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District lays out two-year plan to boost early literacy after mixed state report-card results
Summary
Curriculum staff presented a plan to raise the district’s early-literacy measure toward a five-star target, citing a current 78.4% and a needed 88% for five-star status; staff emphasized targeted interventions, diagnostics (AIMSweb), staffing supports and data systems to track progress.
District curriculum staff told the Strongsville Board of Education Feb. 9 that the district is pursuing a two-year plan to raise early-literacy outcomes after mixed state report-card results.
Erin, who led the presentation, said the district currently sits at 78.4% on the early-literacy measure and that the state’s five-star threshold is 88%. She recommended an interim goal of 83% on next year’s report card and a realistic two-year pathway to reach five stars, noting that the state’s three-year rolling calculation means poor results in one year can depress ratings for two subsequent years.
Erin highlighted two elementary buildings the board asked staff to target: Sarar (improved from 1 star to 2 stars over three years) and Chapman (which fell from historical 3-star performance to 2 stars after a −4.87 composite this year). She said the district will focus on stronger Tier 1 instruction, deeper learning strategies, CKLA literacy implementation, and targeted small-group interventions tied to RIMPs (Reading Improvement and Monitoring Plans).
Diagnostic details and interim checks were a key part of the presentation. Erin explained that the district uses AIMSweb and the kindergarten readiness assessment to identify students for RIMPs. In the fall, 41% of incoming kindergarteners (315 students) were off track on AIMSweb; 11% of full-day kindergarteners were off track versus 31% of half-day kindergarteners. Erin said the district is running winter AIMSweb data and expects results shortly to identify students who remain off track after months of instruction and interventions.
For third grade, Erin said 45% of students were off track on the fall proficiency check; the district introduced a winter midyear online practice test (typing included) to provide teachers with actionable data and to replicate state-test conditions so teachers can adjust instruction before spring. Jenny, an elementary staff member, described classroom-level conversations where teachers used the practice data to target specific writing and typing skills.
Staff described layered supports: two elementary literacy coaches, Title I teachers and literacy specialists at each building, MTSS data-team meetings led by Lindsay Arndt, and a data platform (Abre) that refreshes nightly and gives principals dashboards to flag students for intervention. Erin and the superintendent acknowledged constraints — such as staffing bandwidth and the ongoing debate about full-day kindergarten access — but said targeted coaching and progress monitoring have produced measurable gains in some classrooms.
Board members asked about testing burden and whether the district should replace or reduce tests; Erin said some CKLA midyear checks would be replaced and that the district would monitor test fatigue while keeping diagnostic value. Staff said they will return with winter AIMSweb and midyear practice-test results to demonstrate progress and recommended next steps.
The presentation closed with an invitation for board follow-up; staff committed to deliver the winter diagnostic data and to report back on progress toward the 83% interim target.
