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District presents assessment snapshot, screening data and report-card timeline
Summary
District administrator Kyle presented spring outcome rates (38.6% ELA, 34.1% math across grades 3–11), fall universal screener results and elementary AIMSweb flags that could lead to personalized reading plans; report card data is embargoed until Nov. 19.
Kyle, an administrator for the Two Rivers district, gave a detailed briefing on assessment data, universal screeners and the report-card timeline.
He said the district's spring ‘‘Forward’’ assessments and ACT-suite combined showed 38.6% of students at "advanced or meeting" in English language arts and 34.1% "meeting" in mathematics across grades 3–11. Kyle emphasized that those spring measures are outcome evaluations taken at the end of the year and that the district uses fall universal screeners to get earlier, actionable information.
For fall screening, Kyle said the district administered the STAR screener to grades 5–11 and AIMSweb diagnostic screeners to elementary grades K–4. He reported the percentage of elementary students who would currently flag for a personalized reading plan (PRP) if plans began now: 43% kindergarten, 31% grade 1, 36% grade 2, 44% grade 3 and 52% grade 4. Kyle cautioned that these are fall, trial data and that percentages and counts are expected to fall after winter instruction and reassessment.
Kyle also presented internal phonics-program results from the first year of adopting Really Great Reading: 83% on track or exceeding in grades 2–4 phonics, 81% on track in grade 1, and 75% approaching in kindergarten. He framed PRPs as resource-intensive and said implementation would require a systematic plan.
On testing tools and diagnostics, Kyle described brief targeted diagnostics (one- to two-minute checks such as nonsense-word fluency) that help pinpoint skills in need of intervention, and he said the district is vetting elementary math curricula and using site visits and staff feedback to select finalists.
Kyle reminded the board that state accountability report-card data are embargoed until Nov. 19; report cards will appear in a district folder and be shared with principals and staff before public release.
Why it matters: The presentation quantified district performance and early-flagged students who may need intensive reading supports. The data are the basis for forthcoming report cards and for planning curriculum, interventions and staffing.
Next steps: The district will re-screen in winter and refine diagnostic and intervention plans; report-card data will be released Nov. 19 and the district plans post-release briefings for staff and the board.
