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District reports notable reading and math growth on I‑Ready; leaders say sustained progress will take years
Summary
District presenters told the board that growth on the I‑Ready diagnostic exceeded national typical growth rates in reading and math, while proficiency remains below district policy targets; administrators said the gains reflect curriculum and instructional changes and emphasized the need for multi‑year commitment.
Oshkosh Area School District leaders on June 11 presented districtwide reading and math results showing stronger-than-average growth on the I‑Ready diagnostic while acknowledging that overall proficiency targets in some grades remain unmet.
Dr. Coleman and Dr. Davis framed the results as “growth‑first” indicators that should lead to higher proficiency over multiple years. District leaders reported that approximately 73% of students met typical growth in reading this year—above a national typical growth expectation of roughly 50%—and that 43% exceeded a full year’s growth. In math, district staff reported 54% of students met or exceeded typical growth. Elementary reading proficiency on I‑Ready was reported at 56%, compared with the stated national benchmark cited in the presentation of about 33%.
District staff said the results reflect several recent changes: adoption and broader use of Core Knowledge Language Arts (CKLA) and math materials, expanded coaching and instructional support (ISTs), and coordinated professional development. Presenters described a “proven process” that includes providing clearer planning expectations, coaching for teachers and monitoring unit‑level assessments and daily formative assessment to guide instruction.
Teachers from Reed Elementary and from a middle school grade team gave concrete classroom examples. Reed teacher Bree Conrad said her class went from 4 students on grade level at the start of the year to 12 on grade level at year’s end and credited daily collaboration with an IST, strong family engagement and consistent pacing. Middle school teacher Sydney Levy described students who began the year multiple grade levels behind and showed large I‑Ready gains after targeted small groups and goal setting.
Board members asked for clarity about comparisons—some expressed concern that local policy uses different assessments and that statewide benchmarks had changed—and pressed for clearer, disaggregated reporting by subgroup, cohort and school. Administrators agreed to provide more disaggregated iReady and other assessment data to education committees and to the board.
Why it matters: administrators said growth is the leading indicator toward proficiency and that the district has implemented new instructional materials and coaching structures designed to raise and sustain proficiency over a 3‑ to 5‑year horizon. Several board members praised teacher work and asked for continued transparency in metrics and targets.
Ending: district leaders asked the board to consider multi‑year targets and to evaluate how revised policy language should reflect growth‑based measures; administration and curriculum leaders said they will continue monitoring I‑Ready diagnostics, end‑of‑unit assessments and teacher observations and will return with more disaggregated reporting.
