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Elementary principals report literacy gains, outline math focus and request continued coach support
Summary
Principals told the Monticello School Board that coordinated literacy training and reading-coach supports are producing cohort gains, while the district plans a math curriculum pilot to address new standards.
Elementary school leaders told the Monticello School Board on Monday that coordinated literacy training, common instructional practices and classroom coaching are producing measurable cohort gains, and they flagged math as the next curricular focus.
Eastview Principal Kristen Green, Pinewood Principal Shelley Gilmore and other elementary leaders described districtwide staff development (including LETRS/OLA training), reading-coaching cycles and an MTSS framework guiding interventions. They said coaches and instructional teams use data to inform tiered supports and that many teachers have completed or are completing established literacy professional development. Principals said the result is more consistent, explicit literacy instruction across buildings.
The principals noted areas needing attention. They cited math standards changes and said the district will pilot new math materials next year and explore a formal adoption process. Board members asked about FastBridge screening data that showed variation across cohorts; principals attributed some year-to-year differences to cohort variation, summer learning loss and pandemic-era effects (including masked instruction affecting early language development). They emphasized ongoing data dives and targeted interventions to address gaps.
Director of Human Resources Rob Daneker and school leaders also described a reading-coach program funded through achievement and integration (ANI) funds that places coaches in elementary classrooms. Principals said those coaches provide classroom observation, coaching cycles and targeted support for teachers and students; leaders suggested math coaches would be valuable during curriculum rollout.
Background and next steps Principals asked the board to continue supporting classroom coaching and professional development while the district pilots math resources and continues weekly assessment tracking. Staff proposed future work sessions for a deeper dive into test-score data and to review progress on math implementation and intervention strategies.
