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District 20 reports midyear gains in third-grade reading and steady math pass rates; attendance remains below goal at secondary levels
Summary
District 20 presented midyear strategic-plan and assessment data showing third-grade DIBELS composite at 74% on/above benchmark, MAP Growth medians predicting likely CMAS targets, and overall district attendance at 92.6%; board members discussed interventions and data use in PLCs.
Academy School District 20 officials reported midyear assessment results and strategic-plan monitoring on March 17, saying several literacy and math measures are on track while attendance at secondary levels remains an area of focus.
District staff told the board that 74 percent of third-grade students were on or above grade-level benchmark on the DIBELS-8 midyear composite (fall-to-winter window), close to the district target of 75 percent by year end. Andy Ruskin, director for literacy, and JoLynn Patterson, director for assessment, explained the district uses MAP Growth (NWEA) as a midyear predictor for the Colorado Measures of Academic Success (CMAS); district midyear median MAP percentiles for third grade indicate the district is likely to meet its CMAS targets for the year.
On middle- and high-school math course passing, staff reported that just under 94 percent of sixth graders and about 95 percent of ninth graders were passing first-semester math courses; district leaders noted second-semester pass rates historically rise and said interventions are in place for students who do not earn credit the first semester.
Districtwide attendance was reported at 92.6 percent overall. Elementary attendance was above the district goal (about 93.6 percent), while middle and high school rates remained below the 90 percent target for those levels, prompting staff to note ongoing attendance-task-force work and strategies centered on the district’s MTSS coordinators.
Staff highlighted use of professional learning communities and data cycles, targeted interventions ("win time"/target time), and cohort tracking of students who began the year "well below" on reading screeners; administrators said they monitor pre/post-intervention growth during short summer sessions and compare beginning- and end-of-year measures to judge sustained impact.
The board also heard about district communications goals, digital adoption (ParentSquare opt-ins at 21 percent, app downloads at 24 percent so far after a January rollout) and that the district is piloting a new bus rider card system for next year. Administrators said they will follow up with additional disaggregated school-level reports and will publish family MAP Growth reports after each testing window.
Board members asked how the district evaluates program efficacy (for example, summer reading interventions) and were told the district combines vendor-vetted program selection, literacy specialists’ input, certified interventionists, and pre/post assessments over short sessions, with a focus on end-of-year DIBELS and CMAS comparisons.
No formal board action was required for the midyear assessment update; the staff presentation was informational and will be revisited in monitoring reports later in the year.
