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District administrators present WIG progress; high-school literacy shows gains amid assessment concerns
Summary
Meyer Middle School and River Falls High School administrators reviewed WIG (Wildly Important Goal) progress, assessment protocols and data. Middle-school staff discussed labor-intensive standard tracking and suggested streamlined data tools; high-school leaders reported 84% proficiency on local WIG assessments but noted possible integrity concerns and divergent pre-ACT predictions for some cohorts.
Mark Chapin, principal of Meyer Middle School, and Kat Swanson described the middle school's WIG target — that 90% of students be proficient on 80% of priority standards — and the work to create aligned midyear and end-of-year assessments. Chapin said the school has tracked standards and created an assessment calendar; Kat and other staff described the data collection as time-consuming because teachers are tracking many priority standards and asked the district to consider tools that would automate per-student, per-standard reporting.
Chapin said the district has been tracking forward trend data and that the school compared itself with nearby districts. He said work remains on common data protocols and easing teacher workload so staff can act on results rather than spending excessive time assembling them.
At the high school, assistant principals Lisa and Heidi summarized a three-year literacy plan that includes reading-response activities, professional development and longitudinal monitoring. Heidi reported that, based on locally administered WIG assessments, "on average 84% of our students were scoring at proficiency on our WIG assessments," but she cautioned this may not align with external measures: some staff reported that students used tools like ChatGPT during assessments, which could inflate results compared with pre-ACT and ACT practice scores. Administrators noted a bright spot: the class of 2026 posted a notable composite ACT gain (about 2.5 points between 10th and 11th grades), but other cohorts start at lower predictor levels and will need targeted interventions.
Both middle- and high-school teams outlined next steps: streamline data collection (investigate platforms beyond Infinite Campus that break down by question/standard), hold data retreats in July to refine assessment rigor, and expand tier 2/tier 3 interventions through co-teaching or targeted pullouts. Board members asked about distribution effects and curriculum rigor; administrators said they will continue comparing cohort and benchmark data with peer districts and keep the board informed of planned summer work and an upcoming retreat.
