District reports small year‑to‑year gains in early literacy; math trends mixed in fall FastBridge screening

District administrators on Oct. 13 presented fall FastBridge beginning‑of‑year screening results to the West Allis-West Milwaukee School Board, reporting modest, districtwide gains in literacy baselines and smaller gains in math.

Superintendent Dr. Robinson introduced the teaching and learning presentation; curriculum staff members including district data manager Corey Sack and curriculum lead Alyssa Baraj (presenter) reviewed trend and cohort analyses. The district’s goal is to use the screener as an early check to align resources, identify students who need targeted supports and set baselines for midyear growth monitoring.

Key findings presented: - Literacy: The district reported that 50% of students were beginning the year on grade level in literacy in 2025, up from 46% in prior years. Six of nine elementaries increased their literacy baseline compared with fall 2024. Cohort analysis showed growth from grades 1–11 in most year‑to‑year cohorts (9 of 11 cohorts increased or maintained proficiency). Administrators cited early‑literacy investments and expanded collaborative school work as likely contributors. - Math: Districtwide math proficiency rose modestly (about 1% year over year). Five of nine elementaries increased their math baseline; where schools fell, declines were generally 1–3 percentage points. Administrators flagged a cohort dip in the third‑to‑fourth grade transition as an area for targeted attention.

Next steps and instructional response: administrators described continuing supports for guaranteed and viable curriculum planning, strengthened collaborative team cycles, expanded progress monitoring and completion of new personal support plans for literacy (now integrated into the district Skyward student information system). Principals and coaches will continue calibrating expectations and progress monitoring; many buildings have completed literacy plans and are finalizing math plans.

Board questions focused on participation rates, the potential role of district preschool/4K attendance in kindergarten readiness, the district’s common-formative assessment practices and whether small percentage shifts are statistically meaningful. Staff said elementary participation generally reached near‑100 percent, that cohort analyses and midyear checks are needed to assess significance, and that personal support plans will be used to target early interventions. The board was told a fuller state report-card update is expected Nov. 17 and a midyear data review will follow later in the year.