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Quarterly data review flags fourth‑grade fall‑to‑winter dip; board asks for follow‑up
Summary
District staff presented QBR2 FastBridge literacy and other metrics and reported overall K–9 FastBridge proficiency at about 73.8%; staff flagged a notable fall‑to‑winter decline in fourth grade (about 78.1%→69.2%) and said disaggregated data show similar patterns for students receiving special education services and English learners. The board requested deeper analysis and a math review at the next work session.
District leaders presented the second quarterly data review at the March 10 work session, focusing on early literacy signals from FastBridge, semester GPAs and failure rates, and attendance.
Nicole Adams (director of integrated continuous improvement) and Tracy Brovald (executive director of teaching and learning) said district FastBridge literacy proficiency for K–9 averaged about 73.8 percent in the winter administration, a small drop (about 0.5 percentage points) from fall to winter. They highlighted strong K–2 growth and especially encouraging gains for ninth grade (from about 76.5 percent to 79.7 percent), where supports for transition to high school appear to be helping.
Staff flagged a concerning pattern in fourth grade: a fall‑to‑winter drop from roughly 78.1 percent to 69.2 percent observed across buildings and consistent with similar year‑over‑year patterns in that cohort. Staff said the cohort’s pandemic experience and pacing issues could be contributing factors but committed to a root‑cause analysis. They also showed that students receiving special education services and English learners reflected similar downward signals in the winter snapshot, and recommended strengthening tier‑one instruction and targeted tier‑two/three interventions.
Board members asked for more disaggregation by student group and for a math deep dive; staff agreed to supply additional analyses, follow‑up answers in Friday notes and to continue the remainder of the QBR at the next work session.
What happens next: staff will present deeper analyses (including math) at a future work session; the board requested further disaggregation by special education and EL status and additional context for the grade‑4 pattern.
