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District reports midyear assessment growth; more than 1,600 students have met 2.5‑year growth goal
Summary
District academic staff told the board that more than 1,600 students have already met the district’s midyear goal of 2.5 years of growth on benchmarking assessments and presented school spotlights and student testimonials.
District academic leaders reported midyear benchmark results and recognized students and staff at the March 11 board meeting.
Chief Academic officers highlighted the district goal that students achieve 2.5 years of reading growth during the school year. Allison Dino said early literacy and STAR assessment data show substantial midyear growth: the district reported that, cumulatively, more than 1,600 students had already met the 2.5‑year growth target by midyear or had “maxed out” the assessment. District staff noted that schools participating in the district’s reading‑and‑writing initiative showed higher aggregate growth than nonparticipating schools.
Multiple schools and students were spotlighted. Gateway Middle School staff described a schoolwide “Power Up 2.5” campaign and presented two students who described how teacher practices helped them grow. Ashland Elementary and Sylvan International Studies High School presented individual students who increased grade‑level equivalents on STAR assessments — speakers said one student gained 2.8 years and another reported 3.3 years growth—and principals and teachers praised the work of classroom teachers.
Board members asked questions about how STAR calculates grade‑level equivalent growth and how the district is using interventions and phonics instruction tied to the science of reading. Administration described three lines of work: improving tier‑one instruction, embedding academic discourse and grammar‑release strategies, and providing small‑group interventions with allocated legislative funds (the presenter referenced a $2.4 million allocation to support AICs working with small groups in grades 2–5).
Why it matters: The district framed the midyear results as evidence that focused instruction, interventions and professional development can accelerate student growth. Administrators said continuing these strategies will be essential to translate growth into sustained proficiency increases.
Ending: The board heard multiple student testimonials and applause for staff milestones; administrators said certificates would be delivered to students and that they will continue monitoring progress toward the year‑end goals.
