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District presents benchmark results, flags third‑grade reading readiness and rolls out KhanmiGo tutoring
Summary
Glendale Elementary School District leaders told the board they moved to a comprehensive Renaissance DNA benchmark; presenters flagged third‑grade reading readiness concerns, highlighted math gains in several grades and said a Department of Education grant will fund KhanmiGo tutoring and teacher support.
District educational services staff presented a quarterly review of benchmark results to the Glendale Elementary School District Governing Board on Feb. 12, describing both strengths in math and continuing concerns about third‑grade reading readiness.
The administration described the district’s move to a comprehensive benchmark (Renaissance DNA) to allow growth tracking across quarters and grades. The presenter told the board that, for some grade levels, math proficiency is notably stronger than ELA and that third‑grade reading stamina and comprehension remain an area of concern relative to AASA and benchmark expectations. "Our primary data is showing that students are not ready for third grade," the presenter said, adding that the rigor and assessment format (multiple passages, analysis questions and new item types such as drag‑and‑drop) make the third‑grade assessment more demanding.
Officials explained the district will intensify K–3 alignment by developing a structured scope and sequence and convening committees to revise reading and writing expectations, resources and supports. The administration also uses i‑Ready and multiple data sources to triangulate reading performance.
To support math and reading interventions, the district reported receiving a grant from the U.S. Department of Education to implement KhanmiGo, an AI‑driven tutoring program associated with Khan Academy. The presenter described KhanmiGo as a tutoring and professional‑development tool that can accelerate below‑grade‑level students toward grade level when used regularly: "It's supposed to be able to get a child up to grade level if they spend 40 minutes twice a week in the program," the presenter said, and added that the tool also provides step‑by‑step instructional guidance for teachers.
Board members asked whether the district could produce longitudinal cohort analyses (tracking cohorts over three to five years). Administration agreed to explore cohort tracking and said AASA results could be used for year‑to‑year comparisons if a consistent assessment is applied.
The presentation concluded with next steps: site-level action plans, monitoring of implementation, adjustments to professional development and a plan to present follow-up data to the board as sites implement interventions and testing windows conclude.
