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Kelloggsville reviews 2025 M‑Step and PSAT results and building improvement plans
Summary
District staff presented 2025 M‑Step and PSAT results showing some gains but continued gaps versus district goals. Administrators outlined School Improvement Plans with targets for reading and math at middle and secondary schools and described incentives and supports for English Learners.
District instructional leaders reviewed assessment outcomes and building-level improvement strategies at the Nov. 10 Kelloggsville Board of Education meeting.
Chad Morrow, Director of Instruction, presented the district's 2025 M‑Step and PSAT data and compared outcomes by building, by grade level, and against nearby districts, the KISD (as referenced in the presentation) and state averages. He said the data show areas of growth and overall improvement but noted that some results still fall short of district goals and that staff will continue focused efforts to analyze contributing factors and support student performance.
Secondary administrators outlined their School Improvement Plans. At Kelloggsville Middle School, leaders set targets of 50% of students meeting or exceeding expectations in reading (current 43%) and 55% in math (current 48%). At Kelloggsville High School, targets include 45% meeting or exceeding expectations in reading and about 30% in math, with planned incentives for students who improve or pass certain sections. At 54th Street Academy, the reported targets were 45% in reading and roughly 60% in math, along with a plan to reduce disciplinary actions and establish a School Improvement/Building Leadership Team.
William Banks, Nick Patin and Dawnn Barnes also reported on fall secondary parent-teacher conference participation rates: KMS 43.0%; KHS 31.45%; 54th Street Academy 30.14%. Presenters said athletic events may have reduced turnout and that KHS used Synergy scheduling while accommodating walk-ins.
Why it matters: The assessment results guide the district’s improvement priorities and resource allocation. Building-level targets, incentives and leadership teams are intended to raise proficiency and support students — including English Learners expected to exit EL services based on WIDA scores noted in the presentation.
What’s next: Administrators said staff will continue targeted interventions and analyze performance drivers; Board members thanked staff for their work and requested follow-up where appropriate.
