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District reports midyear reading and math gains; some high‑school graduation gaps flagged
Summary
Instructional leaders told the Lake Pend Oreille School District board that winter checks show reading and math gains districtwide but noted uneven graduation rates, with one high school at roughly 50% and others at or above state averages.
District instructional leaders presented midyear assessment results to the Lake Pend Oreille School District board on Feb. 11, reporting gains on the Idaho Reading Indicator (IRI) and district MAP checks while flagging uneven graduation rates at some high schools.
Presenters said the district’s IRI winter check showed the district outperforming the statewide proportion of students “on level” by almost 10 percentage points and that the district’s rate‑of‑improvement measures indicate students in all tiers are on track to make a year’s growth in a year’s time. “We’re outperforming the state by almost 10%,” a district instructional leader said during the presentation.
The Measure of Academic Progress (MAP) winter snapshot, the presenters said, showed third through sixth grades exceeding midyear targets; elementary math similarly exceeded stretch goals in several grades. Leaders credited targeted interventions, instructional coaches and PLC work at the school level.
At the secondary level presenters reported progress on reducing students who started the year behind: the district identified roughly 77 secondary students with significant gaps in fall and had reduced that number to 56 by midyear. Sandpoint High School’s attendance and F‑grade counts improved markedly from previous years, the report said.
The presentation also compared graduation rates: statewide graduation was reported at 82% for 2024, the district average was stated as 86.2%, and presenters singled out Clark Fork with a reported 100% graduation rate. Presenters said one LPO campus was at about a 50% graduation rate and that school and district leaders are deploying targeted quarterly checks and relational supports to improve outcomes.
Presenters described school practices tied to gains: flexible intervention time (described as “flex time” or “bulldog time”), multi‑tiered systems of support (MTSS/NTSS), intentional intervention, and attendance initiatives. The board did not take formal action on the data report; trustees thanked staff and moved to the next agenda item.
