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Preschool sees winter gains but remains short of 80% TS Gold target, district says
Summary
The district’s early learning presenter reported winter benchmark gains — SEL 57%→72%, literacy 48%→64%, math 22%→44% — toward a SIP goal that 80% of preschool students meet TS Gold expectations by spring, while flagging progress-monitoring and family engagement as ongoing challenges.
Julie, the district’s early learning presenter, told the board the school improvement plan goal is for 80% of early learners to meet or exceed TS Gold widely held expectations in social-emotional learning, literacy and math by spring. “We are still a ways from our end of the year spring goal of 80% of our students meeting those widely held expectations,” she said, but noted “we had some pretty good growth in each of those areas.”
Julie presented fall-to-winter benchmark results the board had requested: social-emotional learning increased from 57% to 72% meeting expectations; literacy rose from 48% to 64%; and math doubled from 22% to 44%. She also showed growth for non-ECAP cohorts across the same windows. The presenter emphasized that those interim gains do not yet meet the 80% target but reflect positive momentum.
The presentation outlined instructional and adult-focused strategies being used to sustain progress: tighter circle time and small-group instruction aligned to essential outcomes, targeted quarterly professional development (math in fall, literacy in winter, SEL in spring), classroom walkthroughs to check implementation, and use of TS Gold preschool report cards in transitions to kindergarten. Julie said the program will also emphasize family engagement — more targeted communications, family-focused conferences and quarterly events — and plans a district literacy event in April.
Julie identified two main challenges. First, progress monitoring between benchmark periods needs refinement so staff can tie interim data to instructional cycles and PLC conversations. Second, the district wants to increase family-event attendance and make communications more actionable for parents so they can better support learning at home.
The presentation closed with next steps and outreach plans: continued monitoring of benchmarks, sharing TS Gold report cards with families and kindergarten teachers, and more family events aimed at building community and reinforcing at-home supports. The board asked several clarifying questions about barriers to attendance and supports for families; Julie said responses vary by family and noted strategies such as staggering event times and offering a welcoming meal to increase participation.
The board did not take any formal action on the early learning item; the report was received for information.
