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Scott County reports strong reading growth; fourth-grade math flagged for targeted support
Summary
District presenters reported strong year-over-year reading gains and above‑national performance overall, while fourth‑grade math lagged the district target; officials outlined targeted interventions, professional learning and partnerships to address the gap.
Scott County district staff reported substantial reading gains and uneven math results during the board's end-of-year student-achievement presentation, saying the district outperformed Kentucky and slightly outpaced national norms on several measures.
Wendy (presenter) said the district ended the year with about 60% of students in the “green” category for reading, up from 34% at the start of the year: “We started the year with 34% of our students in the green. We ended the year with 60% of our students in that green category,” she told the board. The presentation credited multi-year implementation of instructional practices (HQIR/Common Lit 360 pilots) and targeted coaching for middle‑school gains, with seventh grade showing especially high stretch growth.
District data showed reading gains across grades; presenters described continued investment in K–2 reading supports and the decision to add Common Lit 360’s assessment component for middle school. The presenters also noted that reading stretch-growth benchmarks are difficult to reach: to qualify as a “super stretch” school a building must have 200+ students with 55% meeting stretch growth.
By contrast, district leaders said mathematics performance is improving but uneven. Presenters identified fourth grade as the primary area of concern — a grade-level performance figure presented at the meeting was reported at 87% toward the district growth goal for that cohort — and said the district is adding targeted interventions. The math presenter said the district is expanding PLC work, bringing CKC support to elementary schools, and continuing a numeracy academy for teachers and principals.
The presenters tied the math gap to a mix of factors, including COVID-era foundational learning differences and the relative recency of math-focused instructional frameworks: “This is our second year of implementation of the math HQIR,” a presenter said, noting the district is building teacher and leader capacity.
District leaders said they will deploy more grade‑level cohorts (for example, a focused fourth‑grade math cohort) and use targeted learning walks by I‑Ready staff to align classroom practice to HQIR expectations. The presentation closed with an offer to provide the board with predictive data used for state testing and with a commitment to revisit progress during the coming year.
Next steps noted at the meeting include targeted professional learning, further partnership with I‑Ready/CKC, and additional classroom coaching to accelerate fourth‑grade math performance. The board did not take formal action on instructional changes during the meeting; presenters framed the items as programmatic next steps for the 2026–27 school year.
