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WCPS midyear report: literacy shows strengths in early grades; math dips later, district emphasizes targeted coaching and 30‑minute supplemental instruction
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Summary
District leaders reported midyear assessments showing strong pre‑K literacy, roughly 60% K–2 proficiency on DIBELS, and about 40% proficiency in grades 3–5 reading; math proficiency declines by grade with targeted supports and a focus on 4th–5th grade instruction producing some gains.
Washington County Public Schools presented midyear student‑success data across literacy and mathematics and outlined classroom and system supports intended to close gaps.
District presenters said pre‑K performance on a STAR Early Literacy assessment showed nearly 80% of students meeting midyear expectations. For kindergarten through second grade, DIBELS screening showed about 60% meeting expectations, with 14% approaching and 28% below. In grades 3–5, the CAPT Read Basics assessment found roughly 40% of students proficient, 40% approaching and 18% below; presenters noted this mirrors national patterns where students who lag early often remain behind without targeted intervention.
Elementary math data used a mix of the PROLADDER pre‑K assessment, STAR Math for kindergarten and locally developed interim benchmarks. Presenters reported roughly 61% of pre‑K and kindergarten students meeting math expectations, about 58% for grades 1–2, and just under 45% for grades 3–5. The team said targeted efforts in fourth and fifth grade math — coaching, action planning with principals, and a focused professional learning program — produced about a 5% year‑over‑year improvement for grades 4 and 5 on the same measures.
To support student growth, WCPS highlighted several strategies: high‑quality instructional materials, job‑embedded instructional coaching, 30 minutes daily of supplemental instruction in K–8, reading and math tutor apprentices, and math tutor paraprofessionals for K–3. Presenters also emphasized better family engagement: assessment reports are being shared with families and the district plans to expand math‑home materials and clearer parent reports for math in the coming year.
Board members asked for comparisons with national and county data, breakdowns by pre‑K vs. kindergarten in math, and more granular parent reports. Presenters said some comparisons are available for DIBELS and they will provide beginning‑of‑year vs. midyear comparisons and disaggregated pre‑K data where possible.
The presentation concluded with the board thanking staff; no formal actions were taken.
