District MCA scores prompt concern from board and parents; principals to present school improvement plans
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Summary
New MCA (Minnesota Comprehensive Assessments) results presented at the Brainerd School Board meeting showed modest declines in district reading and math proficiency; several board members and parents pressed for explanations and described targeted plans for principals to bring continuous-improvement plans to upcoming meetings.
The Brainerd School Board received districtwide results from the spring Minnesota Comprehensive Assessments (MCA) on Sept. 23 and heard concerns from board members and parents about falling proficiency in some schools.
District staff summarized the MCA outcomes and how state assessments fit into a layered system of classroom, district and state assessments used to guide instruction. The district reported an overall reading proficiency of 51.5 percent and math proficiency of 45.6 percent across tested grades; principals will bring school-level continuous improvement plans to board meetings this fall.
Board and public reaction: Several speakers — and at least one board member — urged closer attention to individual school declines. A board member (speaking as Director Ralphs in discussion) flagged sharp drops at specific elementary schools, citing Garfield and Lowell as examples and asking whether curriculum, professional development or other factors had changed.
Parents and community members reinforced those concerns. One board member said the district should “invest in quality professional development” and examine class sizes and out‑of‑school factors that affect learning. A parent reported a classroom at Garfield with 29 third graders and another at Riverside with 27 first graders, noting a high share of students on IEPs.
District response and next steps: Christina (the district assessment lead) and other administrators said the results are one data point and that staff will use FastBridge screening and other diagnostic tools this fall to direct targeted instruction. The district noted that elementary staff completed intensive literacy training (OLA) last year and are now implementing structured literacy practices; teacher teams are reviewing the MCA “performance level descriptors” to align instruction to tested benchmarks.
School‑level work: District leaders said principals will present comprehensive improvement plans (CIPs) and school goals in October–December board meetings, drawing on fall FastBridge screening data and MCA item‑level analysis to identify curriculum gaps and professional learning needs.
Participation and opt‑outs: District staff also said they are working to compile data on MCA participation and opt‑outs; staff acknowledged that students who do not participate are counted in proficiency calculations and that non‑participation can affect school-level results.
Ending: Administrators said the fall screening and principals’ CIP presentations will show where interventions are needed, and the district will track progress through the school year. The board directed staff to return with school-level plans and progress metrics in coming months.
