Board approves literacy goals to boost third graders' reading proficiency by 2028

The Creighton Elementary District Governing Board convened on June 2, 2025, to discuss significant progress in literacy initiatives and the ongoing monitoring of educational goals. The meeting highlighted the district's commitment to improving reading proficiency among students, particularly third graders, as part of its strategic objectives.

One of the key discussions centered around Goal 4, which aims to increase the percentage of third graders scoring proficient in English language arts from 18% in August 2023 to 41% by August 2028. Preliminary results indicated a rise from 17% to 22% proficiency expected by August 2025, although the current data showed a lower than anticipated increase of only 12%. The board acknowledged the need for reflection and adjustment in strategies to meet these targets.

The meeting also addressed interim measures for assessing literacy progress. For instance, the percentage of third graders passing the FastBridge reading screener is projected to increase from 8% to 20% by May 2025, with current results showing a successful rise to 20%. The board expressed optimism about these developments, emphasizing the importance of using predictive measures to enhance future assessments.

Additionally, the board discussed the integration of new assessment tools, including oral reading fluency components, which have been incorporated into state assessments. Concerns were raised about the accuracy of AI-based scoring systems used in these assessments, particularly regarding their ability to accommodate diverse speech patterns and accents.

In conclusion, the board's discussions underscored a collaborative effort between board members and the administrative team to align on educational goals and strategies. The meeting concluded with a unanimous approval of the Goal 3 progress monitoring report, reflecting a shared commitment to improving literacy outcomes for students in the district. The next steps will involve further analysis of assessment data and continued professional development for educators to ensure effective implementation of literacy initiatives.