MPS reports reading and math gains, outlines expanded coaching for Achievement Gap Reduction program

Milwaukee — Milwaukee Public Schools officials reported measurable reading and math gains and described plans to expand coaching and classroom supports during an end-of-year update on the district’s Achievement Gap Reduction (AGR) program at a Committee on Student Achievement and School Innovation meeting.

The AGR office told the committee the program served 10,813 students across 63 schools and one non‑instrumentality charter school this year and focuses on class‑size reduction in K–5 and instructional coaching designed to narrow opportunity gaps.

The report from Allison Feuer, the district’s early childhood supervisor, said the AGR program is a contractual reporting requirement from the Wisconsin Department of Public Instruction. “This update is a contractual requirement mandated by the Department of Public Instruction for the AGR program,” Feuer said.

Why it matters: The committee heard data the district said show progress for the program’s target learners — mostly economically disadvantaged students — and a set of next steps to sustain and scale supports. The presentation highlighted areas where the district will concentrate coaching and monitoring to push more students toward grade‑level proficiency.

Key findings and supports

Feuer summarized instructional monitoring and assessment results that the AGR office used to guide coaching and resource allocation. The presentation said AGR enrollment totaled 10,813 students, with 22.8% English language learners, 24% receiving special education services and 91% identified as economically disadvantaged. AGR schools are located across all five MPS regions.

The office conducted 633 instructional walkthroughs in K–5 classrooms during cycle 3 of the 2024–25 school year and reported that 74% of observed classrooms met or exceeded expectations for use of district‑approved, standards‑aligned materials. In 62% of walkthroughs, observers recorded active student engagement in lesson‑connected discussions.

Targeted AGR visits included 66 classroom observations across 31 AGR schools focused on teacher‑led small‑group instruction; the most common small‑group activities observed were phonics, word work and fluency. Feuer said those visits inform targeted coaching and professional development.

Reading

The AGR office reported growth on the STAR reading measure from fall to spring and declines in the share of students scoring “significantly below” target. The presentation also summarized outcomes from AIMSweb Plus screening required by Act 20 (July 2023). Feuer said the district used AIMSweb Plus as the universal screening tool and to create personalized reading plans for students who scored below the 20th percentile.

“The AIMS Web Plus is the screener required by the state through Act 20,” Feuer said. “STAR is the progress‑monitoring tool we use.” The AGR update said 24 AGR schools (38%) increased their number of students scoring above the 20th percentile on the AIMSweb winter and spring screens.

Feuer described a pilot six‑week coaching cycle implemented this spring for 16 teachers grounded in a student‑centered coaching model. The pilot showed gains in early literacy markers: 37% of targeted students advanced out of the emergent category for letter identification and letter sounds; the developing category grew by 16 percentage points; the number of students meeting proficiency doubled from 16 to 32; and the share exceeding expectations rose by 19%.

Math

The AGR presentation reported gains on STAR Math and results tied to partnerships with ST Math and I‑Ready. The district cited a 10.36 percentage‑point increase in ST Math post‑quiz scores and an effect size of 0.41, which the presentation described as above a conventional 0.25 threshold for statistical significance. I‑Ready and ST Math specialists conducted school visits and coaching cycles; the report listed 50 I‑Ready specialist visits and 156 visits focused on counting collections, a hands‑on way to build early number sense. AGR launched six‑week math coaching cycles in 21 AGR schools and conducted 160 visits focused on I‑Ready MAP supports.

Systems and supports

Feuer said district coaches worked with 33 AGR teachers this spring in student‑centered coaching; the AGR Google Classroom resource was expanded, with 171 teachers and administrators joining and 89 visiting in the last 30 days. The AGR office said it is processing contract renewal applications for 64 schools for the next year.

Board questions and next steps

Board members asked for clarification on assessments and for plans to expand coaching districtwide. Director Ferguson asked who receives which assessment and whether AIMSweb is used only for screening. Feuer said AIMSweb Plus is the universal screener required under Act 20 and that the district also uses it to produce personalized reading plans and to guide coaching. She confirmed STAR is the primary progress‑monitoring tool in AGR classrooms.

Director Herndon asked how coaching would be expanded across schools next fall. Superintendent Brenda Casellia said the district expects results from an academic audit and will reconvene the academic team to present a full academic plan and vision for next year. “We anticipate getting the academic audit … and coming to the board with a full academic plan and vision for what we’re going to be doing next year,” Casellia said.

The AGR office told the committee it will continue district‑wide professional development on small‑group instruction, sustain AGR‑specific walkthroughs with a focus on student engagement and small‑group practice, and expand the AGR Google Classroom with updated resources.

No formal board action was taken on the item; the presentation was informational and administration invited committee members to ask questions following the update.

Ending

Committee members had no further questions after the exchange about coaching and assessments, and the meeting moved on to the next scheduled item.