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Midyear I‑Ready results show district gains; ESOL and special‑education students lag
Summary
At a March 3 board meeting, the district presented January I‑Ready diagnostic results showing midyear gains in elementary and middle‑school math and reading, while ESOL and students with disabilities trailed. Staff outlined targeted instructional steps and monitoring plans.
Kasia Davis, superintendent of teaching and learning, told the Douglas County Board of Education on March 3, 2025, that midyear I‑Ready diagnostic results show measurable gains but also persistent gaps. The presentation covered elementary reading and math and middle‑school math and outlined immediate instructional steps.
Davis said elementary reading beginning‑of‑year proficiency was 23.81 percent. She reported elementary math beginning‑of‑year proficiency at 9.7 percent and a midyear rate of 29.3 percent — an increase she described as about 19.55 percentage points. For middle school math she reported a beginning‑of‑year rate of 14.75 percent and a midyear rate of 25 percent, an increase of 10.25 percentage points.
The numbers, Davis said, come from the January 2025 I‑Ready benchmark and are summarized in executive summaries provided to the board. She said the district worked with principals after the benchmark to develop localized cyclical review plans and targeted strategies to reinforce past standards.
“After the January benchmark, my department worked with principals to analyze their performance data and develop targeted strategies for reviewing past standards,” Davis said. She identified instructional learning paths, alignment to pacing guides, differentiated instruction, scaffolding and small‑group interventions as near‑term steps intended to support student growth, especially for English learners and students with disabilities.
Board members asked for more detail on the distribution of proficiency levels and the supports for historically lower‑growing groups. Board member Miss Simmons asked specifically what the district planned for ESOL students and students with disabilities. Davis said the district will expand instructional scaffolding, intentional interventions and small‑group instruction and use the I‑Ready instructional learning paths to target instruction to each student’s current level.
Board members also asked about software and tools. Davis said the district added middle‑school access to the I‑Ready platform after the budget process and had requested additional professional development; she said staff are evaluating a program called Haggerty to confirm it meets district needs. The board’s next budget meeting on March 29, 2025, was identified as a place to revisit any further resource requests.
Why it matters: the midyear gains suggest curriculum and targeted instruction produced short‑term growth, but board members pressed staff to describe how growth will be sustained and how the district will close gaps for ESOL students and students with disabilities.
The board did not take formal action on the item at the March 3 meeting; the presentation was informational and staff signaled next steps for continued monitoring and targeted supports.
