CCPS teaching-and-learning leaders on Nov. 4 reviewed how I‑Ready diagnostic results, targeted tutoring and community‑school investments are being used to raise early literacy and math proficiency.

Chief Kevin Lowndes presented longitudinal cohort I‑Ready data that show gradual gains as students progress through elementary grades but highlighted concern that growth for recent first‑grade cohorts needs improvement. Lowndes and Title I director Erin Bonner described an intensified approach this year: Title I has funded approximately $1.3 million for additional staff, including roughly 30 degreed tutors and 5 non‑degreed tutors. Tutors are trained for evidence‑based interventions (Foundations, UFLI, Benchmark Phonics for literacy; Number Worlds, Do the Math and other math interventions) and are being assigned to data‑identified small groups.

Bonner said about 61 small‑group literacy interventions and 95 math interventions are underway across Title I and community schools; the district has emphasized fidelity, progress monitoring and materials availability. Community‑schools funding (about $1.4 million) is also supporting behavior specialists, after‑school and before‑school supports and kindergarten access in targeted schools. CCPS reported $76,000 in McKinney‑Vento set‑asides for tutoring and transportation for students experiencing homelessness.

Early‑childhood coordinator Beth Sorsby reported continued pre‑K expansion. CCPS counted 963 pre‑K4 students (up from 934 in the prior year) and 1,195 combined pre‑K3/4 slots; private-provider participation has increased substantially and one provider now serves 40 funded slots. The district is implementing Star Early Literacy and renewal of kindergarten‑readiness assessments in a new statewide approach and will use this baseline year to track school‑readiness gains.

Board members requested additional detail on intervention effectiveness and interim metrics; staff said Title I and MTSS progress monitoring and required Synergy entries will provide ongoing evidence and that the district is collecting tutor‑level and intervention‑level progress data.