Groton — Groton Public School students outperform their peers in math, but have work to do in language arts and science, according to the results of several assessments released this week to the Board of Education.

Groton students placed first among 15 school districts with similar demographics in performance on the Smarter Balanced Assessment Consortium, or SBAC test in math, results showed.

About 71 percent of third-graders and 77 percent of fourth-graders scored near, at or above the goal in math, results showed.

In middle school, 79 percent of sixth-graders and 63 percent of seventh-graders scored near, at or above the goal in math.

The interim SBAC test was given to students in the fall to allow teachers to check progress and adjust instruction.

Students struggled with the math test in fifth and eighth grades; about 58 percent of fifth-graders and 34 percent of eighth-graders scored near, at or above the goal for math in those grades, results showed.

“The topics are hard,” said Mike Emery, Groton’s director of teaching and learning.

The test for fifth grade covers fractions, which are difficult for many children, he told the school board.

Beth Horler, president of the Groton Education Association, which represents about 450 Groton teachers, said seeing the results is useful to teachers. 

"It definitely helps us improve instruction and improve opportunities for our children," she said.

The SBAC test was not given in language arts, so the district created its own assessment to measure student skills in literacy and writing, Superintendent Michael Graner said.

A group of teachers from across the district developed and scored the test, which was given in the fall.

Although the test was not standardized, it pointed to areas where students need additional instruction.

Results showed that in first, third, fourth and fifth grades, more than 45 percent of students are considered “novices” at the skills, or are just beginning to learn them.

Students performed better in middle school, with more than half scoring at the “developing” level, showing they are grasping the skills.

"Because it was a true pre-test, the scores were understandably low," Graner said.

In science, students in fifth and eighth grades took the Connecticut Mastery Test, the only subject for which that test still is given.

Students scored slightly above the state average in both grades, with about 61 percent of fifth-graders scoring at or above the goal compared to 59 percent statewide, and about 62 percent of eighth-graders scoring at the goal, less than one percentage point above the state average.

In tenth grade, students took the Connecticut Academic Performance Test, which is given only in science.

The scores showed about 37 percent of Groton students met or exceeded the goal, compared to about 46 percent at the state level.

“This year they were well below, and they dropped. Why?” asked school board member Rita Volkmann.

She said it was sad to see students fall below the state average.

Terance Henkle, math and science coordinator for the district, said Groton is moving toward the Next Generation Science Standards, which is changing what's taught and when.

Groton also lost an eighth-grade teacher last year and instead had a long-term substitute, he said.

But board members questioned whether teachers at Robert E. Fitch High School have adequate time to review students' progress and adjust teaching to fill gaps.

High school teachers lost a common planning time called “X block” due to a scheduling change, and Emery said it’s now nearly impossible for multiple teachers giving instruction in the same subject to meet.

Volkmann suggested they could make it work by staying after school.

“You’re seeing the elementary teachers staying hours after school,” she said.

Assistant Superintendent Susan Austin said it would be better to schedule it.

“The best way for it to happen is to build a schedule so it does happen,” she said.

d.straszheim@theday.com