Midyear I-Ready report: district shows gains; SPIRE and targeted interventions emphasized
Summary
District staff reported midyear I-Ready results showing gains in math and reading for grades 3–6, explained SPIRE and targeted special-education interventions, and described the district’s TSI status and growth targets required to exit that designation.
District staff presented a midyear academic update focused on I-Ready diagnostic and progress-check data for grades 3–6, special-education subgroups and supports. Presenters reported that math on-grade-level percentages rose from about 27% at the start of the year to approximately 53.75% at midyear, and reading on-grade-level results increased to roughly 59.5% in midyear diagnostics.
LTM Taylor — identified in the meeting packet and transcript as the presenter for the midyear report — explained that special-education students in the ELA subgroup remain a focus because the district’s TSI (Targeted School in Improvement) designation requires a three-year average growth threshold (50%) to exit. Taylor outlined student-level monitoring, noting specific students who met or missed typical growth goals and a plan to use a combination of in-class small-group instruction, targeted special-education support and the SPIRE program (an Orton Gillingham–informed approach) to close gaps.
Staff scheduled a January 15 meeting for special-education teachers and assistants to review individual student data and coordinate interventions. Board members asked clarifying questions about sustaining growth year to year and whether the model can be replicated; staff said current numbers are on par with last year and emphasized the need for sustained small-group time and one part-time assistant to sustain gains.
The presentation concluded with staff pointing to next-step data reporting (progress checks and MAP-derived proficiency indicators) that will be included in the next board packet.
