Southeast Polk reports small winter gains in early literacy; 67 percent of K-5 students on track

Southeast Polk Community School District reported that 67 percent of its K‑5 students were on track to meet the state's winter early-literacy benchmark, up from 65 percent at the fall checkpoint, a district staff member said during the board meeting.

The winter check is one of three state checkpoints—fall, winter and spring—that track early-literacy progress. District staff said the district’s K‑3 structured literacy rollout and a district early-literacy task force are starting to show results across buildings.

The district staff member said the state’s “literacy healthy indicator” measures not only which students meet benchmarks but also expected developmental growth from checkpoint to checkpoint. The district reported that all eight elementary buildings maintained or improved from fall to winter this year, compared with six of eight last year. “We have revamped and put into place a structured literacy, a very solid structured literacy program in grades K‑3,” the district staff member said. “I believe we're starting to see some of the positive impacts of that.”

District figures presented to the board showed that kindergarten growth from fall to winter improved to about 20 percentage points this year (compared with 12 points last year). First grade improved nine points this year (compared with no growth last year), second grade improved four points (compared with zero last year), and third grade held steady this year after losing ground in the prior year. Overall K‑5 on‑track rates were 65 percent in fall and 67 percent in winter.

Board members asked about causes for slower growth in third grade. Dr. Latham asked whether third-grade work becomes more complex; the district staff member said third grade introduces word-study skills, suffixes and a shift from phonics to vocabulary and comprehension instruction. The staff member also said the district is now studying literacy materials for grades 3‑5 so writing and composition instruction can be emphasized alongside reading.

District staff described an early-literacy task force of instructional coaches and model teachers that meets regularly to analyze data, share strategies and regroup students for interventions. Carrie Bernstein, the district’s elementary literacy coordinator, and Jackie White, the preschool coordinator, were named as leaders of that task force.

Board members and visiting trustees who had observed classroom lessons praised the implementation and pacing of the new program and the use of classroom technology. During discussion, a board member asked how many schools are in the district; the staff member answered that there are six now and that number will be five next year due to funding and criteria changes. The staff member also noted that some Title schools have additional reading and math staff to support students' needs.

The district said it will continue to use checkpoint data, targeted interventions and the task force’s findings to support students and will present spring checkpoint results later this year.