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District reports winter benchmark results, expands K–4 ELA pilots and learning‑acceleration walk‑throughs
Summary
Quarter‑three strategy update showed mixed winter benchmark results, new K–4 ELA pilot work with three publishers, ongoing DreamBox/Insight and DIBELS screening and Learning Acceleration Network walk‑through gains in student engagement.
District curriculum leaders reported a quarter‑three progress update covering reading benchmarks, selection of K–4 English language arts materials and classroom walk‑throughs that measure instructional depth and student engagement.
Assistant curriculum leadership presented winter benchmark results from January. The district uses DIBELS screening in the early grades and DreamBox Insight (Reading Plus) for upper elementary and middle grades; staff noted that grade‑4 results are complicated by a test transition and that supervisors sometimes retest students with DIBELS to confirm low scores. The presentation compared cohorts year‑over‑year and showed some gains in kindergarten and other grades while identifying cohorts that require continued focus because they were in kindergarten or first grade during the pandemic.
The district is piloting three K–4 ELA programs — a newer Wonders edition, EL Education (used in upper grades) and Amplify's 2025 curriculum — with teachers across grades serving as pilot sites. The committee heard that piloting teachers will present reactions to colleagues during an upcoming professional development session, and that the materials’ alignment to district learning goals and student engagement are key criteria in the selection.
The Learning Acceleration Network (TNTP) walk‑through snapshots were highlighted: classrooms with high‑quality text are common, but more lessons need tasks that reach the full depth of standards; the share of classrooms rated where students are “responsible for doing the thinking” increased from about 15% to 55% between visits, reflecting faster growth in student‑centered practice. The district also described Blue Engine‑supported co‑teaching work at the high school and several college‑and‑career events intended to broaden students’ post‑secondary awareness.
Committee members sought additional subgroup breakouts (English learners and students with disabilities) and asked for future reporting that maintains comparable data year to year. Leaders said they will provide that subgroup breakdown and continue monitoring program pilots, assessment alignment and progress‑monitoring.
