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Littlestown Area SD presents i‑Ready growth data; some grades show measurable gains
Summary
District staff reviewed i‑Ready diagnostic and progress data for elementary, middle and high school students, noting pockets of growth in reading and math, required student minutes in i‑Ready, AP exam participation, and recent teacher training on the Pennsylvania Standards Aligned System.
Staff member, Staff member for Littlestown Area SD, reviewed i‑Ready diagnostic and progress reports for the district’s schools and described where students have met or are progressing toward their growth targets.
The presentation showed that at ACEs, 37% of students had met their typical growth goal in reading and 13% had met their stretch growth goal; in math, 21% had met typical growth and 5% had met stretch growth. At NAMS, the share of students in reading Tier 1 rose from 36% at the start of the year to 44%, Tier 2 changed from 23% to 24%, and Tier 3 fell from 42% to 32%. NAMS also reported that 48% of students had met their typical reading growth target and 14% had met stretch targets; in math 41% had met typical growth and 11% had met stretch growth.
"Every kid's working towards the typical and every kid's working towards the stretch for a goal," the staff member said, describing how i‑Ready individual pathways set typical and stretch targets based on diagnostic results.
The staff member said teachers and interventionists use i‑Ready in weekly learning rotations and that students need roughly 30 to 49 minutes per week in a subject to realize typical growth; the staff member described stretch growth as "around 15-plus" (units not specified in the presentation). The district monitors both minutes in the program and percent of assessments passed when evaluating student progress.
District staff also reviewed Advanced Placement (AP) participation and other college- and career-readiness measures. The presentation reported 94 AP exam sittings last year. On the district’s "rigorous courses of study" metric used in its Future Ready reporting, the district was close to the state average (the state figure given in the presentation was 56.4%). The staff member said 11.9% of students were marked as "advanced" on one metric compared with a state figure cited as 25% (the presentation did not specify which state metric was being compared). The presentation listed industry certifications at 36.4% for the district; a comparative state figure was not specified.
Staff described recent professional development that focused on the Pennsylvania Department of Education’s Standards Aligned System (SAS). The trainer helped teachers align daily instruction to grade-level standards, use released items to design common assessments and quick checks, and shift classroom time toward higher-level (level 2 and 3) tasks so students demonstrate deeper understanding. Staff said teachers received three to four hours of focused training and used SAS tools to build short formative assessments.
No formal motions, votes or district actions were taken during this presentation; the session was a data review and training update. Staff said they will share the resources and follow up with principals to consider additional targeted math intervention supports for schools that lack a math coach.
