The district presented fall baseline assessment data using IMESA (interim measures) and EMIRRA (foundational Amira/Istation measures) that provide teacher teams with early indicators of student performance and areas that need support.

District assessment staff said third grade had the lowest percentage of students on target in reading and math in the IMESA interim results and noted those students were taking the new standards for the first time. EMIRRA beginning‑of‑year data (kindergarten through sixth grade) showed a comparatively high proportion of students at the lowest level (level 1) in early grades for math and reading; the district’s highest EMIRRA reading performance was reported by sixth grade (about 16 percent on target), while kindergarten and first and second grade had a large share at level 1 in math (the presenter reported 48 percent level 1 in kindergarten math).

Assessment staff emphasized these are baseline, beginning‑of‑year measures intended to inform tier‑1 instruction and to target layers of intervention (small group, high‑dosage tutoring) for students who do not show growth. The presenters also said these assessments are aligned to the district’s plan for monthly progress monitoring and that schools will revisit the measures in the weeks ahead to track growth.

Why it matters: Early diagnostic and interim data give teachers and leaders actionable signals about which standards and grade levels need immediate support; district staff said the results will be used to deploy coaches, schedule interventions and set next‑period monitoring targets.