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Curriculum director reports gains in K and math growth, flags first- and third-grade gaps
Summary
Katie Rush, K–8 curriculum director, told the board that kindergarten proficiency rose to about 76% and that district math gains correlate with Ready Math adoption, but she warned of a persistent drop between kindergarten and first grade and continued third-grade gaps requiring targeted interventions and tutoring.
Katie Rush, Preston County's K–8 curriculum director and Title I coordinator, presented end-of-year benchmark and growth data to the board on June 8.
Rush highlighted strong kindergarten reading proficiency (reported rising from about 67% last year to approximately 76% this year) and districtwide math improvements she associated with the Ready Math adoption. "Our math metrics improved in every grade level but two across the district," she said, pointing to widespread gains in the GSA results and growth metrics from I-Ready. She reported that certain early-literacy phonics programs (UFly/foundations at three pilot schools) showed positive phonics gains.
At the same time, Rush pointed out areas of concern: a marked dip in performance from kindergarten to first grade at some schools, lower movement for third grade (the first testing year) and fifth-grade advanced students who showed less median growth. She said about 46% of second-grade students who began the year below the third-grade readiness cut score ended the year above it, but first and third grade show mixed results and require targeted interventions.
Rush described improved MTSS documentation and processes after an audit, said centralized files and progress-monitoring tools (ESGI) will be used next year, and outlined summer tutoring and targeted intervention plans for the coming school year. Board members asked about per-school breakdowns and targeted coaching; Rush said district staff can break the metrics down by school and that principals are using the data to target supports.
The board accepted the data report and discussed next steps — improving continuity between kindergarten and first grade, expanding targeted tutoring, and ensuring materials and interventions are in place for the start of the next school year.
