Cumberland County Schools implementing a series of targeted academic supports and staffing adjustments to maintain a five-year trend of steady improvement in TCAP scores.
Director of Schools Rebecca Farley said the district achieved a significant increase in third-grade proficiency this year, rising from 33 percent to approximately 40 percent. Farley said the Board of Education and district supervisors have prioritized lowering teacher-to-student ratios in kindergarten through third grade to address foundational learning needs.
“It’s always nice when you can see the rewards of your hard labor and I think that our teachers and staff will be able to see that based on these numbers,” Farley said. “I think that they say that our staff and that is all of our staff is focused and student-centered on doing what’s best for students each and every day.”
Farley said the district plans to introduce instructional coaches who will be assigned to multiple elementary schools to provide direct academic support. The school system is also establishing county-wide learning communities specifically for the high school level.
“Well obviously that’s how we’re judged by the state,” Farley said. “So, you know, we do have to take those seriously and we do have to look at those. But I think it’s the relationships that all of our staff builds each and every day with these students that really makes the difference.”
Farley said the district analyzes testing results at both the building and district levels to develop specific improvement plans with school principals. The district is also transitioning its county-wide professional meetings from a virtual monthly format to in-person sessions held every nine weeks.
“Typically when you’re looking at these test scores, you’re going to see first a gain in your growth and what that’s going to do is that’s going to lead you to grow and gain in your proficiency levels,” Farley said. “So, you know, we’re waiting to see and get that proficiency level well above 50 percent.”
Farley said the district is also incorporating teacher leaders to focus on academic work within individual grade levels. This strategy expands on existing efforts in kindergarten through second grade, as officials believe early intervention is necessary to prevent challenges that typically manifest in third-grade testing.
“Because everything is all about relationships and these students have to know somebody cares because in order for them to achieve what they have achieved, they have to know that there’s somebody in that building that cares about them first and foremost,” Farley said.
Farley said the district expects to see continued growth in all subject areas as teachers become more familiar with the specific adjustments needed to drive annual improvements.
