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Westminster Public Schools reports mixed midyear gains; district flags early literacy and elementary math concerns
Summary
District staff presented midyear Renaissance Star and DIBELS results showing proficiency gains in several grade bands but declines in median growth percentiles and early elementary math. Board members pressed for causes and next steps; staff highlighted the shift to structured literacy and K–8 transitions as areas under review.
Doctor Bridal Cassina presented Westminster Public Schools’ midyear assessment data on Feb. 11, outlining student performance and growth from the beginning to the middle of the 2024–25 school year using Renaissance Star and DIBELS assessments.
The presentation matters because the midyear results guide intervention planning, curriculum pacing and staffing decisions ahead of end-of-year testing and next year’s scheduling.
At the district level, early literacy (K–2) showed limited improvement: 31% of students met the district benchmark (50th percentile), unchanged from last year, while the district median growth percentile declined from 40 to 36 with kindergarten showing the largest drop. In grades 3–5, the percentage meeting benchmark rose from 27% to 33%, while median growth dipped slightly from 50 to 49. Secondary reading results were more pronounced: grades 6–8 rose from 18% to 32% meeting benchmark, and grades 9–10 increased from 11% to 34%, with median growth in grades 9–10…
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