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District reports K–2 literacy gains and dyslexia services numbers
Summary
District presenters told the board kindergarten letter‑naming and letter‑sound scores rose this year and outlined dyslexia screening and intervention counts: 372 identified, 346 served in interventions.
District instructional staff reported year‑end gains in early literacy measures and reviewed dyslexia screening and services provided during the 2024–25 school year.
In presentation slides compiled by staff, the district reported that 84% of kindergarten students knew all uppercase letters at the end of the year. Presenters said first‑ and second‑grade uppercase‑letter knowledge was in the mid‑90 percent range with a roughly 95% tested rate, and letter‑sound mastery had increased substantially for kindergarten (from a low single‑digit starting point to 78% knowing letter sounds at year end).
The district also provided dyslexia service data for 2024–25: staff said 372 students met screening criteria for dyslexia but that 346 students received dyslexia interventions (programs listed included Take Flight, BUILD or Barton, depending on the student’s needs). District staff explained some students identified in screening later "tested out" of needing full dyslexia services after interventions and were placed on progress monitoring instead.
Presenters said the next reporting cycle will expand from letter‑naming to decoding and blending measures to show how many students are meeting grade‑level reading benchmarks. The board received the data as part of the superintendent’s academic update and had no substantive motion tied to the literacy charts beyond discussion and monitoring.
Attribution: The literacy slides were prepared by Miss Rawls and discussed in the superintendent’s academic report; presenters credited targeted phonics instruction and targeted interventions for gains.
