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District assessment update: mixed growth on STAR/FastBridge and low summer school turnout
Summary
Administrators reported district‑level gains on FastBridge and STAR in several grades, positive indicators on a new district writing assessment and baseline ACT data for freshmen, but noted summer school attendance was low (118 invited, 70 attended) and will prompt program adjustments.
Dr. Gray presented the district’s assessment results for 2024–25 and initial fall benchmarks for 2025–26. K–8 FastBridge reading showed growth in grades 5–8 and a notable second‑grade gain; STAR reading and math at the high school showed positive trends and are being used as ACT predictors. A district writing assessment that added additional measures in year three showed year‑over‑year growth in total words written, spelling and sequence. The Illinois Assessment of Readiness results constituted a baseline year under new cut scores and showed some growth districts said they will target students who are "on the bubble" between proficiency levels.
Dr. Gray discussed the move from SAT to ACT as the district's high‑school college‑readiness assessment and noted the ninth‑grade ACT baseline will inform future work. At the K–12 level the district is piloting a vertically aligned math curriculum ('Big Ideas') to improve coherence and amount of growth.
On summer programming, staff reported 118 students were invited to attend summer school but only 70 students participated (attendance rate ~68.3%), suggesting staff will reexamine summer offerings and targeting to increase yield. At the high‑school level, credit attainment was highlighted (983 credits attained across participating students) and administrators signaled an upcoming board discussion about adjusting graduation credit requirements to align with regional expectations.
District leaders reiterated use of MTSS/RTI tiers and professional learning communities (PLCs) to address learning gaps and close bubble cases with targeted interventions.
Next steps: staff will analyze mobility rates tied to assessment rosters, refine summer programming recommendations, monitor ACT baseline cohorts, and present options on graduation credit requirements as part of academic planning.
