Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Assessment topic
No spam. Unsubscribe anytime.
Lancing board hears spring assessment gains, expands structured‑literacy pilots
Summary
District leaders told the board that spring FastBridge and state assessment results show gains at several grade bands and higher ACT participation; the district will pilot two K–3 ELA programs, expand PLLD alignment and continue targeted interventions to move students from level 1–2 to 3–4.
District leaders presented spring FastBridge and state assessment results to the Lancing Unified School District board on June 8, saying the data both shows progress and highlights persistent gaps that the district plans to address through targeted interventions and curriculum pilots.
Miles, speaking for the district’s assessment team, said the FastBridge screeners and state assessment data ‘‘help us understand how students are performing, where they're at, and how we can improve upon that,’’ and emphasized that FastBridge is formative while the state test is ‘‘an autopsy’’ used for reflection. He said the district will use performance level descriptors (PLLDs) to align instruction and professional development in 2026–27.
High school leaders reported that approximately 47% of students scored at performance levels 3 or 4 in reading on this year’s state assessment and noted gains on the ACT, including eight students who scored 30 or higher. Dr. Penrose said the district is using CCR (college and career readiness) time and targeted interventions for 10th‑grade students who missed expected growth.
Presenters highlighted growth at the middle and intermediate levels: sixth grade FastBridge reading rose 10 percentage points from fall to spring; seventh grade rose 13 points; intermediate fourth graders combined to 52% at proficiency or advanced in ELA. Michelle Settles credited a district 'walk to intervention' model and staff collaboration, saying the model ‘‘maximizes our staff resources’’ and yields small‑group, skill‑focused instruction.
The board also learned the district plans two year‑long pilots of high‑quality ELA materials for the early grades. Administrators said they will pilot the resources for the full school year at K–3 so teachers can judge fit with structured literacy goals and PLLDs before recommending an adoption. The district will use a formal pilot checklist, teacher feedback and classroom observation as part of the adoption process.
Other highlights: 41 students earned the state seal of biliteracy across five languages; 231 students took AP courses this year (up from 159 last year); and 124 students took dual‑credit UMKC courses, yielding roughly 900 college credit hours and cited tuition savings. Board members asked for continued attention to attendance and implementation fidelity, and urged clear reporting on pilot outcomes and next steps.
The presentation concluded with the district’s focus for next year: tighten PLLD implementation, expand common formative assessments, and continue professional development to move more students into level 3 and 4 performance bands.
