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Creighton board adopts progress-monitoring report after math data presentation
Summary
The Creighton Elementary School District board adopted its interim progress-monitoring report for Goal 1 (math), after district leaders presented benchmark and screener data showing eighth-grade growth, concern about sixth-grade pacing, and planned summer curriculum and coaching changes.
The Creighton Elementary School District governing board voted to adopt its progress-monitoring report for Goal 1 — focused on reducing the share of students who are minimally proficient in math — after a detailed presentation of interim benchmark and winter screener data.
District staff including a math-coaching team and assessment leads presented interim benchmark 2 results and FastBridge/Winter screener findings, using Sankey graphs and cut-score distributions to show student movement between proficiency bands. Presenters said eighth grade showed measurable upward movement, while sixth grade remains off pace in many schools and needs targeted interventions. "We have students — 70 percent of our students are in that range," a presenter said when describing distribution and correlation coefficients for the new interim measure.
The report highlighted multiple actions intended to move the measures: curriculum-map and pacing adjustments (targeted primarily to sixth grade), ongoing math-cohort professional development and lesson-study cycles, weekly coach-teacher meetings, increased classroom walkthroughs and real-time coaching, and expanded use of adaptive digital tools (Freckle and Waggle) tied to FastBridge diagnostics. Staff committed to a set of checkpoints before spring testing and to a summer curriculum review to re-sequence essential standards so students have more time to master critical clusters.
Board members asked for concrete classroom examples of higher-rigor instruction and pressed staff for timelines if interim targets are not met. Staff replied that corrective pivots would include analysis in Design Studio and adjustments to common formative assessments and curriculum maps, and they offered to report back to the board in future updates. President Carrillo moved to adopt the report; the motion was seconded and passed by voice vote.
The board directed staff to continue progress monitoring, pursue the summer pacing and curriculum work, and return with follow-up data at scheduled checkpoints so members can track whether the interventions reduce the percentage of students scoring minimally proficient.
