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Beach Park CCSD 3 reports winter I‑Ready gains; math remains a challenge
Summary
District staff presented winter I‑Ready results showing year-over-year growth in reading (10 percentage-point gain districtwide) and modest gains in math (1 percentage point). The presentation covered how targets are defined, dual-language testing, and next steps including a focus on tier‑1 instruction and summer curriculum reviews.
District curriculum staff presented the board with winter I‑Ready results and related analysis for Beach Park CCSD 3, saying the district met its PERA student-growth goals and that reading growth outpaced math.
The district’s target requires 53% of students to meet an I‑Ready growth target (defined in the presentation as achieving roughly 50% of their projected yearly growth on I‑Ready). Presenters said last year 48% met the prior target and the district set a 53% target for the current year.
Staff identified several areas below the 53% target, including second-grade classrooms in two buildings and one third-grade classroom at a school noted in the packet. Kindergarten and first grade are not included in the PARAG goal. The presentation noted the district saw a 10 percentage-point increase in the share of students who are grade‑level proficient in ELA from the previous year and a 1 percentage-point increase in math; staff said 189 students moved out of the “red” category (multiple grade levels below proficiency) and 123 students moved into “green” (at or above grade level) from fall to winter testing.
The board heard additional detail on the dual-language program at Howe, described as having two dual-language kindergarten classrooms and one general-education kindergarten classroom; dual-language students were tested in both Spanish and English. Presenters explained that younger dual-language students take more instruction in Spanish (about 80% in kindergarten at Howe) and that growth in Spanish reading scores is tracked alongside English scores.
Presenters flagged testing sequence and fatigue as considerations: English learners take ACCESS in January–February, IAR in March–April and I‑Ready in May, which can create a compressed testing schedule for some students.
Board members and staff discussed next steps: reviewing student writing growth in spring, updating curriculum frameworks over the summer, and focusing on improving tier‑1 classroom instruction so fewer students require tier‑2 or tier‑3 interventions.
Matt, a staff member who spoke during the discussion, offered an educational perspective on math performance, describing a shift from step‑by‑step procedural teaching toward building number sense and problem‑solving skills to meet current assessment demands. No formal policy change was recorded in the transcript; the presentation provided data and recommended instructional follow-up at the building level.
