Westminster Public Schools reports mixed midyear gains; district flags early literacy and elementary math concerns

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 improving from 41 to 45.

In math, the picture was mixed. Elementary median growth (grades 1–5) fell from 45 to 43; the share of students at or above benchmark declined across elementary grades, with first grade showing the steepest drop. Secondary math (grades 6–10) median growth declined from 46 to 43, though the percentage meeting benchmark for grades 6–10 rose from 25% to 29%, driven by gains in grades 7–9.

Cassina said the district is exploring several explanations rather than attributing change to a single cause. She noted the district’s recent shift toward structured literacy—an approach emphasizing phonemic awareness and explicit phonics instruction—may strengthen decoding skills but not immediately lift assessments that also measure comprehension and fluency. She told the board: “Learning is the constant and time is the variable,” describing the district’s competency-based approach that allows extended timelines for students who need them.

Board members asked how to reconcile declines in median growth percentiles with increases in benchmark rates. Cassina explained the difference: percent‑at‑benchmark measures proficiency relative to grade-level expectations while median growth percentile compares a cohort’s change to national peers; the two measures can move differently if many students near benchmark advance above it while those further behind do not accelerate enough.

Discussion also focused on the K–8 structural model and the fifth‑to‑sixth grade transition. Staff said the move to K–8 reduced the enrollment “5–6 bleed” but raised concerns about instructional continuity: a single middle‑level teacher in smaller K–8 schools can create capacity and collaboration challenges. Staff reported they are reviewing master schedules, licensure mixes and hiring practices so that secondary‑licensed teachers focus on 7–8 while licensed K–6 teachers support 5–6 to ease the transition.

Graduation and completion data were also shared. The district 4‑year graduation rate for 2024 was 68.6% (down slightly from 69.7% in 2023); extended completion rates remain higher (5‑year 77.3%, 6‑year 81.3%). Westminster High School’s 4‑year rate decreased to 84.5%, with extended rates at 91% (5‑year) and 90.2% (6‑year). Hidden Lake, the district’s alternative campus, posted a higher 6‑year completion rate (64.1%) despite a lower 4‑year rate, illustrating the district’s emphasis on multiple timelines for competency attainment.

Cassina and other staff said the district will continue targeted interventions, refine instructional pacing and work with instructional coaches to align day‑to‑day teaching to both decoding and broader literacy skills. They signaled ongoing monitoring and follow‑up to board members’ questions and asked for continued focus on early numeracy supports and middle‑level transitions.

Board members did not take a formal vote on the report; staff committed to return with additional analysis and recommended strategies later in the semester.