District reports large K–3 literacy gains; administrators shift reading measure to MAP Growth

The Hartford J1 School District board heard an end-of-year Achievement Gap Reduction (AGR) report on June 24, 2026, that showed sizable K–3 literacy gains and a planned change in assessment strategy.

Ms. Wilcher, presenting the AGR summary, highlighted large improvements in foundational literacy skills: "From fall to spring, [second grade] went from 18% proficient to 79% demonstrating that skill," she said, calling the growth "really, really exciting." Kindergarten and first grade also exceeded proficiency targets on phonemic-awareness measures (kindergarten 89%, first grade 90%), and third grade reached 95% on measured phonemic tasks.

Administrators said the district will revise its reading-goal metric in the AGR application: rather than the prior local benchmark assessments, teachers will use MAP Growth next year to proctor and analyze reading assessment data. That adjustment prompted follow-up questions from trustees about how to read and compare charts produced by different instruments.

Board members asked for clearer examples and guidance. One trustee asked for sample item comparisons across fall, winter and spring so the board can understand why percentages might rise then dip; administrators explained that some benchmark graphs (for example, the district's Number Corner unit checks) measure mastery of unit-specific standards and are not direct measures of growth, while AIMSweb and MAP Growth report progress over time. Ms. Wilcher said AIMSweb measures growth and Number Corner reflects unit mastery; she emphasized that combining multiple measures with teacher formative data gives a fuller picture.

On math, presenters reported similar year-to-year gains in early grades: first grade proficiency on the district benchmark rose from 54% to 76%; grade two showed strong growth and an 87% proficiency mark at a winter checkpoint. Administrators described next steps to continue evidence-based instruction, small-group interventions and professional learning for teachers, and said they plan a stronger focus on vocabulary, language comprehension and access to complex texts.

The board received the packet data and asked administrators to include clearer guidance in future slide decks showing what each assessment measures and sample items so trustees can better interpret fluctuations on benchmark graphs. Administrators said they will make those examples available and continue monitoring progress through MAP Growth and AIMSweb alongside classroom formative data.