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Holmen presents K–12 literacy evaluation; Aimsweb re‑norming prompts expanded Tier‑2 supports
Summary
District instructional leaders reported a mostly positive picture on state ELA results but said an Aimsweb re‑norming altered percentile cutoffs, prompting a deliberate Tier‑2 plan to reach students in the 25th–40th percentile; Act 20 reporting and expanded summer reading were also detailed.
Kim Edwards, the executive director of instructional services, presented the district’s annual K–12 literacy evaluation and described how Wisconsin’s Act 20 requirements shape screening, diagnostics and parent reporting.
Edwards said Holmen remains "above the state average pretty significantly" on several ELA measures but acknowledged a modest dip on grades 3–8 statewide results after the district implemented new instructional resources. She described Aimsweb’s recent re‑norming and the statistical effect it created: the same student raw scores now map to different percentile ranks, which temporarily reduced the number of students flagged below the 25th percentile under the new national norms.
"Because of that re‑norming, we had pockets of students who are no longer being identified highly at risk, but we knew they needed more," Edwards said. The district described a deliberate response: maintain statutory personal reading plans for students below the 25th percentile while also adding targeted Tier‑2 interventions for students scoring roughly between the 25th and 40th percentiles so those learners do not fall behind.
Presenters reviewed district assessment practice (Aimsweb for K–5, I‑Ready in parts of middle school, PreACT/ACT practice at the secondary level), the diagnostic tools used to pinpoint phonics, fluency and comprehension needs, and the district’s progress‑monitoring cadence (every ten weeks for students with personal reading plans). Tracy Somerfeld, district literacy coach, described embedding coaching and professional development and noted the district has tutoring support in every elementary building through a reading corps partnership.
Edwards also explained parent communications required by Act 20: report elements include an at‑risk definition, percentile rank, and a personal reading plan when applicable; the district uses a parent‑reporting tool (EduClimber) that can generate translated reports for families.
Board members asked about spelling assessments and how the new curriculum handles them; presenters said formal spelling tests were phased out for grades 1–4 to reduce student anxiety while teachers continue to teach spelling concepts and use diagnostics as needed. The district also described expanded summer reading sessions and that licensed teachers trained in multisensory approaches will staff those programs.
Edwards said the literacy report will appear on the June 22 consent agenda as an item required by state statute.
