Prior Lake-Savage plans high school math field test, stresses elementary literacy under Read Act after flat MCA results

Prior Lake-Savage Area Schools Superintendent Dr. Thomas told the school board on Tuesday that the district will field-test a high school math curriculum this fall and pursue elementary literacy materials and professional development aligned to the 2023 Read Act as staff and trustees respond to largely flat statewide test results.

The update followed presentations from district instructional staff and assessment leaders that showed “flat trend lines for both our overall math and reading outcome data,” and recommended focused, phased curriculum work and targeted professional learning, district staff said.

District staff said state assessment results show little net change in aggregate math and reading proficiency from 2023 to 2024 and that the district’s four‑year graduation rate dipped year over year while an alternate measure that counts students who continued coursework with the district remained steady. “Overall, the story is that we have flat trend lines for both our overall math and reading outcome data,” said Dr. Zumbusch, a district assessment presenter.

Why it matters: district leaders said they want to align instruction and materials with updated state standards and statutory requirements so that students encounter consistent, standards‑aligned learning across grades. That alignment matters because the Minnesota Department of Education will begin measuring the 2022 standards on the new MCA tests during the 2027–28 cycle, and the Read Act creates additional state requirements for early literacy adoption and training.

What staff told the board - Math: The high school team, after multi‑year study, recommended a focused field test this academic year of Savvas materials for Algebra I, geometry and Algebra II and for an advanced middle school course (Advanced Math 8). Staff said the field test will run first semester, with family notifications, public access to materials and feedback opportunities via the Teaching & Learning Advisory Committee and community review events. If the field test supports the move, the district intends to plan for partial implementation in 2026–27 and fuller implementation in 2027–28 in time for the state’s new assessment measurement.

- Reading/literacy: Staff said the district must comply with the Read Act (passed July 2023), which requires districts to consider state‑approved, evidence‑based resources and provide approved training options for staff. The district’s elementary teams will field‑test multiple literacy resources this year (including phonics programs cited by staff) and provide training pathways so staff can complete state‑required modules by June 2026. Dr. Caroline Warner, assistant director of teaching and learning, said teachers and principals will be part of the field tests and that families will be able to review materials and provide midyear feedback.

- Formative data and implementation fidelity: Staff noted that classrooms with the highest fidelity of implementation of previously adopted materials showed stronger FastBridge growth and higher MCA performance. They cautioned that implementation typically takes multiple years and requires job‑embedded coaching and professional learning that the district is still developing.

Board concerns and next steps Board members pressed staff for more detail about the selection process and alternatives considered. Director Johnson asked why the high school field test seemed limited to a single vendor and how the district would avoid subjecting students to multiple, overlapping curricular changes as cohorts move from middle to high school. Director Bullion and others requested documentation explaining why other vendors were eliminated and asked staff to bring those analyses to the October Teaching & Learning Advisory Committee meeting.

Staff said budget, state alignment and complete grade‑level coverage were among the factors that ruled out some vendors, and they proposed a single, district‑coordinated field test this fall to limit student exposure to multiple resources at once. Staff also said they will provide the board with implementation criteria and mid‑quarter updates and invite additional board review during the scheduled work study session in mid‑September.

What the board decided: The discussion produced no formal vote. Staff were directed to run the field tests, notify families in affected classrooms, provide materials for public review, solicit feedback through the Teaching & Learning Advisory Committee and return to the board with implementation data after the first quarter.

Looking ahead: Staff said the district will post field‑test materials for community review, gather family feedback via surveys and the advisory committee, and use first‑semester findings to recommend implementation timelines for 2026–27 and 2027–28.