Elementary schools report improved literacy monitoring after new assessment and data tools

Webster Central School District elementary leaders told the board on April 22 that a combination of the CKLA curriculum, LETRS professional development and a new computer-based assessment tool has improved the district's capacity to monitor literacy progress in near real time.

"Learning scientists use research based practices based on the science of reading to inform their instructional decisions," said a principal summarizing the leadership team's approach to data-based instruction. The district now gives core assessments three times a year and monitors progress for students below grade level more frequently between benchmark periods, the presentation said.

Presenters said the new system eliminates much manual scoring and spreadsheet assembly and provides teachers, principals and TOSAs with up-to-date class summary reports and individual student progress graphs. That access allows instructional teams to adjust interventions more quickly.

The board heard examples of building-level work used to promote literacy, including classroom presentations, March Book Madness (a book-voting activity modeled on athletic brackets) and teacher-student reading events during visits from board members. District leaders asked the board to note that the district will administer a third benchmark shipment of assessments in a few weeks and expects to add that data to their school-level growth charts.

Ending District leaders credited the combination of curriculum, teacher training and new data tools with measurable gains since the fall-to-winter assessment period and asked the board to continue supporting professional learning and data-use time for teachers.