Addison SD4 administrators present districtwide elementary goals emphasizing literacy, math, early learning and SEL

Administrators and elementary principals for Addison School District 4 presented coordinated goals Wednesday for the Early Learning Center and K–5 schools that emphasize fine-motor development, a 5 percent increase in students meeting literacy standards, a 70 percent typical-growth target in math and expanded social-emotional learning supports.

The presentation, delivered to the Board of Education, outlined evidence-based action steps — including occupational-therapy support for prewriting, classroom visuals, the I‑Ready diagnostic and MyPath practice, writing-focused professional learning communities and a refreshed PAWS behavior program — and asked the board to approve the plans. District staff said they will report progress to the board in December and again in June.

District staff said the Early Learning Center will prioritize fine-motor skills such as prewriting and name writing, with occupational therapists training teachers and parents and with visual routines and video modeling for students. “One thing we're gonna be working on is fine motor,” Doctor Erin Alexander said, describing classroom visuals, cubby chants and partner activities with neighboring elementary students.

For elementary math, the district proposed using the I‑Ready diagnostic and the MyPath individualized practice to measure growth, aiming for 70 percent of students to meet their typical-growth goal by May and to encourage higher “stretch” targets for students below grade level. District presenters said early adopters of I‑Ready previously saw higher-than-average typical-growth rates and called the district target “ambitious yet obtainable.”

Literacy goals focus on improving IAR results for grades 3–5, targeting a 5 percent increase in students scoring in the “meets” or “exceeds” categories. Presenters said the work will emphasize decoding and writing, including a dedicated writing block, pacing guides and strategies such as modeled, guided and independent practice. At Indian Trail Elementary, principals said they are aiming for a 7 percent increase in literacy and a 5 percent increase in math on IAR sample measures.

Student goal-setting and social-emotional learning (SEL) were presented as cross-cutting priorities. District staff said they will implement student-centered goal-setting aligned to a SEL framework and continue revamping the PAWS behavior program to reduce major infractions while celebrating positive behaviors.

Presenters noted that some goals were set before all baseline data were collected; they said building-level baseline measures will be shared in the December and June progress reports. The presentation also described professional learning communities (PLCs) working on targeted writing skills, parent reporting of fall benchmark results and school-level reporting so buildings can track progress toward district targets.

No formal board vote appears in the transcript; staff asked the board to approve the plans and scheduled follow-ups. The presentation concluded with a commitment to return with building-level updates and specific baseline-informed targets later this school year.

Details and next steps: district staff asked the board to approve the elementary goals and said they will return to present baseline-informed updates in December and June. The transcript records questions and clarifications from administrators about building-level reporting but does not record a board motion or formal vote on the plans.