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Two Rivers presents school-year results: reading and math gains, ML program grows to 104 students
Summary
District administrators reported progress on reading and math goals, noted a 10.25% gain on ACCESS scores for multilingual learners and a drop in chronic absenteeism toward about 20%; leaders said collaborative strategies and targeted interventions will continue next year.
Two Rivers Public School District administrators on Monday reviewed academic performance for the 2023–24 school year and outlined plans to sustain gains in reading, math and multilingual support.
Administrators said the district did not meet an ambitious target of 80% growth on some spring measures, but emphasized multi-year trend lines and concrete next steps. “While we didn't meet our 80% goal, we did move in the right direction,” an administrator said, noting winter growth and a spring dip that will be analyzed over the summer.
The district reported several tactics used this year: expanded small-group instruction, book groups and a mid-level “flex” period at the middle school for targeted reading and math support; a math task force and the learning tool Freckle were also deployed. Presentation materials showed winter-to-spring growth percentiles that averaged higher in winter and declined in spring, which presenters attributed in part to testing timing and 'testing fatigue.'
On behavior, administrators described a PBIS-based approach and an office-referral metric intended to show whether 90% or more students meet schoolwide expectations. “We ended the year at 89%,” a presenter said, and the district plans more behavioral calibration and clearer classroom matrices next year.
Attendance improvements were highlighted: the district set a 94% goal during the year and finished at about 93.3%, roughly a percentage point above the state average, officials said. Chronic absenteeism—students missing more than 10% of the year—fell from a high two years ago toward an estimated ~20% this school year, according to district data shared at the meeting.
Multilanguage learner (ML) programming was a central focus. Kyle, the district’s ML coordinator, said the ML population has grown from about 45 students four years ago to 104 this year. He reported a 10.25% overall increase on ACCESS domain scores and said the team has three ML teachers and plans to build a handbook and stronger collaboration between ML and classroom teachers. “We believe we are seeing a lack of language growth due to insufficient collaboration between ML and classroom teachers,” Kyle said, and outlined steps to pair ML staff with grade-level teams.
Officials emphasized the district will continue monitoring staffing and program implementation over the summer and refine targets for the next school year. The board received the reports and did not take formal action on curricular changes at the meeting; staff said more-detailed plans will be presented as work continues.
