District presents K–2 screener and summative results; staff highlight early reading supports

District leaders presented results from end‑of‑year summative assessments and beginning‑of‑year screeners, and described how the data drive interventions intended to prevent third‑grade retention for struggling readers.

Doctor Wood explained that the math and literacy summatives are reported by levels 1–4 and that accountability counts students at levels 3 and 4. She said the district was slightly below state averages in kindergarten math in the first year of the test but generally compares well with the state across grades. For the literacy screener, which covers kindergarten through third grade, the district reported being at or above state averages on most diagnostic strands.

The screener breaks literacy into component skills — alphabet knowledge, phonemic awareness, decoding and fluency — allowing teachers and specialists to produce individualized reading plans (IRPs) when a child shows risk in a strand. Doctor Wood described the process: identify risk on the screener, create an IRP, provide targeted interventions and use short 'testlets' in a few weeks to check progress and then move to the next skill.

She also described math individualized plans (MIPs) for grades 3–8 and said the screener data are available to parents through a family portal; the district mailed access codes and posted information online. Doctor Wood celebrated a district metric: 97% of kindergarten students who had attended district pre‑K scored 'ready' on the kindergarten screener (32 students referenced). Administrators said they will continue to monitor middle‑year assessments and to refine interventions based on interim results.

Board members asked questions about interpreting interims and about supports for students showing potential risk; staff committed to follow up and to provide more detailed cost or staffing implications if the board seeks program expansion.