The Elwood Union Free School District presented K–8 I Ready diagnostic results that, the district said, show significant growth: "In mathematics, we achieved a 35% increase in proficiency from fall to spring," and reading proficiency rose by 28%, Assistant Superintendent for Curriculum and Instruction Doctor Hood reported.

Hood walked the board through school-level gains (for example, Harley Avenue showed a 54% increase in students performing at or above grade level in reading) and described assessment practices (three diagnostic administrations per year) and supports used to accelerate learning. He outlined interventions including Academic Intervention Services, teacher mentoring, MTSS-tiered supports, the Level Up executive skills program, mandated extra help during lunch, and additional Wilson reading groups.

Board members asked about transition-related dips in scores between buildings and what interventions are in place at middle school. Hood said transitions can cause short-term dips and that the district uses MTSS and targeted supplemental lessons to level students. "We are always looking at the data, and that's gonna drive every decision we make," Hood said, noting the district’s longitudinal data teams.

Later in the meeting during public comment, parent Melissa Janowski said her third grader—consistently above grade level in classroom work—appeared lower on the iReady parent report and asked for clarification. Hood explained parent report displays can be misleading early in the year because they compare student responses to whole-year standards and recommended focusing on percentiles; he offered follow-up, including customized reporting and one-on-one clarification for concerned parents.

The district plans continued longitudinal tracking of I Ready data and will incorporate multiple measures of student learning when evaluating progress and interventions.