Iroquois reports early reading gains at primary level; math review and teacher training planned

IROQUOIS CENTRAL SCHOOL DISTRICT — District administrators presented five years of primary‑school assessment data to the Iroquois Central School District Board of Education on the district’s early‑grade reading and math work, saying systematic phonics instruction and teacher professional development are producing measurable gains while math programming needs further review.

Presenters told the board the district uses AIMSweb universal screening three times per year and the New York State third‑grade English language arts assessment as benchmarks. Administrators said they are targeting students who score below the 30th percentile on AIMSweb subtests for early intervention and are aiming for 98 percent accuracy in word reading fluency as a milestone toward grade‑level comprehension. “The target is a 100% proficiency,” a district presenter said.

The district called the new reading program and the associated professional development its principal strategy. Administrators described a two‑year rollout that emphasized the science of reading and explicit phonics for kindergarten through second grade; the district adopted a comprehensive reading program for 2024–25 and has begun monthly teacher study groups to refine classroom implementation. District staff said those changes correspond with improved kindergarten through third‑grade AIMSweb and oral reading fluency measures and a positive short‑term trend on the 2024–25 third‑grade state ELA snapshot, although they cautioned it is early to judge full program impact.

Administrators summarized the methodology and benchmarks they are using: AIMSweb universal screening (K–3) administered three times per year; local data teams that meet triannually to identify students for tiers of intervention; and ongoing progress monitoring weekly or biweekly for students receiving extra support. One presenter said research indicates that, “95 percent of all students should be able to read at grade level with proper explicit instruction by the time they're in third grade.”

On instruction, the board heard that classroom teaching — not the program materials alone — is critical. The district emphasized teacher-focused work: Orton‑Gillingham training and Reading League “boot camp” opportunities for staff, monthly study groups where teachers plan together, and a focus on building background knowledge and tiered vocabulary across the three primary schools so units connect from year to year.

Math received separate attention. Presenters said AIMSweb composite math scores show a generally positive trend in K–3 but noted fewer robust tier‑2 and tier‑3 supplemental programs for math than for reading. The district said the current math publisher has released a new edition and the district must select a replacement resource; staff plan to follow the literacy process for math — starting with teacher knowledge and aligning instruction to New York State numeracy briefs.

Board members asked about sustainability and risks. Administrators and board members identified funding for sustained professional development and continuity as the main long‑term risks, along with the need to onboard new teachers without losing implementation gains. The district described plans to maintain teacher study groups and targeted training for new hires.

The presentation closed with three primary goals for 2025–26 at Marilla, Alma and Wales primary schools: (1) provide equitable, high‑quality tier‑1 instruction in reading and math; (2) continue teacher development and implementation supports for the new reading program; and (3) maintain social‑emotional supports so instruction meets both academic and emotional student needs.

District staff encouraged board members to observe classrooms and study groups to see instruction in practice.