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Board accepts Goal 1 monitoring report after school presentations on rising elementary literacy
Summary
The Des Moines Independent Comm School District board accepted its Goal 1 monitoring report after principals and students from Walnut Street and Stow elementaries showcased local gains and district leaders described plans to scale instruction and coaching. The board approved the report 6–0 and requested follow‑up on schedules and resource allocations.
The Des Moines Independent Comm School District board on June 18 accepted its Goal 1 monitoring report, which tracks the district target to raise fourth‑grade proficiency in ELA, after hearing school leaders and students describe classroom practices that produced gains at individual schools.
Walnut Street School Principal Amy Lao told the board Walnut’s students benefited from aligning the district curriculum with the International Baccalaureate framework and building strong professional learning communities. Lao cited school‑level results including an 82% fourth‑grade ELA proficiency rate and said "100% of our fourth grade Black males were proficient on ELA ISASP" at Walnut Street this year. She credited collaborative planning, scaffolds and targeted interventions for the gains.
Stow Elementary Principal Tiana Sble described Stow’s increases in multiple measures; she said fourth‑grade ELA proficiency rose 13.5% from spring 2023 and that the school exceeded several interim goals. Teachers on the Stow team told the board they use weekly PLC time with coaches to plan grade‑level instruction, and students described classroom experiences that reinforce grade‑level learning.
Superintendent Dr Roberts framed school presentations as examples of practices the district wants to scale. He acknowledged that districtwide results remain mixed and said implementation variance, teacher development and central‑office supports are limiting factors. Dr Roberts outlined a multi‑tiered approach: continued rollout of the GLEAM framework to strengthen culturally responsive instruction, three tiers of instructional rounds (superintendent, principal supervisors and principal rounds) to coach leaders and teachers, and targeted investments in interventions and coaching. He said the district will return with more specifics on scheduling changes and resource allocation in July.
Board members pressed for clarity about why pockets of success at individual schools had not spread to the system level. Members asked whether the district would prioritize time in the school day for planning, how leaders would be held accountable for instructional leadership, and whether staffing shifts were anticipated. Dr Roberts said the district will emphasize capacity building for principals and iterative, data‑driven refinements to coaching and support.
After the discussion, Board Member Marano moved to accept the Goal 1 monitoring report (C1); Miss Alonzo seconded. The board approved the motion by voice vote, recorded as 6 to 0.
The board asked staff to return with follow‑up material, including evidence of three reporting periods, details of planned scheduling pivots to increase teacher planning time, and any budget requests tied to additional interventionists or coaching positions at the July 9 meeting.
