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North Providence updates strategic plan; reports first-year I‑Ready gains, expanded MTSS progress monitoring
Summary
Assistant superintendent and consultant presented the district’s strategic plan update July 23, reporting K–8 I‑Ready typical growth near expected ranges (54% reading, 52% math) and stronger stretch growth; the district also highlighted expanded attendance reporting and work to align MTSS systems.
Assistant Superintendent Ms. Seitzinger and consultant Christina Courser presented a strategic plan update to the North Providence School Committee on July 23, reviewing three district priorities — improving core instruction, improving school climate and learning environment, and increasing family and community engagement — and describing progress monitoring tools now in use.
Courser said the district used an I‑Ready K–8 screener and diagnostic this school year and that typical first‑year growth targets for a new implementation are 50%–60%. "For K to 8, we saw 54% for reading on average, and also in math, it was 52%," Courser said. She added that stretch growth (growth exceeding typical expectations) was 29% in reading and 23% in math, figures the presentation tied to RIDE accountability measures.
Presenters described how teachers and administrators are using I‑Ready dashboards to form data teams, prioritize coaching time and design interventions. The district also credited monthly attendance reports from district data analyst Rebecca Amaral with helping principals and teachers identify chronic absenteeism trends; the presentation included a slide showing reductions in chronic absenteeism across general education, students with disabilities and MLL (multilingual learner) populations.
Committee members asked for grade‑level breakdowns and how multiple data systems — academic, behavioral and attendance — will be synthesized to support MTSS (Multi‑Tiered System of Supports). Courser and district staff said the district is building toward more coherent MTSS systems, improving data cleanliness and working with the data director to create longitudinal views that principals and teachers can use.
The presentation listed school-level highlights: Centeredale’s intervention structure, improvements at Birchwood and Ritchie, and attendance gains at Ritchie, Birchwood and Stephen Olney. The district recommended continuing intervention blocks, expanding enrichment opportunities for higher‑performing students, and applying academic data practices across school‑based teams.
