Elkhart Community Schools reports districtwide gains on iRead, mixed iLearn and SAT results; AP participation rises

Elkhart Community Schools presented multi‑year academic data at the Aug. 26 board meeting showing substantial elementary literacy gains, uneven middle school results, modest SAT shifts and growth in Advanced Placement participation.

The district’s data presentation, led by Dr. Rausch, highlighted iRead gains at the elementary level: Eastwood Elementary posted a 94.4% pass rate for third‑grade iRead this past year (an increase the district described as roughly 23 percentage points from the prior reported baseline). The presentation noted that nine elementary schools surpassed the state 80% threshold in third‑grade iRead.

"Hats off to everyone that worked very diligently to increase these iRead scores," Dr. Rausch said, thanking teachers, administrators and literacy coaches for the gains. He noted state reporting rules and rounding conventions that affect headline percentages.

iLearn (grades 3–8)

Districtwide, iLearn results were mixed: most elementary grades saw more schools post increases than decreases in ELA and math checkpoints, while middle school results showed variability. Dr. Rausch said administrators will pursue deeper analyses in data meetings and PLCs to examine subgroup performance and the causes of sharp cross‑school swings.

- Grade‑level notes: Several elementary schools—Eastwood, Woodland, Beardsley and Monger—showed large year‑over‑year improvements in either reading or math at some grades. The district said 10 elementary schools increased in certain grade‑level iLearn math measures, and grade‑by‑grade results varied across campuses. - Middle schools: Some seventh‑grade ELA scores declined at specific schools; eighth‑grade ELA showed increases districtwide. Middle‑school math had uneven performance and the district signaled a planned curriculum focus there.

Assessment and intervention strategy

Rausch emphasized system changes now in place: consistent daily schedules, shared intervention blocks, literacy coaches and early screening (Acuity/Acadience prescreening and tiered interventions). Eastwood’s team and literacy coach Denise Demeter described school‑level implementation that combined universal Tier‑1 instruction and targeted Tier‑2/3 interventions as a driver of that campus’s gains.

"When it says it takes a village, it takes a village," Eastwood literacy coach Denise Demeter said, describing volunteers, retired teachers and coordinated intervention groups.

PSAT/SAT and AP

District leaders reported a modest PSAT increase in composite score (+4 points) with reading and writing up and math down among eleventh graders; the college‑entry SAT composite rose 7 points overall year‑over‑year. AP participation and success increased: more students took AP exams, and the percentage scoring 3 or higher rose; principals and staff credited expanded enrollment and sustained teacher training for those gains.

Mister Anderson, speaking about Advanced Placement, said teacher preparation and outreach helped lift pass rates. "We're getting the right kids with the right teachers, with the right support," he said.

Board follow‑up and next steps

Board members requested more disaggregated AP score breakdowns (3/4/5 counts) and a district deep dive into the causes of large site‑by‑site swings in elementary gains and losses. Administration said it will provide AP score distributions and bring reviewed subgroup analyses to the board after school‑level data meetings.

Ending

District leaders framed the results as progress—noting major literacy advances at several elementary schools—while signaling continued attention to middle‑school math, subgroup disparities and detailed AP performance data. The administration asked the board to treat the reports as the start of iterative review and targeted intervention, not final judgments on school performance.