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AGR report: Wausau elementary schools shift to AIMSweb screener; district outlines supports for literacy and math
Summary
District presenters told the board the AGR program requires 18:1 K–3 class sizes, instructional coaching and local assessment use. The district has shifted to AIMSweb Plus (K–3) and extended it for literacy through K–8; staff cautioned that the change in screeners explains recent first‑grade score differences and described supports and parent communications.
Julie (S6), presenting the AGR annual update, told the board the AGR program’s core maintenance elements include 18:1 class sizes in K–3, instructional coaching for teachers, targeted student outcome goals, and the use of a local assessment to track reading and math.
She explained the district has adopted the state‑required AIMSweb Plus screener for K–3 and chosen to extend AIMSweb for literacy tracking through K–8 so the district can track cohorts of students over time. "Because of Act 20, we all of the schools in the state of Wisconsin are required to use the AIMSweb Plus screener," she said, and noted that switching screeners (from FastBridge and i‑Ready) affects year‑to‑year comparability, particularly in first grade where AIMSweb emphasizes oral reading fluency.
On math, Julie highlighted continued use of I‑Ready/ReadyClassroom diagnostics and AVMR training led by Kim Pearson, the district math coordinator. She said the AGR schools show an upward trend on math outcome scores when similar measures are used year to year.
Board members asked whether private schools are subject to Act 20 requirements and whether parents are notified about oral reading fluency testing. Julie replied that some aspects can apply to private schools but not all requirements, and said the district sends communications to parents, provides an interpretation guide for AIMSweb scores, and discusses results during parent‑teacher conferences.
Julie characterized next steps as building teacher and administrator capacity around foundational‑skills training under Act 20 and continuing goal‑setting practices such as Leader in Me to support student learning.
