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Greenville CSD reviews 2024–25 data, highlights literacy gains and sets 2025–26 improvement strategies
Summary
District administrators told the board the 2024–25 year‑end review showed growth on several measures — including iReady median growth (Ellis reading 110%, middle school 122%) and improved kindergarten screeners — and proposed strategies for full Bookworms implementation, SEL supports and stronger parent communication for 2025–26.
The Greenville Central School District Board of Education heard a year‑end data report on Aug. 11 that administrators said showed measurable gains in literacy and other areas while highlighting work that remains for 2025–26.
Matt, speaking on behalf of the administrative team, framed the district’s review around three board‑adopted goals — curriculum, culture and community — and previewed draft strategies for the coming year. He said the district will move from a soft rollout to full implementation of the Bookworms ELA program at Ellis and continue a districtwide program‑review process to strengthen pacing and scope. “The numbers are never as good as they look. The numbers are never as bad as they look,” Matt said as he urged the board to consider multiple measures when judging progress.
Administrators presented iReady diagnostic results and growth figures used to assess progress. For reading, Ellis’s median progress toward the typical growth target was reported at 110% and the middle school at 122%; administrators explained that the metric is a median percent progress (the median student’s percent of the vendor’s typical‑growth target), not a headcount of students meeting grade level. District staff also described how oral reading fluency and classroom data are triangulated with iReady to target interventions.
The report included building‑level summaries. Ellis officials noted a 48% on‑or‑above grade‑level reading result at the end of the year (up from 26% in the fall) while kindergarten number‑identification proficiency rose to about 96% in spring measures. Administrators flagged math cohort concerns (a lower third‑grade multiplication/division cohort) and said Reflex Math and targeted interventions will continue as supports. Chronic absenteeism rates were reported at 18.6% (Ellis), 20.9% (middle school) and 27.5% (high school); the district credited mentoring, targeted tier‑3 labs and individualized attendance plans with recent improvements.
Culture and SEL work was a major theme. The district described use of the Aperture DESA SEL screener (aligned to New York State social‑emotional benchmarks and CASEL competencies) and said the percentage of students flagged as ‘need’ at Ellis fell from 12% to 5% on pre/post screens. The district also expanded partnerships with Twin Counties recovery services for classroom presentations and individualized student support.
Administrators emphasized next steps: continue Bookworms implementation, strengthen vertical/horizontal curriculum alignment across grades, tighten communication workflows with families (including using tools to reduce teacher workload for outreach), and integrate community partners into the system of supports. The presentation concluded with principals outlining building‑level strategies for implementation and measurement in 2025–26.
