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Weston administration presents district improvement plan, highlights strong early literacy and math focus
Summary
Superintendent staff presented part two of the district improvement plan: K‑3 literacy and early math show strong results (DIBBLES and NWA benchmarks), targeted interventions planned for grade 6 and high‑school Algebra I, and Panorama survey results showed improved student belonging while family survey response rates remained low.
District leaders presented the second part of the Weston School District improvement plan, focusing on academic outcomes and school climate.
Dr. Hankle summarized math and literacy results and next steps. He said elementary math benchmarks are strong ("98% of our students in grades K through two met or exceeded the grade level expectations on the Northwest Evaluation Association assessment" at the 50th percentile for that measure) and that district literacy measures were similarly positive ("97% of students in K‑3 demonstrated grade level proficiency on the DIBBLES 8 assessment"). He identified specific focus areas for the coming year: grade 6 and Algebra I at the high school, and plans to revise Algebra I curriculum during the summer curriculum academy and to strengthen MTSS (multi‑tiered systems of support) interventions.
Hankle also described work to refine mathematical reasoning and student discourse beyond procedural skills and highlighted professional development, competitions and math lab usage as indicators of implementation. He disclosed he had used AI to reformat slide bullets but said content was his own.
Dr. Edwards presented Panorama survey results on school climate and belonging. The district exceeded its grades 3–5 belonging target (reported at 73%) and met the grades 6–12 target (55%) with improved student response rates in the older band; the family survey yielded 232 responses, a low response rate staff said should be interpreted with caution. Staff said building‑level committees will dig into survey pockets and use focus groups and action plans to address areas such as peer respect at middle grades.
Board members asked detailed questions about intervention group size, frequency and exit criteria (MTSS structure), how targets are set (typical growth of 3–5% year‑to‑year), and how transition years (grade 6 and grade 9) affect proficiency patterns. District leaders pointed to planned curriculum revisions, a desire for a data warehouse tool, and continued focus on vertical articulation for writing as next steps.
