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District presents FastBridge results; K–1 reading flagged for attention, middle schools show gains
Summary
District staff presented spring FastBridge assessment results tied to the new work plan: math outcomes were strong at all levels, middle-school reading outcomes improved, and K–1 early reading and students with IEPs received targeted attention and materials funding.
At the July 8 board meeting, director-level staff presented spring FastBridge assessment outcomes and explained how those results inform the district’s Vision 2030 work plan.
Melissa Murphy summarized the FastBridge findings: elementary and middle school math outcomes were broadly positive, and middle schools finished the year with roughly 81% of students in the tier‑1 range (needing only universal instruction). By contrast, the K–1 early-reading metric showed stronger need for interventions: Murphy said 73% of K–1 fell into tier 1 while the remainder required tier‑2 or tier‑3 supports, and she tied that shortfall to planned work‑plan actions, including new tier‑3 reading intervention materials the board approved on the consent agenda.
Murphy also highlighted growth measures for special populations — low-income students, multilingual learners and students with IEPs — and said the district will scale interventions, expand staff training on EL (English Learner) strategies, pilot WIDA model assessments and continue partnerships (including an external MTSS partner from the University of Minnesota) to strengthen tiered systems of support.
Board members asked for disaggregated views and cohort analyses; staff said it can provide breakdowns by subgroup and cohort and will post more detailed dashboards. The presentation was offered as an early look at results to guide work-plan priorities rather than as final, public-accountability reporting at the school-report-card level.
