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Brush school leaders outline curriculum adoption plan and midyear assessment results
Summary
District leaders told the board they will advance elementary ELA/phonics and secondary subject adoptions, roll out a parent-facing Atlas dashboard by summer, and pursue a district target that 75% of classrooms meet a 90% student-engagement benchmark by March 13. Midyear DIBELS and NWEA growth/achievement data were reviewed; board requested longitudinal and subgroup breakdowns.
Superintendent Marsha Cody and Director of Data, Assessment and Curriculum Mrs. Kimble presented the district's curriculum-adoption timeline and midyear assessment findings to the Brush School District No. Re-2 board.
Mrs. Kimble said curriculum council approved recommendations that will be presented to the board at the February meeting and described an accelerated adoption timeline for 2026–27 English language arts and phonics at the elementary level, plus planned adoptions for secondary science, social studies and business education. She also reported progress implementing Atlas, the district's new data warehouse, and said a parent-facing dashboard is expected to be ready for public release by May or this summer.
On assessment, Kimble reviewed midyear DIBELS literacy results for K–5 and NWEA growth and achievement for K–8. She reported counts and fall-to-winter distributions that show substantial numbers in the "well below" and "below" benchmark categories; students in those ranges receive tiered interventions and, where appropriate, a READ plan with parent meetings and summer supports. Kimble said the district met its earlier goal of posting measurable student learning objectives for 90% of classrooms and is now focusing on student engagement measures. The district has set a target of 75% of classrooms achieving 90% student engagement by March 13, before spring break.
Board members asked for additional context and analyses. One member requested longitudinal cohort tracking (for example, following a kindergarten cohort through fifth grade) and breakdowns showing how many students in the well-below and below groups are on individualized education plans or are multilingual learners; Kimble agreed to provide those reports at a future meeting. The presentation also covered state assessment timelines (ACCESS, CMAS, PSAT/SAT) and ongoing requirements for assessment coordination.
The district framed these agenda items as operational and instructional priorities; no formal vote was required. The board thanked staff for the report and scheduled follow-up data requests for the February meeting.
