Redford Union reviews fall 2024 NWEA results, outlines MTSS and tutoring steps

Redford Union Schools administrators presented fall 2024 NWEA benchmark results at the Jan. 13 board meeting and described a set of academic interventions intended to translate measured growth into grade-level proficiency.

Kim Crenshaw, identified in the meeting as the district's executive director of curriculum and technology, told the board the district recorded measurable growth across many grades in reading (ELA) and that multiple grade cohorts met projected growth targets from the previous year. She said math performance at elementary grades remains an area that "has a little bit of work to do," and that the district will review whether to revise or replace the elementary math program.

Administrators explained how the district uses NWEA data to target supports. Crenshaw said teachers and families receive each student's NWEA report and use it to identify students for MTSS (multi-tiered system of supports). "If they're below grade level, the MTSS team is swoop[ing] in to set up interventions," she said.

Chris Norton, introduced in the presentation as the coordinator of teaching and learning, described operational changes in MTSS compared with last year. Norton said the number of students submitted to MTSS rose to 39 so far this school year, up from six the prior year, and that 14 different teachers had submitted students. He said MTSS teams now meet twice monthly for extended sessions (described in the presentation as 2.5-hour meetings) and that the district is intentionally scheduling specials teachers and academic teaching assistants to push into classrooms for daily intervention or preview work.

Administrators listed tutoring and digital resources they are using: Panther-time tutoring three days a week (Mondays, Wednesdays and Fridays) in 30-minute blocks; IXL and Khan Academy; Math180 and strategic intervention coaching for K'6 teachers; Edgenuity for some high school math course delivery; and a planned district-wide license for IXL noted as already purchased. Leaders also said varsity tutors (on-demand online tutoring) would be launched for all students later in the school year.

Several principals and building leaders spoke about how PLCs (professional learning communities) and building-level data dives have changed instruction. Hilbert and Beach elementary leaders described whole-staff data days and six-week intervention or extension plans teachers design and implement during workshop time. One elementary building reported increasing MTSS referrals from six last year to 39 year-to-date and broader teacher engagement with the MTSS process.

Administrators emphasized attendance as a major barrier to learning. Crenshaw and building leaders repeatedly identified chronic absenteeism as a district-wide blockade to progress, and said the district is working on a new attendance policy and collaborating with an attendance initiative funded by a county grant.

The board heard that many interventions are still works in progress. Crenshaw said the district will form teacher teams to review the elementary math program over the next months; she and Norton said teachers will advise on whether to upgrade materials or alter pacing and instruction. No instructional adoption decisions were made at the meeting.

What's next: administrators asked the board to allow time in a future workshop for a deeper presentation on chronic absenteeism and on the timing of board packet delivery so board members can review materials earlier. District leaders said they will return to the board with updates on the math program review, MTSS progress metrics and the launch schedule for on-demand tutoring.