District presents K–3 reading-improvement data, cites early gains and continuing gaps

District administrators presented a detailed K' reading-improvement update linked to the CLSD literacy grant and the district's first-year rollout of the CKLA curriculum.

Dr. Jackie Nielsen and district staff described fall-to-winter screening results (DIBELS and MAP data). They reported reductions in the number of students assigned to individual reading improvement plans in kindergarten (from 38 to 23), first grade (32 to 27) and second grade (49 to 40), while third grade showed a modest increase (25 to 28). Administrators said those trends show early positive effects in the youngest grades and identified where targeted tiered interventions (MTSS win groups) are being applied to close gaps in grades 3—.

"It's a story and it's just that numbers," Dr. Jackie Nielsen said while emphasizing that the charts guide classroom interventions rather than standing as the only measure of progress. The presentation outlined the district's process: universal screening with DIBELS, placement on an Individual Reading Improvement Plan where thresholds are met, teacher use of EdgeFlyer to build plans, regular progress monitoring and CKLA coaching support in classrooms. Administrators described ongoing professional development (word-science reading training by UNL, CKLA coaches in fall and spring, and a targeted engagement workshop planned for February) and said staff are using PLC time to align interventions.

Staff acknowledged remaining work for Tier 2 and Tier 3 students and said teams are pulling older students back to foundational skills when needed. The district flagged state goals for grade 3 (75% meet or exceed on SCAS ELA) and noted implementation is in early stages of the first-year curriculum adoption. The board received the presentation and asked no substantive follow-up that changed district direction at this meeting; staff said they will continue monitoring data and report back as spring results are available.