District presents 2025‑26 end‑of‑year data, highlights kindergarten and middle‑school gains
June 24, 2026 | Easton Area SD, School Districts, Pennsylvania
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District instructional leaders presented the Easton Area School District's 2025‑26 end‑of‑year data review, describing a mix of encouraging gains and continuing challenges across literacy and mathematics measures.
Jennifer, the Acadience presenter, said kindergarten showed "phenomenal growth," noting a composite score rise from 55 at the start of the year to 76 at year end and that 67% of kindergarten students made at least typical progress. She highlighted submeasures such as phonemic segmentation and whole‑word reading and recommended work to increase fluency and automaticity so students move from careful decoding to fluent reading.
Presenters reviewed STAR reading and math results and cohort analyses that showed middle‑school improvements. Mr. Cook pointed out that seventh grade math achieved particularly strong gains this year (he described an 11–16 percentage‑point increase for several middle grades and that 88% of seventh graders met their growth target), and cohort graphs demonstrated net increases in the percentage of students at or above benchmark across three‑year spans.
The team emphasized multiple measures—Acadience, STAR and IXL—are used to guide instruction, intervention and professional development. The presentation described implementation steps to strengthen tier‑one instruction, create data dashboards for curriculum‑based assessment, and continue building internal capacity through professional learning and fidelity checks. The presenters and Dr. Draper noted the state mandate for structured literacy training and said the district will continue strategies to protect instructional time and reduce interruptions to learning.
Board members asked for building‑level and grade‑level breakdowns of the data, and presenters agreed to provide the more detailed analyses used in principals' data conversations. The district plans to create additional dashboards and to continue monitoring interventions and curriculum‑based assessments into 2026‑27.
Next steps: district staff will share building‑level breakdowns and continue professional development and curriculum alignment to advance fluency and proficiency goals.
Jennifer, the Acadience presenter, said kindergarten showed "phenomenal growth," noting a composite score rise from 55 at the start of the year to 76 at year end and that 67% of kindergarten students made at least typical progress. She highlighted submeasures such as phonemic segmentation and whole‑word reading and recommended work to increase fluency and automaticity so students move from careful decoding to fluent reading.
Presenters reviewed STAR reading and math results and cohort analyses that showed middle‑school improvements. Mr. Cook pointed out that seventh grade math achieved particularly strong gains this year (he described an 11–16 percentage‑point increase for several middle grades and that 88% of seventh graders met their growth target), and cohort graphs demonstrated net increases in the percentage of students at or above benchmark across three‑year spans.
The team emphasized multiple measures—Acadience, STAR and IXL—are used to guide instruction, intervention and professional development. The presentation described implementation steps to strengthen tier‑one instruction, create data dashboards for curriculum‑based assessment, and continue building internal capacity through professional learning and fidelity checks. The presenters and Dr. Draper noted the state mandate for structured literacy training and said the district will continue strategies to protect instructional time and reduce interruptions to learning.
Board members asked for building‑level and grade‑level breakdowns of the data, and presenters agreed to provide the more detailed analyses used in principals' data conversations. The district plans to create additional dashboards and to continue monitoring interventions and curriculum‑based assessments into 2026‑27.
Next steps: district staff will share building‑level breakdowns and continue professional development and curriculum alignment to advance fluency and proficiency goals.
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