District reports improvement in third‑grade literacy; sixth‑grade math target missed
Summary
District staff told the board that third‑grade literacy proficiency for economically disadvantaged students exceeded the 2024–25 target, while the district missed a goal for sixth‑grade math proficiency though the cohort showed year‑over‑year gains.
District officials presented progress on two monitoring goals for the 2024–25 school year at the Sept. 17 meeting: a literacy goal for economically disadvantaged third‑grade students and a mathematics goal for economically disadvantaged sixth‑grade students.
Dr. Kelly Baldo, presenting in the absence of the chief academic officer, said the district set a goal to increase third‑grade literacy proficiency for economically disadvantaged students from 17.1% in 2024 to 19.3% in 2025. The district reported that the cohort finished at 26.9% proficiency, exceeding the target by more than five percentage points. Staff credited several factors, including expansion of the MyView literacy program, teacher training in morphology and continued IMSE coaching.
On mathematics, the district aimed to raise sixth‑grade proficiency from 23.5% in 2024 to 26% in 2025 for economically disadvantaged sixth graders. That target was not met; the cohort finished at 20.9%. Dr. Baldo told the board that cohort members were at 14.3% when they were fifth graders the prior year, representing cohort progress even though the target was missed. Staff noted that 2024–25 was the first year of Reveal Math implementation and said first‑year adoption sometimes leads to implementation dips. The district described professional development, math learning communities, coaching and classroom walkthroughs as remedies.
Board members asked how interventions are scheduled (60‑minute core math blocks and 30‑minute RTI blocks in K–6) and whether RTI time displaces other student services. Dr. Baldo said RTI time is dedicated to targeted intervention and that vendors such as ALEKS have been added for K–2 this year to provide targeted online support.
Several board members requested more school‑level disaggregation to ensure schools with the greatest needs receive focused support. District staff said they will continue building support through coaching and professional development and monitor cohort performance.
