Kirkwood reports winter benchmark gains; kindergarten reading scores show notable improvement

KIRKWOOD R-VII officials reported Wednesday that winter benchmark assessments show measurable student gains in early literacy and steady progress across other strategic-plan objectives.

Why it matters: Board presentations said the district’s adoption of research-based reading resources and teacher training corresponded with notable improvements in kindergarten and first-grade benchmark achievement, suggesting that curriculum and coaching changes are affecting early outcomes.

Key findings: District staff said kindergarten benchmark achievement rose from 36% in 2021 to 73% in the most recent winter administration; first-grade benchmark achievement rose from 47% to 68% over the same span. Math benchmark achievement also improved in some grades: third-grade achievement rose from 69% in 2021 to 83%, and sixth-grade achievement from 75% to 80%.

Methods and measures: Presenters said the district uses the nationally normed FastBridge assessment for universal screening and progress monitoring, and EduCLIMBER for student- and classroom-level analysis. Growth goals vary by starting percentile: students below the 70th percentile were assigned a 5% growth goal, students 70–80th a 3% goal, and students above the 80th a 1% goal.

Instructional changes and supports: Speakers credited training in the science of reading, adoption of UFLI and Heggerty resources for phonemic awareness and phonics, and additional professional development for teachers (including “letters” training cited by presenters). The district also reported middle-school math curriculum realignment to Missouri learning standards and adoption of Desmos with embedded coaching.

Disaggregated results: Presenters said disaggregated growth results were encouraging for several groups. For example, Black students in early grades showed high percentages achieving typical-to-aggressive growth. The district reported progress for students receiving intensive intervention (tier 3) and for students with IEPs, noting that staff can identify the small number of students who need targeted supports.

Postsecondary measures and participation: The Board heard that Kirkwood’s ACT averages have dipped slightly in line with statewide and national declines but remain competitive. Participation in postsecondary preparatory opportunities — dual enrollment, AP, STL Caps, South County Tech and early-college programs — has increased among underrepresented students and already exceeded the district’s target.

Climate, equity and social-emotional indicators: The district also reported gains and areas for attention in the strategic plan’s equity objectives. Office referrals have declined from 785 to 431 year-to-date; preliminary analysis indicated a large share of referrals are tardies, especially at the high school, which staff said they will examine further. Panorama climate-survey participation increased, and family response rates rose; staff noted belonging measures remain a focus and that the district will analyze open-ended comments to guide improvements.

Counseling and safety: District leaders reminded the Board that social-emotional data are treated as a continuum (low/some/high risk) and highlighted available supports, including school counselors, social workers and therapeutic options. Presenters noted the district’s year-over-year trend in social-emotional indicators moves opposite many national trends.

Next steps: Administrators said they will continue implementing evidence-based literacy and math programs, expand teacher coaching, analyze discipline referrals to separate tardy-driven counts from behavioral incidents, continue outreach to underrepresented families, and return to the Board with end-of-year data and recommendations.

No Board action was requested at Wednesday’s presentation; curriculum updates and listed items will return for formal approval where required.