AGR grant update: district reports strong K2D3 literacy and math growth, fewer students needing intensive supports
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Summary
District teaching-and-learning staff told the board that AGR-funded strategies (18:1 class ratios, school-based instructional coaches, 1:1 reading teachers) are producing strong typical and aggressive growth in K2D3; staff also described reduced testing burden and use of UFLI to supplement Scholastic for phonics.
District teaching-and-learning staff presented an update on the Achievement Gap Reduction (AGR) grant, reporting strong K2D3 early-literacy and mathematics growth and a decline in the number of students requiring personal support plans.
"For students that are more than a year behind in their learning, we want to make sure that we are setting aggressive goals for them and that we're providing targeted and intensive support where appropriate," the presenter said, describing the AGR goal that students needing substantial intervention should make more than a year27s growth within a year.
Presenters said the grant funds three key strategies: maintaining 18:1 classroom ratios, placing an instructional coach in every elementary school, and funding at least one reading teacher or 1:1 tutoring in each building. The district uses AIMSweb and FastBridge screening (midyear composite reported) to measure progress; staff said there are three screener windows (fall, midyear, spring) and that students with personal support plans receive additional weekly or biweekly progress monitoring.
Staff walked trustees through school-level results. Several elementaries (Mann, Mitchell, Walker and Wilson) recorded strong on-track percentages for typical growth in early literacy and math; some schools (Pershing, Hoover, Jefferson, Franklin) were highlighted for targeted supports or notable aggressive-growth results in specific grades. For students identified as needing aggressive growth, staff reported that about 90.3% made aggressive or typical growth in the first half of the year, a metric presenters cited as evidence their targeted interventions are working.
Board members asked about assessment burden, cohort differences, and how transient enrollment affects growth percentages. Staff said testing time has been reduced in recent years by auditing overlap between AIMSweb and FastBridge, and that instructional coordinators and reading teachers help administer 1:1 screenings so classroom teachers are not solely responsible.
Trustees raised concerns about curriculum alignment in phonics after the passage of Act 20. Staff told the board Scholastic remains the district27s core K2D5 resource but that the district purchased UFLI as a scripted supplemental phonics program after teacher feedback. "We do not want folks curriculuming on the fly," the presenter said, adding the district will continue monitoring K2D5 resources and expects a formal review cycle in roughly three years.
Staff described next steps including continued analysis of trend data, additional coaching and instructional rounds, and use of personal support plans to maintain momentum. The presentation concluded with trustees thanking staff; no board action was recorded.