District updates literacy pilots, screener rollout; Sky Oaks reports early gains in K–2 benchmarks
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Summary
Trustees heard a midwinter literacy update showing K–1 benchmark rates near 50 percent and targeted growth gains at Sky Oaks Elementary after implementing foundational literacy routines and a curriculum pilot. The district is piloting two MDE‑approved ELA programs for grades 3–5 and rolling out new dyslexia screening and CAPTI diagnostic tools.
District leaders told the ISD 191 board on Feb. 12 that midwinter literacy measures show early progress at primary grades while the district pilots more rigorous ELA programs for later elementary grades.
At Sky Oaks Elementary, the school leadership said it set a QComp goal "by spring 2026 that Sky Oaks will increase the percentage of students in kindergarten through fifth grade who make typical to aggressive growth on foundational literacy assessments from 52 to 55 percent, as measured by the FAST Early Reading Test." The principal credited focused weekly data, targeted small‑group instruction and in‑class interventions for measurable declines in students identified as at‑risk: kindergarten at‑risk letter‑sound status fell from 63 percent to 27 percent in the January benchmark, first grade at‑risk dropped from 48 percent to 28 percent, and second‑grade reading accuracy increased substantially.
District MTSS and literacy staff framed those school results in the context of systemwide work: they distinguish proficiency benchmarks from growth measures, and they are using FastBridge (Early Reading and A‑Reading) and growth tracking to see cohort progress. The district is also piloting two MDE‑approved comprehensive ELA programs (EL Education and Arts and Letters) at Sky Oaks and Vista View for grades 3–5, and staff said a reading steering committee will review vendor presentations, student work samples and survey data in early April to recommend one curriculum for wider rollout.
On assessment policy, district staff described implementation of the READ Act screener and the new CAPTI Read Basics diagnostic: students who do not meet screening benchmarks in grades 2–3 will take a nonsense‑word diagnostic and older students not meeting benchmarks will take CAPTI Read Basics to surface specific foundational skill gaps. Staff emphasized the screener identifies characteristics that indicate a need for intervention, not a dyslexia diagnosis.
Trustees asked about pilot duration, the evaluation timeline, and the expected professional development needed for broader implementation. Staff said the elementary pilot is scheduled for the current school year, with a phased rollout and a typical three‑year full‑implementation timeline once a curriculum is selected.