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Board hears strategic-plan update: benchmark gains in reading, debate over adding math intervention periods
Summary
District leaders showed midyear benchmark results (reading and math) and outlined plans to deepen math instruction; the board debated adding intervention periods ("double dose") at the cost of elective time and asked staff to develop options that balance interventions with arts and family concerns.
Directors Evans and colleagues presented the district’s strategic-plan update focused on benchmark testing, OSAS alignment and proposed intervention strategies.
On reading, Evans walked the board through benchmark measures and box-plot results for oral reading fluency and accuracy, noting substantial midpoint gains. "We already have over half of our kids are at what last year would have been an end of the year standard," Evans said, and staff highlighted that differences between discrete decoding benchmarks and OSAS (which measures inference, application and writing) mean benchmark improvements do not map one-for-one onto state-test measures.
Staff described changes in assessment tools following recent legislative guidance (noting constraints tied to a referenced bill) and explained that benchmarks are administered three times a year to monitor trends and to inform targeted interventions. For math, staff said the district uses i-Ready as its K–8 benchmarking tool and reported midyear shifts: for example, fifth-grade green-category (on-track) percentages rose from about 24% to 36% since fall.
A central policy discussion focused on whether to add intervention periods for students who are behind in math and reading. Board members and staff debated multiple options: creating additional intervention periods (the "double dose" model), assigning interventions during elective time, adopting a carrot/privilege model (where participation and progress could restore elective privileges), or offering intervention options earlier (summer school, after-school programs). Several members urged staff to design options that avoid alienating students who rely on elective classes for engagement.
The board asked staff to return with concrete scheduling alternatives, parent-communication plans, and community engagement options to vet any proposal before it is implemented. Staff said they will continue curriculum-agnostic professional development and a planned deep dive into math instruction in the coming year.
