District reports interim assessment gains across grades; tutoring and after-school supports credited

At the April meeting the Siloam Springs School District shared interim assessment results showing gains in proficiency and declines in lowest-performing students across multiple grades, and district staff described targeted tutoring and in-school interventions intended to sustain the progress.

District staff member Amy Carter presented grade-by-grade interim 1 to interim 2 comparisons in English language arts, math and science. Carter said several schools showed notable gains: Southside’s math proficiency increased from 9% to 28% in a highlighted example, and middle school algebra proficiency moved from 14% to 43% with level-one students in algebra decreasing from 33% to 15%.

Carter said districtwide patterns included decreases in level-one (lowest proficiency) numbers in multiple grades and modest-to-strong increases in proficiency between interim assessments. She credited after-school tutoring programs and in-school “ROAR” or Panther time placement that allow teachers to strategically assign students to intervention sessions. The district also reported expanded after-school tutoring at the high school and middle school.

Board members praised staff for the gains and asked that the results be shared publicly to celebrate progress. Carter noted that the district compares its data to state interim results and monitors both proficiency percentages and level-one reductions as primary indicators.

No immediate policy changes were voted at the meeting; staff said interventions will continue for the remainder of the school year and that data will be revisited at upcoming work sessions.