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Midyear benchmarks show rising intervention counts as Tucker County prepares for 3rd Grade Success Act
Summary
District officials presented midyear assessment results showing growing counts of students flagged for literacy and numeracy intervention in several grades; staff said the district will draft a policy to comply with the state 3rd Grade Success Act by July 1 and has begun parent outreach and summer-school notices.
Director (S3) presented the district’s midyear assessment data and warned that intervention counts rise in upper elementary grades — numbers the district will monitor ahead of the state’s 3rd Grade Success Act implementation.
S3 explained the district uses I-Ready for kindergarten through second grade (because it includes a required dyslexia screener) and Cambium (GSA benchmark) for grades 3–8. He provided grade-level counts flagged for intervention in literacy: kindergarten 49 tested/0 flagged; first grade 54/1; second grade 63/13; third grade (GSA) 70/10; fourth 66/21; fifth 66/34; sixth 59/17; seventh 78/32; eighth 64/22. For numeracy, S3 reported: K 49/0; 1st 54/5; 2nd 63/18; 3rd (GSA) 71/9; 4th 68/33; 5th 66/29; 6th 59/36; 7th 78/43; 8th 64/39.
S3 highlighted that the 2nd-grade cohort (13 flagged) will be the first group to face retention decisions under the 3rd Grade Success Act next year and said principals have begun sending letters and organizing summer school and after-school interventions. He noted the district has sent its first refusal letter for summer school and that some parents are likely to request good-faith exemptions. "If the 3rd Grade Success Act were in effect this year, we will be looking at maybe 10 kids that we will be looking at retaining based on not scoring at level," S3 said.
S3 said Davis Thomas and Pepper Valley have held or scheduled parent information nights (with variable turnout), and Davis Thomas will also stream a session to increase participation. He told the board staff will start drafting a policy to meet the July 1 deadline; the policy will require three readings at the board level because it is new.
Board members asked for more detailed reports and S3 offered to email detailed handouts from principals so the board can review the underlying school-level data.
