Lifetime Citizen Portal Access — AI Briefings, Alerts & Unlimited Follows
District reports interim test gains; discusses retention and retake plans
Loading...
Summary
District staff presented winter interim ATLAS results showing gains across grades and discussed retention policies for early grades, exemptions, and a retake window after May 22; roughly 13 students were identified for close monitoring or potential retention.
The GURDON SCHOOL DISTRICT on Monday reviewed winter interim ATLAS assessment results and discussed how the district will handle students near retention thresholds.
District staff said high-school math is roughly even with the state average and described notable growth from level one to higher proficiency levels in several grades. “We saw some really good growth in our kids, from fall to winter interims,” a presenter said, noting improvement across math, ELA and science in target grades and that staff intend to focus instruction on level threes and level fours ahead of summative tests.
The board heard that the district is concentrating on targeted “boot camp” makeup days and small-group instruction to address gaps, and staff explained how teachers share scale scores with students to track progress. The presenter and other staff said the district has 13 students currently identified for close monitoring or potential retention; staff also noted that exemptions apply to certain students and that retention decisions for younger grades consider maturity and classroom measures in addition to interim scores.
Addressing graduation rate context for the district, one official said the district’s 2025 graduation rate was “97 0.78,” and that the state average was 90 percent. The presenter emphasized that the district’s letter grade will incorporate the updated 2025 graduation rate and that growth shown in interim data is one piece of a larger evaluation.
On retesting, staff said the summative test window closes May 22 and a retake window opens afterward; students who qualify for a retake must complete targeted interventions, often in short summer sessions, before being allowed to retake the assessment.
Board members asked about how retention conversations have been handled with families; staff said they have met with parents, and that some families initially resisted retention recommendations but subsequently agreed to interventions. The district signaled it will continue one-on-one supports and targeted summer instruction for students who need to retake assessments.
