Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Assessments topic
No spam. Unsubscribe anytime.
Winter FastBridge screen shows mixed proficiency; district plans structured‑literacy rollout and Year‑2 implementation
Summary
District staff presented winter FastBridge screening results and described a structured‑literacy professional learning rollout (OLA) that leadership said will move to intentional implementation next year; board asked for ongoing trend reporting.
District staff presented an overview of winter FastBridge screening data and described professional learning underway to shift literacy instruction toward evidence‑based, structured practices.
Director Christina Lundgren (presenting) said this year was the first full implementation of reading, math and social‑emotional screening across K–12 with the winter window reaching participation goals (about 90% participation in reading and math screenings; roughly 80% for the SABERS social‑emotional assessment). Lundgren summarized proficiency and growth: she said many grade bands show proficiency rates that are consistent with state benchmarks and that district growth (fall to winter) showed roughly 40–46% of students achieved "typical to aggressive growth" in reading and about 51% demonstrated that level of growth in math from fall to winter.
Board members asked about how proficiency maps to MCA benchmarks and whether FastBridge can predict MCA outcomes; Lundgren said FastBridge proficient scores correlate with an 80–85% accuracy in predicting MCA benchmark attainment for the adaptive reading and math measures. Several directors urged more frequent and trend‑based reporting: one board member asked for comparative figures year‑over‑year and requested quarterly or semester reports to track whether instructional changes move proficiency over time. Lundgren described the district’s professional learning in structured literacy (OLA). Leadership cohorts completed training in February; teacher cohorts (K–6 and related service teachers) will complete modules by May. District plans a summer work group to align evidence‑based instructional practices to Minnesota ELA standards, determine assessment practices and create common visuals and lesson templates to promote cohesion across elementary grades.
Directors supported moving from a learning year to an intentional implementation year next school year and requested that staff provide trend data (year‑over‑year comparisons) when available.
