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Clark County reports districtwide gains in midyear I-Ready screening; reading shows larger increases than math
Summary
District officials told the board that midyear I-Ready diagnostic results show increased share of students on or above grade level in reading and modest gains in math; officials described coaching and phonics work as contributing factors.
Clark County Public Schools reported midyear results from the I-Ready universal screener to the school board, saying reading proficiency and interim growth measures improved across most grades while math showed smaller but positive movement.
District instructional staff presented results derived from the second diagnostic, administered in December, and compared the new figures to the first diagnostic administered earlier in the school year. Presenters said the district has three placement bands for I-Ready (green = on or above grade level, yellow = about one grade below, red = two or more grades below) and that the second window shows a larger green band across most grades in both reading and math.
The district-level summary said average progress toward annual typical growth in reading exceeded 50% for all schools and grade levels, with 32% of K–8 students reported as having already met their annual typical-growth targets in reading. Presenters said 76% of classes (K–8) were at or above 50% of their typical growth target in reading. In math the district-average progress toward typical growth was reported at about 53%, with 27% of students meeting their year-to-date goals and about 60% of math classes at 50% or more of expected growth.
District staff attributed reading gains to focused literacy work begun earlier in the district, including phonics instruction and coaching such as Orton-Gillingham approaches for early grades. The presenters said math coaching has been introduced more recently and that math gains are improving as a result of new coaching and professional development. They emphasized a combination of classroom coaching, phonics coaching, and Kagan cooperative-learning strategies as contributing influences.
Board members asked about the inception of phonics instruction. Presenters said current first graders began Orton-Gillingham phonics when they were kindergartners, and teachers report seeing stronger incoming skills in first grade this year compared with last. The presenter cautioned that the kindergarten baseline uses a different screener (Brigance) during the first 30 days of school, so kindergarten comparisons are not made on the I-Ready baseline.
District staff said they will continue to report more granular school- and grade-level data and pursue targeted interventions where students remain in the red band. They said coaching and common planning (PLCs) remain priorities to sustain growth.
Board members did not take any formal action on the screening results; the presentation was provided for review and planning.
