CMSD says third‑grade reading is off track; district outlines curriculum, assessment and support steps

The Cleveland Metropolitan School District told its board during a monitoring presentation that third‑grade English language arts (ELA) is not yet on pace to meet the district’s five‑year goal.

“Our early literacy goal is that the percentage of third graders ... will increase from 35% ... to 60% in August 2030,” CEO Dr. Morgan said, adding that the goal is “ambitious.” The district reported a fall 2025 third‑grade on‑track rate of roughly 39.3% on I‑Ready, compared with a fall 2024 on‑track figure that was higher under the prior assessment (NWEA). Staff said the drop is partly explained by differences in cut scores: I‑Ready’s on‑track threshold for early grades aligns with the proficient level and is therefore more rigorous than the previous NWEA benchmark.

Why it matters: Third grade is widely used as a milestone for reading competence and is tied to early‑grade remediation and supports. Board members pressed staff for subgroup detail and for assurances the district is using short‑cycle unit assessments so problems are caught before state testing.

What the district will do: Dr. Morgan and academics staff described steps underway to accelerate K–3 literacy gains, including differentiated ELA training cohorts for principals and teachers, expanded use of data‑driven instructional (DDI) protocols, tighter progress monitoring of curriculum‑embedded unit assessments, expanded multi‑tiered systems of support (MTSS) for intervention, principal calibration on classroom walkthroughs, and targeted supports for multilingual learners and students with disabilities. Staff also cited results from seven pilot schools that used I‑Ready and the curriculum last year; those pilot sites rose from 13% to 22% proficiency in the fall cohort cited by staff.

Board questions and clarifications: Board members asked whether the fall I‑Ready window (often administered in week one of school) is the best baseline or whether winter measures should be emphasized; staff acknowledged that some fall testing occurred before substantial new‑year instruction and said they will continue to monitor winter results. The district also confirmed that about 57 of 61 elementary schools offer pre‑K, which board members raised as an access variable for early literacy.

Evidence cited: The district framed the data within a PELP (Practical Equity Leadership Practice) problem‑of‑practice exercise, classroom walkthroughs showing curriculum usage in roughly three‑quarters of observed rooms, and a Council of the Great City Schools special‑education audit that the district said it is using to strengthen supports.

What’s next: The board will continue monitoring ELA benchmarks and CEO measures at upcoming meetings; staff said they will provide subgroup breakouts and further analysis of pilot school results and timing differences between fall and winter assessments.