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District administrators flag weak elementary ELA while citing gains in math growth
Summary
An unnamed district administrator presented 24–25 assessment snapshots showing elementary ELA proficiency at 36.4% and elementary math at 41.4%; administrators emphasized growth measures, MTSS interventions and microdata monitoring while board members pressed for quantifiable mid‑year updates.
An administrator presented the district’s advanced state assessment information for 2024–25 and told the board elementary English language arts (ELA) proficiency is 36.4% while elementary math proficiency is 41.4%. The presenter emphasized that growth measures — not just proficiency percentages — drive district priorities and highlighted several local interventions intended to accelerate progress.
The district noted it uses microdata, the NWEA benchmark and a Multi-Tiered System of Supports (MTSS) to group students for targeted "win time" small-group instruction, and the 95% reading intervention in early grades to progress-monitor students. The presenter said algebra growth at the high school was at 100% for a recent cohort, and that some attendance and career-readiness metrics meet or exceed state averages.
Board members asked for clarification about cohort definitions, whether the reports account for community and family variables, and how retention and special-education students factor into the 4‑ and 5‑year cohort measures. The administrator explained 4‑year and 5‑year cohorts reflect different graduation timing (the 5‑year cohort includes students who take longer than four years to graduate) and said district microdata can be drilled down by subgroup, teacher and grade for nonpublic internal review.
Board members pressed for quantifiable mid‑year evidence of growth. One member said the district should present a transparent mid‑year update; the presenter said a mid‑year update would likely be a year-and-a-half away because state data lag but that internal microdata and progress monitoring are available more frequently.
The board did not adopt new policy during this segment but approved related federal curriculum items earlier in the meeting; administrators agreed to continue transparent, regular communication about interventions and to provide progress information when available.
