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District 20 midyear strategic-plan update: reading near goal, math and attendance on track
Summary
District 20 staff reported midyear progress on strategic-plan targets: 74% of third graders were at/above the DIBELS 8 midyear benchmark (near the 75% target); algebra-first pass rates and middle/high pass rates were reported above targets; district attendance averages were 92.6%. Staff described interventions and data-use plans.
District 20’s learning services team presented a midyear update on the district strategic plan and assessment results, reporting steady progress on literacy, math and attendance goals.
On third-grade reading, Andy Ruskin reported that at midyear 74% of third graders were at or above the DIBELS 8 benchmark, compared with 70% at the same point last year. Ruskin noted the programmatic emphasis on early intervention and MTSS supports: "we plan intentional interventions and extensions" and staff said 575 students moved out of the 'well below' category between August and December. The district uses MAP Growth as an interim predictor for CMAS outcomes where appropriate.
Math presenters said the district is on track for pass-rate goals: roughly 93.5% of sixth graders and just under 95% of ninth graders passed first-semester math courses, and algebra-1 first-semester completion was reported at 92.06%. Attendance targets (90% by level) were discussed; the district average attendance rate stood at 92.6% with elementary attendance above 93%.
Assessment staff explained a vendor reporting change for MAP Growth from mean to median percentiles and emphasized how the district will present both achievement and growth. The district also highlighted family reporting and teacher-facing tools to convert assessment data into classroom supports.
Board members and staff discussed program efficacy and how summer programs and in-year interventions are measured. Staff described pre/post checks for short programs and longer-term comparisons (for example, end-of-year composite scores) for tracking sustained learning gains. The presentation closed with an invitation to share assessment handouts and an offer to hold a study session on the district dashboard and the Foundations for Success tool.
Next steps identified included continuing professional development for math teacher leaders, expanding MTSS supports, and communicating intervention plans to families at parent-teacher conferences.
