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Delano Public Schools says QCOMP reading goals met; district will shift focus to math next year
Summary
District advisers reported that the teacher-led QCOMP professional development program met or exceeded reading goals across preschool, elementary, intermediate and high school; preschool participated in QCOMP for the first time and district leaders said FAST-aligned measures will be used going forward.
Delano Public Schools advisers told the school board at a June meeting that the district met its QCOMP (Quality Compensation) reading goals this year and will focus on math in 2025–26.
"Our mission statement, which we continue to look to as a guiding principal in QCOMP at Delano Public Schools is a teacher led program created to provide educators the opportunity to learn and grow professionally while helping students reach their full potential and achieve academic excellence," Maria Menz, a district QCOMP adviser, told the board.
QCOMP is a teacher-led professional development program the presenters described as intended to strengthen instruction and lift student achievement. District presenters said this year’s QCOMP cycles all focused on reading and used FAST reading assessments as the primary progress measure at grade levels that take FAST.
Presenters reported building-level spring-to-spring changes of: - Preschool/elementary: 73.8% to 74.3% (spring-to-spring figures reported by presenters) - Intermediate: 83.7% to 84.2% - High school: 82.3% to 83.3% Districtwide reading rose from a baseline of 79.86% to 83.1%, an increase presenters described as 3.24 percentage points.
Presenters said preschool participated in QCOMP for the first year. District staff explained preschool classrooms do not take the FAST assessment; preschool results were aligned with elementary reporting for the QCOMP metrics. The presentation described opportunities QCOMP provided this year: classroom visits, shared planning time, structured professional learning communities and building-specific action cards tied to the district continuous improvement plan.
At the high school, presenters said PLCs focused on aligning summative assessments with updated standards and on nonfiction reading structures; staff also received training on classroom uses of artificial intelligence during late-start sessions led by William Groovy, a trainer who worked with district leadership.
Looking ahead, presenters told the board the district will make math the priority for QCOMP in 2025–26, adopt a new curriculum on that schedule and implement an updated observation rubric aligned with the teacher development and evaluation framework.
No formal board action was taken on the program review during the meeting.
