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District reports midyear screening gains in elementary reading; secondary math and D/F rates prompt follow‑up
Summary
Superintendent staff presented midyear universal screening results showing elementary reading growth but continuing concerns at secondary grades—especially repeat math courses and elevated D/F rates—prompting targeted interventions and course‑sequence review.
District administrators presented midyear universal screening data for K–10 reading and mathematics at the March 10 board meeting, reporting elementary grade‑level growth but persistent concerns at the secondary level.
Administrators said it was the first time this year they could report growth at every elementary grade level (K–5), and they credited focused intervention work and the district’s plan to adopt a standards‑aligned ELA resource (CKLA) in the fall. At the elementary level the district is implementing personalized reading plans (PRPs) for students at or below the 25th percentile; the superintendent reported nearly all required PRPs were completed and communicated to families by January and were being implemented.
At secondary grades, administrators reported little to no growth from fall to midyear for several cohorts and noted elevated D/F (D or F) rates in some course groupings. The presenters flagged these items for priority follow‑up:
- Personalized reading plans and continued implementation of K–3 interventions. Administrators said the district completed many PRPs during recent elementary professional learning days to avoid placing the administrative burden on individual teachers outside work hours. - Standards‑aligned instructional resources. The district plans full implementation of a new ELA resource in fall 2025 and continues math curriculum review; math adoption and instructional alignment were cited as factors where the district has historically lagged. - Secondary course performance and sequencing. A Hanover review of six years of course data showed economically disadvantaged students were substantially more likely to repeat Algebra I after initial enrollment (district staff quoted the six‑year analysis during the presentation). Administrators also noted an upward trend this coming year in enrollment for higher‑level math and AP courses at SPASH and said course sequencing and advisement practice will be part of ongoing program review.
Board members asked about the amount of testing, teacher workload and parent communications. Administrators said they would pilot improved parent notifications tied to D/F progress and prioritize outreach so families know available supports and scheduling options for conferences.
No board vote was required for the data presentation; administration listed next steps including continuing PRP implementation, preparing teachers and students for state assessments, and sharing updated end‑of‑year results with the board.
