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Brevard releases PM2 progress-monitoring results; staff report mixed gains and grade-level dips
Summary
District staff presented PM2 (mid-year) assessment results showing pockets of improvement in some grades and subjects and declines in others. Staff said the multi-checkpoint assessment model is meant to drive instruction and called the PM2 results a midseason "halftime" score to guide interventions before year-end testing.
Brevard County School District staff presented progress-monitoring (PM2) assessment results to the school board at a Feb. 11 work session, showing mixed outcomes across grade levels and subjects and stressing that the midyear data are intended to guide instruction before the end-of-year test.
Doctor Vandell, who led the data presentation, explained the state's three-checkpoint accountability model (PM1, PM2, PM3) and said the district compared PM2 results this year with the same window last year across multiple grades. Vandell said the district focused on percent of students scoring at level 3 or higher (on-grade-level performance) and that the Florida Department of Education was presenting related FAST assessment topics to the Senate the same day.
Key figures staff shared included: district PM2 percent-on-grade-level around 49% (combined PM2 level 3+ across tested grades) compared with a state PM2 value of 45% (district numbers were reported as above the state average in the presentation); kindergarten through second-grade combined reading performance at about 39% at level 3+ versus 35% statewide when early-literacy and reading measures are combined; K'2 math at about 33% (state 32%); and reported increases in secondary ELA and some secondary math grades (for example, grade 10 math was cited at 49% at level 3+ with a 4-point increase year over year). Staff also noted grade-level dips in certain elementary and middle-grade math measures.
Vandell and other district staff emphasized the purpose of the multi-checkpoint system: the PM results are a diagnostic "halftime" check so teachers and principals can change instruction midyear. "We found that to actually be very valuable," Vandell said of the state's switch to a series of tests. The district plans follow-up work with schools, including curriculum audits, classroom instructional walks and targeted coaching to address gaps staff identified in PM2.
District leaders said early grades (K'2) show some year-over-year growth in reading and math, while elementary mathematics in grades 3'6 showed areas of concern. Staff described steps they are taking: deeper program- and classroom-level reviews, aligning school improvement plans with day-to-day instructional practices, and concentrated professional development to improve fidelity of curriculum delivery. A presenter described the PM2 results as a "halftime score" and urged the board and community to treat the findings as actionable information to shape instruction for PM3.
Board members praised the transparency of sharing PM2 publicly and urged staff to accelerate interventions where the data show declines. Several board members said principals and teachers are already using datacom meetings and school walkthroughs to align practice with school improvement plans; the district said a new dashboard that centralizes performance, graduation and discipline data is now available to principals and district staff.
Staff repeatedly cautioned that K'2 reporting has special measurement rules (students sometimes take alternate early-literacy measures, which affects comparisons) and that district staff are treating this year's K'2 numbers as a baseline for future comparison. They also said they are collaborating with other districts to compare patterns and to identify curriculum or instruction issues that appear in multiple places across the state.
District leaders said they will continue monthly data reporting to the board and will use PM2 findings to refine professional development and targeted interventions before PM3.
