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Hazel Park reports midyear reading and math gains; sixth-grade reading growth notably high
Summary
District staff presented preliminary midyear i‑Ready results showing gains across K–8 reading and math and unusually strong median progress for a sixth‑grade cohort of students who have attended Hazel Park for about three years.
The Hazel Park Board of Education received a midyear student achievement update showing preliminary i‑Ready results that district staff described as early evidence of progress after several years of focused literacy work.
Dr. Domage (presenting as director of instruction) told the board the presentation was preliminary and formative but highlighted several positive trends. Among students who have been enrolled in Hazel Park for roughly three years, auditors of the instruction data found notable gains in reading: the sixth-grade cohort showed a median progress toward their typical growth target of about 121% at midyear — a result district staff described as unusually strong for the midyear point.
District goals included spring‑to‑spring percentage gains in proficiency (reading: +4% K–5 and 6–8 targets; math: +3% K–8 targets) and minimum thresholds for “tier 1” placement in I‑Ready (for example, a minimum of 50% tier‑1 for K–5 reading). Dr. Domage said the district’s three‑year literacy focus, including adoption of a core literacy program and aligned professional development, is beginning to show effects in several subdomains, notably informational text and vocabulary.
Other points from the presentation and Q&A: - Kindergarteners posted both high growth and reasonable proficiency at midyear; the district emphasized the strength of early‑grade work after pandemic‑era disruptions. - Students who started the year three or more grade levels below made substantial progress toward their typical growth target (median progress about 82% for reading among that subgroup). - Math showed encouraging gains in several grades; median progress toward typical growth for those far‑below students was approximately 70% at midyear. Staff said math recovery has been slower statewide but that Hazel Park’s targeted interventions are producing measurable change. - Dr. Domage said more disaggregated reporting would be provided, including subgroup analysis and links to chronic absenteeism; the board suggested staff examine how community‑school attendance work (outreach and home visits) correlates with individual student gains.
Dr. Domage and board members stressed the data are interim and that teachers use multiple measures. Board members asked for cohort and subgroup breakdowns and for a follow‑up that ties attendance interventions to academic improvement.
Why it matters: the midyear results are the first broad, district‑level indicators that the multi‑year literacy and intervention strategy is affecting student learning. The data are preliminary but inform instructional and budgeting decisions for the remainder of the school year.
Ending
District staff said they will return with more detailed, disaggregated results and recommended actions; board members requested a future presentation showing the relationship between attendance interventions and academic progress.
