District reports assessment gains, cites MTSS changes to target reading and math gaps

District administrators reported measurable gains after a data day and MTSS reconfiguration, and outlined next steps to continue targeted interventions across grade bands.

The elementary MTSS lead described how midyear DIBELS diagnostics informed changes to small-group instruction. “We re not redid our groups, but we just left our groups based off of homeroom,” the administrator said, explaining the red/yellow/green/blue grouping to focus more one‑on‑one attention on students in lower bands.

The district also cited curriculum consistency as a lever to reduce the number of students requiring intensive MTSS tiers. An elementary administrator pointed to cross-grade alignment as essential to avoid gaps when students move from one grade to the next.

Test-data highlights: administrators reported district gains on multiple diagnostics. An elementary administrator said the district saw a 24.74% increase on the Savvas measure they track for the year to date and that every grade showed growth on CDT comparisons. “We actually saw 24.74%,” the administrator reported when summarizing Savvas-related improvement. At the high school, an administrator said the biology CDT showed about a 65% jump from CDT1 to CDT2.

Co-op and career connections: administrators and CTE staff highlighted cross-curricular benefits; for example, agricultural science classes appear to bolster biology outcomes, and district staff said co-op and paid internship participants earned a combined net pay of $63,171 year to date. Mr. Rogan, who runs the co-op program, detailed visits and employer partnerships and said the program distributed 75 co-op applications for next-year placements.

Assessments and calendar: instructional leadership outlined the spring assessment timeline and training for teachers to produce usable reports from CDTs; staff described the PSSA schedule as starting in the testing window the district recorded as "the 20 third" in the meeting materials and said they plan to use CDT reporting and classroom formative assessment to guide interventions.

Why this matters: district leaders said the combination of tighter curriculum alignment, focused MTSS groupings and data-driven action steps are intended to shrink the number of students needing intensive interventions and to raise proficiency ahead of statewide testing.

Next steps: administrators will continue department-specific action plans, post detailed departmental results for board members and the public on request, and pursue an ELA intervention course design for the high school if CDT trends warrant additional targeted supports.

The board asked for grade-level breakdowns of the Savvas/CDT growth; administrators said those reports are available and will be shared with the board.