Principal details midyear i-Ready results, highlights targeted interventions

The principal presented the district's midyear assessment data and explained the district's pilot shift from the Renaissance Place (STAR) benchmark to the i-Ready criterion-referenced diagnostic, saying the new system is better aligned to state standards and can project likely SBA proficiency. "This is our mid-year data, which is exciting," the principal said, adding that i-Ready allows teachers to see standards-based gaps and projected proficiency without waiting for state results.

Board members pressed for details about who would receive interventions and how progress would be tracked. The principal said staff were already using paraeducators for intentional small groups in grades 1, 3, 4, 5 and 6 and that kindergarten would receive additional para time for math. She described MyPath and i-Ready's teacher-facing resources that provide targeted lessons and interventions: "If they get stuck, they can click and see exactly the lesson and the resources attached that will help close the gaps."

The presentation included grade-by-grade snapshots. At one point the principal noted the district moved from about 70 students three or more grade levels below at the start of the year to fewer students midyear, describing that change as evidence of progress while acknowledging more work remains. Board members asked how much of the bottom-third performance represented students with IEPs or newly enrolled students; the principal said both factors contribute and that staff track students individually through PLCs and weekly data checks.

Superintendent Jerry and other board members discussed next steps tied to the assessment results: continuing PLC analysis, using MyPath for differentiated instruction, and allocating some of the district's surplus toward curriculum updates and targeted supports. The superintendent also noted that some funding and staffing choices will be affected by statewide legislative activity and levy outcomes under discussion in Olympia.

The board heard that the district has training and support in place: one teacher is receiving endorsement funding to support multilingual learners, and another staff member is attending de-escalation (Right Response) training funded via a grant. The state auditor's office also completed an assessment audit of the district with no concerning findings, the superintendent reported.

The board did not take formal policy action tied directly to the assessment presentation during this segment; instead members asked staff to return with any budgetary recommendations to support the interventions described and to continue reporting student-level progress on the same metrics.

The meeting is expected to continue routine business and return to progress reports on assessments at future meetings.