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School Improvement Advisory Committee seeks clearer benchmarks, parent‑friendly Title I letters and cohort data to explain reading gaps
Summary
The School Improvement Advisory Committee reviewed allowable uses of Title II funds, recommended parent input be emphasized in Title I plans, and asked staff for cohort data and clearer benchmarks after winter fast screening showed disparities across buildings.
Members of the Linn‑Mar School Improvement Advisory Committee reported their recent meeting to the board on April 28, outlining recommendations on Title II funding, Title I policy language and student screening data.
The committee reviewed allowable uses of Title II funds and said the small federal pot is currently used for para/associate pay and training; members agreed existing use appears appropriate. They examined the district’s Title I policy and asked policy committee staff to incorporate stronger language to ensure parent and community input is considered in Title I plans.
Committee members also reviewed winter FAST screening data. They requested cohort‑level analyses and clearer benchmarks (for example, distinguishing 50% proficiency from 75% proficiency) to better understand disparities in reading support and intervention across buildings, specifically citing Boulder Peak and Hazel Point as examples where feeder patterns and proficiency rates raised questions. The committee emphasized evaluating and ensuring equity in instructional time allotments across buildings and grade levels so teachers have comparable planning and evaluation opportunities.
Ending: The committee forwarded recommendations and notes to the policy committee and requested continued data analysis by district staff; the board received the report for informational purposes.
