District testing shows strengths in ELA, gaps in early‑grade and seventh‑grade math; board to explore math‑coach position

District leaders reviewed standardized assessment results and instruction priorities at the June 30 Board of Education meeting and recommended pursuing a math‑coach position to address persistent gaps at early grades and middle school.

Presenters said Grade 1 math was the only elementary area that did not meet end‑of‑year targets and that a cohort of seventh‑grade students showed particularly low math outcomes (reported around 40%). Administrators described plans to identify affected students, provide research‑based interventions, and increase targeted small‑group instruction during the coming year.

Superintendent and curriculum staff framed a math coach as an on‑the‑ground instructional leader who would provide daily classroom support, professional development for teachers, and small‑group pull‑out interventions: "That person would then meet with, do a lot of PD, get into classrooms with watch instruction and then do even small‑group pull out with students as well," the superintendent said.

At the high‑school level the district reported growth on PSAT/SAT measures and notable gains in ELA; the district’s stated long‑term goal remains an average of about 500 on SAT sections. Administrators also noted the use of a private SAT tutor and internal supports as contributing to gains.

Board members asked for follow‑up plans with specific cost estimates and implementation steps; staff said they will return in a future meeting with a proposal for the math‑coach role and budget implications.