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District presents iReady winter snapshot and MTSS interventions; principals report early gains
Summary
District assessment staff and building principals presented iReady winter assessment results and described MTSS-aligned Tier 1/2/3 interventions, including targeted fluency groups, math labs and ELD supports; principals reported measurable early growth in targeted groups.
District staff presented the Richland School District's iReady winter assessment results and described what the district is doing next under its MTSS framework to turn diagnostic data into classroom action.
The assessment lead said district median students were approximately 70% of the way toward their annual typical growth midyear in elementary reading and 61% median progress in math; staff reported 36% of elementary students had already met annual typical growth in reading at midyear and 25% in math.
Principals from Chief Joseph Middle School, Marcus Whitman Elementary and Orchard Elementary described concrete building-level steps:
- Chief Joseph (Principal Eric Davis) said teachers analyze classroom-level strands, run small-group fluency and math reteach sessions, and are pulling daily intervention groups for students two-or-more grade levels behind; he reported a 13% average growth for read-fluency groups after two weeks of targeted instruction.
- Marcus Whitman (Principal Calvin Chun) emphasized fidelity to core curricula (CKLA and Investigations), paraeducator rotations, and targeted use of the iReady toolbox and personalized MyPath practice; he noted Title I tutoring and improved pacing as contributing factors.
- Orchard (Principal Kristen McKenzie) described frequent screening cycles (6'8 weeks), ELD-focused interventions for multilingual learners and flexible small-group instruction, noting an 18% gain in one reading cohort representing 85 additional students.
Presenters highlighted that iReady is a midyear snapshot used as a screener to identify students who need deeper assessment and that district teams then use additional local screeners (quick phonics, oral reading fluency) to build short-term, targeted intervention plans.
Board members asked whether iReady gains correlate to state test outcomes; principals said a predictive feature exists in the vendor tools, but the relationship to state results requires more study.
Next steps: the district will continue professional learning, expand coaching and monitor progress through progress-monitoring cycles, invite board members to classroom visits, and refine connections between iReady, local screeners and state-assessment planning.
