Lansing schools report mixed winter FastBridge results, expand formative assessments and interventions

District leaders presented winter assessment results across buildings and described steps to accelerate learning ahead of spring state tests. At the high school, presenters noted algebra 1 progress: "Only 5 students in our freshman class did not pass algebra 1," a presenter said, and credited teachers' focused reteaching and essential-standards work for that result.

District staff framed common formative assessments (CFAs) as a central change to give teachers faster feedback during instruction. A presenter explained CFAs are "short shared check ins to see what students are learning" and are intended to help teachers "adjust and teach quickly," not to replace summative tests.

Middle- and intermediate-school staff described mixed winter changes in reading and math submeasures. Middle-school staff explained the district is using a mix of AMAT/CBM measures and new tools such as Kite and I Ready; as one presenter said, "I Ready is different in that it has 5 different math domains" and produces individualized study plans for students.

At the intermediate school, Caroline Reynolds reported that this is the first time her building has seen gains across every grade level, attributing success to stronger intervention teams and expanded "walk to intervention" coaching. Early-childhood and elementary presenters cautioned that some winter dips reflect changes in test subtests (for example, kindergarten shifts from easier 'concepts of print' items to more difficult nonsense-word decoding in winter) and said spring remains the primary growth indicator.

Staff outlined classroom strategies being scaled districtwide: partner reading with oral summarization, paragraph-shrinking (students must summarize each paragraph in 10 words or less), enrichment groups for kindergarten and third-grade math, and increased opportunities for students to respond during lessons. The district signaled continued emphasis on PLC alignment, professional development, and monitoring through MTSS.

Board members asked clarifying questions about how adaptive platforms differ; presenters responded that some platforms (IXL) are more software-driven while I Ready builds domain-specific instruction and "gives them a composite grade level when it puts it all together." The district plans to track spring outcomes and use CFA data to adjust instruction.

The presentation closed with no formal action taken; staff were thanked by board members and will report back as spring assessment data become available.