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District reports mixed spring testing results; leaders credit early‑grade literacy work
Summary
Lake County Schools reported spring achievement data showing pronounced gains in early literacy—second grade language arts proficiency rose to 62%—while proficiency remains low in many grades and subjects; leaders emphasized foundational literacy work and requested continued funding for targeted coaching.
District administrators presented the first release of spring achievement results and laid out curriculum and intervention plans to build on early gains.
Administrators highlighted a substantial improvement in early‑grade reading: second‑grade language‑arts proficiency rose to about 62 percent, nearly doubling from the prior year for that cohort, according to the presentation. Districtwide proficiency rates cited in the meeting included: overall ELA 24 percent, math 11 percent, science 17 percent and social studies 16 percent. Specific grade‑level results had wide variation—elementary grades showed some strong gains while several middle and high‑school subjects continued to post low proficiency percentages.
Staff attributed early gains to a new, foundational literacy program introduced in October that emphasizes science‑of‑reading methods and systematic foundational skills. Administrators said principals, instructional coaches and teachers worked in professional learning communities and had stronger implementation supports in place this year.
Speakers noted the district is rebuilding teacher capacity—several teachers are newer or are completing certification while receiving on‑the‑job support—and pointed to coaching models that include exemplar teachers who both coach and model lessons for staff. One targeted program discussed (Kids First) funds an exemplar teacher contract and costs discussed by staff were in the $70,000–$150,000 range for an initial coaching cycle of 12 weeks; staff said they currently estimated about $71,000 in available funds for the first round but that federal funding remains constrained.
Several presenters warned that some federal funds intended for interventions were still frozen at the federal level, creating uncertainty about the timing of support and the district’s ability to sustain on‑site coaching and intervention teams. Leaders said they expect to see final “growth” accountability data in October and that sustained implementation over several years will be needed to shift districtwide proficiency consistently.
Ending
Administrators asked the board to support sustaining coaching and intervention funding, monitor growth when state growth data are released in October, and approve plans to use available local and grant funds to continue teacher coaching into the new school year.
