Goodyear Elementary School Makes Data a Priority to Drive Student Growth

WOBURN — At Goodyear Elementary School, educators are using data more intentionally to adjust instruction and better support students’ learning.

Through a coordinated approach that connects assessment results to daily classroom practice, the school has expanded supports in both literacy and mathematics and built a consistent system to meet students’ individual needs.

Central to that work is the school’s daily W.I.N. (What I Need) block, a one-hour period when students receive instruction based on current assessment information. During this time, educators provide enrichment or intervention so teachers can respond quickly to student progress.

Assistant Principal Amanda Williams, who joined the school last year, has helped lead the effort alongside the Goodyear Content Team, including Jen Ross, Kelly Pappagianopoulos, and Emily Shaw. The team oversees planning and coordination of interventions and supports teachers in using assessment information to guide instruction practices.

Longtime educators Ross and Pappagianopoulos have worked together for many years to strengthen instructional planning and assessment practices. Their work includes the continued use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to guide literacy instruction and the pilot of STAR assessments to support differentiated learning.

This year, the team expanded with the addition of Shaw, whose background in math coaching and curriculum implementation had supported the rollout of the Reveal math program across all grade levels.

As a result of this collaborative, data-informed model, Goodyear has expanded schoolwide supports, including Lexia literacy challenges, Walk to Read planning and instruction, interactive math bulletin boards, and a weekly schoolwide word problem initiative designed to strengthen problem-solving skills across all grade levels. These efforts are supported by a team of interventionists — Maryann Puopolo, JoAnne Bogus, Jackie White, Christine McMenimen, and Tony Moschetto — along with Title I Lead, Paula Vasiladis. 

The team collaborates with classroom teachers, special education staff, and the multilingual learning team to conduct ongoing progress monitoring and administer beginning, middle, and end-of-year assessments. Goodyear’s efforts are further strengthened by district central office partners who provide guidance and support as the school refines and enhances its practices.

Preliminary assessment results at Goodyear Elementary School reflect the impact of the school’s focused approach to instruction. Schoolwide, the percentage of students meeting or exceeding benchmark increased from 42 percent at the beginning of the year to 60 percent at midyear, while the proportion of students in the highest risk category declined from 33 percent to 27 percent.

Several grade levels demonstrated notable gains. Grade 1 increased to 68 percent of students at or above benchmark, and Grade 2 reached 72 percent. In Grade 4, the percentage of students performing above benchmark nearly doubled, rising from 21 percent to 40 percent.

These results reflect the school’s focused use of assessment data, targeted small group instruction, and strong collaboration among teachers, interventionists, and specialists. Across the building, most students are demonstrating average to well above average growth. 

“Through collaborative leadership and targeted interventions, Goodyear Elementary School continues to set a strong standard for student-centered instruction and academic excellence,” said Principal Meghan Patrissi. “Our entire staff has committed themselves to creating an adaptive learning environment that meets students where they are at, and we are pleased to recognize the impact it has had on our student body.”