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Board hears Capturing Kids' Hearts rollout, K–2 assessment results and K–3 dyslexia screener timing
Summary
District leaders described a districtwide Capturing Kids' Hearts training, a Broadmoor Elementary parent night demonstrating the approach, and early K–2 assessment results; officials also noted the state's K–3 dyslexia screening via the Atlas platform will be available starting Aug. 28
The Pine Bluff School District board on Aug. 27 received updates on a districtwide rollout of Capturing Kids' Hearts social‑emotional and relationship‑building training, a Broadmoor Elementary parent‑night demonstration of the strategy and preliminary K–2 literacy assessment results that district leaders said will inform early interventions.
The report is significant because the programs and early‑year screening data shape classroom practice, parent engagement and the district’s plans to identify students who need early reading interventions.
Superintendent Dr. Barbary and curriculum staff described a two‑day Capturing Kids' Hearts training the district held over the summer. Staff said the training took place at eight sites and trained roughly 50 people per site; district leaders said principals and selected building staff will serve as “process champions” who will provide monthly building‑level training and coaching so the work is not a one‑time event.
Broadmoor Elementary Principal Timothy Scott (presenting himself as "Proudcrest of Broadmoor Elementary") described a parent night held Aug. 20 that walked parents through the school’s morning meeting routine and the Capturing Kids' Hearts practices. Scott said the event aimed to help parents see the classroom routines and learn how to support behavior, social‑emotional work and homework at home. He also described instructional strategies the school is emphasizing, including small‑group instruction, targeted intervention and weekly homework and reading logs sent home.
Curriculum staff reported early K–2 assessment measures. Staff said kindergarteners tested at low levels for letter‑sound mastery at the beginning of the year; a presenter said kindergarten beginning‑of‑year letter‑sound mastery measured at about 5 percent, while first‑grade beginning‑of‑year letter‑sound mastery was about 82 percent and second grade about 92 percent. Staff noted the kindergarten cohort measured lower than the previous year’s kindergarten cohort that later reached about 90 percent by the end of the prior year; district leaders said they are investigating enrollment differences and retention that could affect cohort comparisons. Staff said teacher‑collected local screening data will be used for immediate intervention because state dyslexia‑screening results from the Atlas platform are not scheduled to be released until mid‑October.
On state dyslexia screening, staff referenced new legislation requiring a K–3 screener hosted on the Atlas platform and said the district’s window to begin that state screener opens Aug. 28; staff cautioned district leaders that Atlas results will not be available until October and that local screeners are being used now to expedite intervention.
District leaders also reported that 76.7 percent of classroom teachers are fully licensed for the subjects they teach, with ongoing efforts to place remaining teachers in certification pathways and to partner with local university programs for certification supports.
Board members asked for additional enrollment breakdowns (for example, how many kindergartners came from district preschool) and staff said they would provide those figures in a follow-up. Curriculum and assessment staff said they will continue to provide quarterly updates on literacy screening and intervention progress.
