambert presented three measures: the state accountability assessment (percentage of students meeting grade-level standards), NWEA MAP growth and achievement (district growth averages around the national 50th percentile), and DIBBLES early-literacy screening. She characterized the state scores as preliminary and subject to verification by the state, and said growth measures show Sanford at or near national averages with some grade-level variation.

"These are the initial scores and the state will go through and they will verify that the scores are accurate," Lambert said, noting any adjustments tend to be minor. She said NWEA MAP growth places the district close to the national mean and highlighted strong DIBBLES gains in kindergarten and Grade 1 (for example, kindergarten rose from roughly 13% at fall to 52% by spring on the DIBBLES benchmark), while some grades (notably late elementary levels) showed slower progress.

Board members raised concerns that students absent on test days are scored as zeros on the state assessment and that attendance patterns can depress district percentages. Leaders said attendance will be part of the district’s deeper summer analysis — the administrative team will break results down by grade, school and subgroup over the summer to identify targeted interventions.

Planned responses include continuing K–12 math professional development and coaching with Maine Math & Science Alliance, investing in tier-one instructional practices and Universal Design for Learning, and sustaining intervention staffing added in the recent budget.

Administrators said they will report back once the summer analysis identifies specific grade- or school-level interventions.