MCCSC presents early literacy, numeracy gains and explains data-driven interventions
Summary
District leaders presented a coherent system for early literacy and numeracy, highlighting evidence-based instruction, progress-monitoring with DIBELS, small-group interventions, coaching, and reported a 3.7-point increase in third-grade iRead proficiency and other early literacy gains.
District leaders told the Monroe County Community Sch Corp board they are aligning instructional practices across buildings to strengthen early literacy and numeracy and to make interventions more coherent and data-driven.
Lily Albright, director of elementary education, described the district’s approach as a single, aligned system that emphasizes evidence-based literacy practices (systematic/explicit phonics, phonemic awareness, decoding, vocabulary instruction), small-group instruction grounded in data, coaching cycles, and job-embedded professional learning. She said district teams use UFLI, Quick Reads and other resources and partner with external experts to support professional learning.
Albright outlined the district’s progress-monitoring sequence: DIBELS screeners administered three times a year (beginning, middle and end) identify students below, at, or well below benchmarks; leaders form small instructional groups and progress-monitor students every two to three weeks to determine whether interventions are effective. “Progress monitoring is now integral to our work,” she said.
The presentation included reported early literacy gains. The district said it saw a 3.7-point increase in third-grade proficiency on iRead and noted that three schools reached 100% proficiency on that measure. Teachers and principals quoted in the presentation emphasized that data and aligned instruction were producing classroom-level results.
Board members asked whether the grouping process accounts for students performing substantially above grade level; presenters confirmed advanced-group options and differentiated instructional matches are part of planning. The district stressed that while e-learning exists to meet instructional day requirements when closures occur, in-person instruction remains the preferred mode.
The board did not take formal action on the academic presentation; the report was presented for information and future curriculum updates (including adoption of a new ELA curriculum for 2026–27) were noted.
