Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Curriculum Assessment topic
No spam. Unsubscribe anytime.
Board hears ELA curriculum adoption update and midyear student-assessment review
Summary
District staff updated trustees on the phased ELA curricular adoption process, supports for English learners, and midyear assessment results for reading and math, including intervention strategies and partnerships with Reading Corps.
District instructional leaders updated the board on this year’s curricular resource adoption process for English language arts (ELA) and on midyear assessment results across grade levels.
An administrator summarized the adoption model: phase 1 is standards review and resource selection (current phase for ELA); phase 2 covers staff development and first-year implementation; and phase 3 (years three through five) addresses monitoring and adjustment. Staff reported teacher working groups with representation from every building, including special education teachers, and said state-released essential standards are being used as guidance.
The administration said the fall-to-winter midyear Istation and district I-Ready data show gains in some tiers and declines in others. The district reported improvements in math Tier 1 percentages at the elementary level (one example given moved from 23% to 40% Tier 1 after one year of implementation of new materials) and highlighted targeted responses: Reading Corps tutors provide reading interventions in elementary buildings; RTI teams meet regularly to review data; and secondary staff assess placement and supports promptly when students show need.
Trustees asked for additional breakdowns, including English-learner population percentages; administrators said roughly 3% of district students are English learners, and they offered to provide more granular enrollment and proficiency details for trustees and the public. Speakers emphasized that intervention programs and monthly assessment snapshots help guide instruction but that some measures are not state-counted between annual windows.
