District reports mixed gains in reading, flags math cohort inconsistencies

At a July 29 Lindbergh School District board workshop, staff presented the district’s annual growth and achievement review, reporting that reading performance met the district’s Compass target while growth targets and math results showed shortfalls and uneven cohort trends. The presentation covered early literacy (FastBridge), I-Ready math diagnostics, NWEA (third grade through high school), CBM/passage reading, and high-school measures including ACT and Algebra 1 results.

The presentation said the district met its reading performance goal (82% of students scoring in “average to high” on spring measures) but did not meet its growth goal: 65% of students showed average-to-high growth versus a district target of 70%. Staff emphasized that some subgroups and grades showed improvement (for example, third-grade CBM spring results were above target) while middle-school and some math cohorts showed concerning dips.

Why it matters: district targets matter for instructional priorities, staffing and curriculum decisions. Reading results were cited as evidence that sustained investments in literacy professional learning and the science-of-reading work are producing measurable gains. District leaders said math will be a priority for curriculum revision, teacher professional…