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District principals report fall-to-winter benchmark gains and targeted interventions
Summary
Principals and curriculum leaders reviewed fall-to-winter benchmark data across grades, discussed use of new MClass probes in K–1 and STAR/IA assessments in upper grades, and outlined intervention plans and extra-curricular expansions to support growth.
District principals and curriculum leaders presented fall-to-winter benchmark results and next-step interventions to the Board of Education during the Jan. 22 meeting.
Dr. Mannick (lead presenter) reviewed reading and math assessment changes and said that MClass, a new early-literacy probe used this year in kindergarten and grade 1, provides granular early-reading diagnostics. “They get very, especially at the primary level, they're very granular and allow teachers to focus on things that are very concrete,” he said, adding that teachers appreciate the diagnostics for targeting letter recognition and initial letter sounds.
Principals across buildings reported mixed but improving results. At one elementary school the presenter said kindergarten and first grade had 56% and 62%, respectively, of students meeting average growth on MClass/STAR measures; other grades showed district- and school-level variations, with notable math growth in some fourth-grade cohorts (examples cited: achievement increasing from the 40s into the 50–70 range after curriculum work).
Administrators described next steps: expanding small-group instruction, using instructional coaches to model lessons, increasing after-school homework support, and strengthening targeted Tier 1 and Tier 2 interventions for students with behavioral or academic needs. Schools also emphasized social-emotional supports including PBIS, restorative practices and pilot of Capturing Kids' Hearts to reduce referrals; one principal reported monthly decreases in disciplinary referrals since October.
Presenters said staff are analyzing subgroup SGPs (student growth percentiles) to ensure historically underserved students make comparable gains; several principals noted strong SGP results among special-education and multilingual student subgroups in middle grades. The district will continue common-assessment analysis, coach-supported planning, and family engagement events to sustain momentum.
Board members thanked staff for the detailed reports and the buildings’ collective emphasis on curriculum fidelity and intervention.
