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Apache Junction leaders outline RTI/MTSS, set school-level goals to boost reading and math
Summary
District leaders and principals described a districtwide RTI/MTSS framework, universal screening expansion, and school 'WIGs' (goals) intended to raise proficiency by 10–20% across grade bands by May 2026.
District instructional leaders used the July 22 meeting to describe a districtwide push to strengthen core instruction and expand targeted interventions.
Angie Thompson summarized the Leaders Institute work on RTI (Response to Intervention) and MTSS, saying the district has developed a "guaranteed and viable" curriculum and is organizing interventions in three tiers: a strong Tier 1 core for all students, Tier 2 targeted small-group interventions, and Tier 3 intensive individualized support. "If your core is strong, about 80% of your students are successful," Thompson said, and the district aims to improve early-reading benchmarks by increasing the use of data and intervention fidelity.
Thompson said the district will expand universal screening (FastBridge) to include math for K–5 and will move screening for junior-high reading into incoming data from fifth grade. She provided grade-level end-of-year baseline data for reading (kindergarten about 50% on-target; first grade 45%; second 36%; third 38%; fourth 32%) and said the district is targeting an 80% on-target rate as an aspirational benchmark.
Principals outlined school-level WIGs (Wildly Important Goals): Desert Vista seeks a 10% increase in K–5 proficiency on quick checks and benchmarks through weekly PLCs and instructional walkthroughs; Cactus Canyon targets a 15% increase on quarterly benchmarks; the high school aims for a 20% increase in grades 9–11 benchmark proficiency using AVID strategies and sustained reading/writing practice. Principals described measures to monitor implementation: weekly PLCs, lesson-plan reviews, classroom walkthroughs with feedback, and frequent quick-check assessments.
Dr. Popolardo thanked principals for multiple complementary approaches, describing them as 'six different approaches to get to the same place: academic achievement.'
Why it matters: The presentations outline the district’s near-term instructional strategy and measurable goals. The baseline screening numbers Thompson presented indicate substantial gaps in early reading that leaders plan to address through revised assessment calendars and targeted interventions.
Next steps: Schools will implement revised assessment calendars, expand FastBridge screening to math for K–5, and increase PLC cadence and instructional walk-throughs. Principals said evidence-based strategies, coaching and tracking will be used throughout the year to monitor progress toward May 2026 goals.
