Fayette County equity committee hears data: 48% kindergarten ready, 50% of third graders proficient or distinguished in reading

Dr. Bill Bradford of Fayette County Public Schools presented the Equity Council Committee with district data on Jan. 6, 2026, reporting that 48% of incoming kindergarten students are classified as "ready" on the state‑used Brigance kindergarten entry screener and that 50% of third graders scored at the Proficient or Distinguished level on the 2025 Kentucky Summative Assessment (KSA) in reading.

Brigance screener and kindergarten readiness

Bradford described the Brigance kindergarten entry screener and said it evaluates five areas—academic/cognitive skills; language development; physical development; overall development; and self‑help/social‑emotional development—then combines those measures into a readiness rate. "Our reporting rate of readiness is 48 percent," he said, adding that the remaining 52% of students are "ready with either enrichments or ready with intervention." Bradford cautioned that the 2020‑21 school year is an outlier: districts were allowed to administer the screener across the entire year during the COVID period, producing a higher observed readiness rate (he cited a 71% figure for that year).

Third‑grade reading, the KSA and subgroup gaps

On third‑grade reading, Bradford outlined the KSA format—two parts given online (about 120–140 minutes total), roughly 40 items across four item types, and a 50% literature / 50% informational blueprint—and explained Kentucky performance levels (Distinguished, Proficient, Apprentice, Novice). He reported that "50 percent of all third grade students were proficient or distinguished in reading" on the 2024–25 KSA and that approximately 25% of third graders fell into the Novice category. Bradford identified priority subgroups for monitoring—African American students, students with IEPs, and English learners—and said the district has targeted supports where gaps exist.

District responses and supports

Bradford described how Brigance and KSA data inform the district's multi‑tiered systems of support (MTSS): targeted campus support plans for lower‑performing schools, targeted professional learning communities, personalized/differentiated instruction, and selection of high‑quality instructional resources (HQIR). He summarized district tier targets: an aim for roughly 85% of students to be served by Tier 1 instruction, 10–15% in Tier 2, and about 5–8% in Tier 3 interventions.

Accommodations and English learners

A committee member asked whether English learners receive translated tests or other supports; Bradford answered: "Our students who receive English language services must complete the assessment in English. They might receive accommodations, which could include paraphrasing, shortened responses, even scribes, but the assessment must be completed in our target language, which is English." Bradford also said classroom teachers and early‑childhood staff receive targeted professional learning to help accelerate students who are not kindergarten‑ready on entry.

Context and next steps

Staff reminded the committee that kindergarten readiness and third‑grade reading are two of four ECC scorecard indicators the committee will review in greater depth this year; the other two are ninth‑grade completion and graduation rates. Because the meeting proceeded without a quorum, no formal actions were taken. Members were directed to planning meetings and follow‑up briefings for continued discussion and next steps.

Routine reports and announcements

The meeting also included routine reports: a superintendent report urging legislative advocacy for public schools, a board member update promoting an Innovation Showcase and the draft budget timeline, an OSBS announcement launching nominations for the PG Peoples Equity Champion Award, and notice of an ECC vacancy. The chair adjourned the meeting at 7:26 p.m.