District reports positive winter growth on I-Ready; multilingual and low-income gaps noted
Get AI-powered insights, summaries, and transcripts
Subscribe
Summary
District staff presented winter I-Ready results showing growth in many grades and highlighted continuing gaps for English learners and low-socioeconomic students. Board members asked for end-of-year grade-level achievement reporting and analysis of curriculum implementation and professional development effects.
District staff presented the 2025 winter I-Ready assessment results, showing student growth on typical and stretch targets while noting persistent gaps for multilingual learners and students from low-socioeconomic backgrounds.
Enid, the assessment presenter, explained midyear metrics and clarified typical-growth vs. stretch-growth measures: the median student in some grades had exceeded typical growth (one example cited as "106%" for a fifth-grade median), meaning more than half the students reached or exceeded midyear expectations. She told the board intervention teams are using the data to refine strategies for multilingual learners and economically disadvantaged students.
Board members asked whether high-performing elementary schools' practices could be identified and scaled and requested an end-of-year report that includes on-grade-level achievement alongside growth measures. Staff agreed to include a grade-level achievement summary and a comparison of outcomes for teachers who completed new curriculum training versus those who have not.
Staff also discussed math performance, noting ELA work is further along and that improving reading proficiency should support math learning, while acknowledging math-specific interventions remain necessary. The presentation covered trends over three years and staff said they would present year-end comparisons once full-year data are available.
The board asked for follow-ups including: (1) an end-of-year report with grade-level achievement percentages, (2) a review of curriculum-implementation training effects on teacher performance and student outcomes, and (3) best-practice highlights from high-performing schools for districtwide adoption.