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Saint Paul Public Schools outlines path to raise reading and math proficiency by 2029
Summary
District leaders told the board the SPPS aim is to increase reading proficiency from 34% to 40% and math proficiency from 26% to 31% by 2029, citing MCA baselines, interim screeners (FASTBridge, HMH, SABBATH), teacher Read Act training and small‑group instruction as core strategies.
Senior executive leaders presented the district’s big goals and the data behind them, describing how interim screeners and targeted instructional strategies will be used to reach 2029 proficiency targets.
The district’s targets: raise overall reading proficiency from 34% to 40% and math proficiency from 26% to 31% by 2029, as measured by the Minnesota Comprehensive Assessment (MCA). Presenters said recent MCA results put reading proficiency at roughly 35% (rounded) and math at 27%, each a one‑percentage‑point increase from the prior year.
Officials outlined interim measures used to track progress: FASTBridge aReading (grades 3–9), Houghton Mifflin Harcourt (HMH) math screeners for K–5, and SABBATH (middle school math screener) for grades 6–8. They emphasized “aggressive growth” (defined as 75th percentile growth or above) as the metric for progress among students who begin below benchmark.
Action steps named to support growth include widespread Read Act training for teachers, UFLI phonics for K‑2 foundational instruction, the FIRE program (Foundational Instruction for Reading Excellence) for grades 3–5, increased small‑group instruction aligned to students’ zone of proximal development, SIPs teachers for K–8 high‑risk readers, and Leadership Academy work to build principal capacity for instructional monitoring.
Board members pressed for clarity on how pass rates relate to MCA proficiency, the cadence of reporting (big reports slated for July; interim FAST results during the year), and additional secondary interventions (credit recovery and course supports). Presenters said pass rates and course grades are not directly equivalent to MCA proficiency because course grades do not always measure grade‑level standards; they reiterated plans to report progress using formative screeners and the July report cycle that aligns with the district’s reporting cadence.
District leaders said more detailed reports tied to the FASTBridge and other interim measures will be available in October and at mid‑year checkpoints; they emphasized the need for fidelity in implementation and the use of assistant superintendents to monitor school improvement plan execution.
The board accepted the report and held a question‑and‑answer period but did not vote on new policy or budget items during the presentation.
