Minnesota district assesses early reading growth and shifts testing strategies

The St. Louis Park Schools School Board held a study session on March 11, 2025, focusing on student assessment data and instructional strategies aimed at improving educational outcomes. The meeting began with discussions on reading proficiency benchmarks for third graders, emphasizing the importance of a balanced assessment system to address opportunity gaps among students.

Key discussions highlighted the state's expectation of a minimum 2% increase in student performance metrics. The board reviewed data indicating that while some grade levels showed improvement in reading scores, there were still significant gaps between white and Black students. The data presented included fall to winter assessments, revealing that many students were not meeting the low-risk benchmarks for early reading skills.

The board also discussed the implementation of the Read Act, which mandates specific subtests for early reading assessments. This year, the focus shifted to four key subtests: letter names, letter sounds, word segmenting, and nonsense words. The data indicated a decrease in the percentage of students classified as low risk across schools, prompting concerns about the effectiveness of current instructional strategies.

In addressing the opportunity gap, the board examined math growth projections, noting that racial disparities in growth were smaller than those in proficiency. The discussion underscored the importance of tier 1 instruction, which aims to meet the needs of the majority of students before moving to targeted interventions for those who require additional support.

Teachers shared insights on effective data use in the classroom, emphasizing continuous assessment and the need for instructional flexibility to cater to diverse student needs. The session concluded with a brief break, allowing participants to regroup before continuing discussions on strategies to enhance student learning outcomes.

Overall, the meeting underscored the district's commitment to improving educational equity and the importance of data-driven instruction in achieving these goals. The board plans to continue monitoring progress and refining strategies to support all students effectively.