Creighton board accepts progress report showing early gains on third-grade reading benchmarks
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Summary
The Creighton School District governing board approved Progress Monitoring Report 3 for Goal 4, presenting interim data on third-grade reading measures and plans to expand teacher training and coaching to reach year-end targets.
The Creighton School District governing board on April 9 accepted Progress Monitoring Report 3 for Goal 4, which tracks third-grade reading proficiency and interim measures for kindergarten through third-grade literacy benchmarks.
The presentation said the district's five-year target is to increase the share of third graders scoring proficient on the AASA English language arts assessment from 18% in August 2023 to 41% by August 2028. The board heard that the district's current-year annual target is to move from 17% to 22% by August 2025 and that interim measures use the district's DNA benchmark and FastBridge screener to track progress.
"These data are representative of interim benchmark 2, which was taken in December," said Dr. Dupin, who introduced the report. She told the board the district was on track for the two current measures (the DNA benchmark and FastBridge screener) based on winter data, while noting that posttests and the increasing cut scores across screening windows require steady growth through spring.
District staff reported specific inputs and outputs supporting the goal: professional learning for K-8 ELA teachers, cohort training seats for LETRS and AIM Pathways through ADE-related grants, the district's adoption of a 95% Phonics group for tier-2 instruction, expanded coaching cycles, and family engagement nights aimed at 250 family attendees for Quarter 4.
Presentation highlights included teacher-survey and classroom-usage data: among responding K-8 ELA teachers, 40% reported using the 95% materials three to five times a week, 30% used them one to two times per week, and 30% had not yet begun implementation. Coaches described in-class follow-up, small-group coaching, and a plan to continue cohort supports and additional instructional coaching.
Board members pressed for additional supports and clarity. President Carrillo emphasized the distinction between curriculum, resources and instruction and asked for follow-up on implementation supports so the district could determine whether outcomes reflect instruction, materials, or curriculum alignment.
Board action: The board moved, seconded and voted to approve the Progress Monitoring Report 3 for Goal 4. The motion passed by voice vote and the chair announced the report approved.
