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Appoquinimink board hears data showing K–2 literacy gains and pushes for third‑grade outcomes
Summary
District curriculum leaders told the board that K–2 proficiency rose to 74% last year and middle‑of‑year K–2 proficiency is about 65%, credited to science‑of‑reading materials and targeted interventions; board members asked for third‑grade proficiency and cohort retention figures to be supplied the next day.
District curriculum leaders told the Appoquinimink School District Board on March 10 that focused early‑literacy work and aligned assessments have coincided with measurable gains in K–2 reading proficiency.
Rebecca Feathers, director of curriculum, instruction and assessment, and Annie Davis, elementary ELA coordinator, said the district adopted Amplify CKLA (aligned to the science of reading) in 2020 and now uses DIBELS for beginning/mid/end‑of‑year benchmarking and as a progress‑monitoring tool for students in Tier 2 and Tier 3 interventions. Feathers said the K–2 composite proficiency rose to 74% at the end of the prior year; mid‑year results this year are roughly 65%.
"We know that reading is the foundation for all success," Feathers said, and described a multi‑tiered system of supports (MTSS) that starts with strong Tier‑1 instruction and escalates to targeted small‑group and intensive interventions when students do not respond.
Annie Davis described implementation details and testing cadence: "DIBELS is a benchmark and progress‑monitoring tool. We give it beginning, middle and end of year and use it every two to three weeks for students in interventions." She said the district adjusted kindergarten testing timing this year to better align assessment with instruction, which contributed to higher measured mid‑year gains.
Board members pressed leaders for additional, cohort‑specific data. One member asked whether the 74% end‑of‑year figure carried forward into the next grade cohort; Feathers said about "80% or more" of students who are on or above grade level maintain that level, and promised to provide third‑grade end‑of‑year proficiency numbers and simple numeric summaries the following day.
Leaders also outlined how the district responds when students remain below grade level after MTSS supports: schools review individual data and, where appropriate, consider special‑education evaluation or intensified Tier‑3 interventions. Feathers said retention is not the default and decisions are individualized, involving parents, teachers and MTSS teams.
The board complimented teachers and instructional leaders for implementation work and asked that the district continue to track and report third‑grade proficiency (the district agreed to provide those figures promptly). Feathers and Annie said next phases include continued professional learning, stronger vertical alignment K–12, and refining writing instruction across grades.
