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Everett Public Schools reports midyear gains on I‑Ready diagnostics; principals outline targeted interventions
Summary
District staff told the school board that midyear I‑Ready diagnostics show above‑median performance and measurable growth for large groups of students; principals described flexible small‑group interventions, extended‑day sessions and data‑driven PLC work to sustain gains.
The Everett Public Schools board heard March 25 that the district’s I‑Ready winter diagnostic shows measurable midyear growth and targeted progress for many student groups.
District assessment staff presented midyear results showing that roughly half of students were at or above grade level in math and 57% were at early‑on or above grade level in reading at the winter checkpoint. Presenters said math and reading medians exceeded the 50% midyear target and that grade‑level and cohort analyses showed upward movement from the fall diagnostic.
Why it matters: the district framed the I‑Ready winter diagnostic as a formative checkpoint used to set interventions and instructional priorities for the remainder of the school year. Board members and staff emphasized that growth data — not just proficiency snapshots — lets schools measure whether students are “learning” wherever they start the year.
District presenters highlighted student‑level movement: 2,045 students improved by at least one grade level in math and 1,837 did so in reading between fall and winter; 570 students moved from below grade level to above grade level in math, and 1,475 moved to early‑on grade level. Of students who began the year two or more grade levels below in reading, presenters reported that 59% gained a full grade level by midyear.
Principals described how the data informed action. Jackson Elementary Principal Darren Larrima said teams extended planning time, used I‑Ready instructional‑grouping and prerequisite reports, and implemented flexible small‑group interventions and extended‑day groups. Monroe Elementary Principal Lisonbee MacGregor Forns said grade‑level PLCs (professional learning communities) analyze I‑Ready proficiency and growth together with classroom assessments to place students in school‑wide protected small‑group time taught by certificated staff and paraeducators; Monroe expanded fall extended‑day offerings from 40 to 68 students for the winter cycle.
Staff explained target setting for students two or more years behind: schools set “stretch growth” goals intended to put students on a catching‑up trajectory even if proficiency is not reached in a single year. District presenters said typical growth is the one‑year expectation and stretch growth is an aspirational, multi‑year target; nationally about 25–35% of students reach stretch growth, district staff said, and Everett reported higher rates among several student groups.
Board members responded with questions about family engagement and use of the I‑Ready family reports. Director Herman confirmed that schools use the For Families report and that students can access I‑Ready outside the school day. Directors praised PLC work and repeated emphasis on collaborative, team‑based interventions.
District staff said principals and instructional coaches will continue to monitor growth and refine intervention cycles as part of the district’s continuous improvement plan.
Board members did not take a formal action on the presentation.
