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District report: foundational reading skills improved but remain below board target; fluency flagged for follow-up
Summary
Superintendent David Zaid and Mr. Moskovitz reported that foundational reading proficiency has increased districtwide from the 2023 baseline to 73% but remains short of the board’s 2028 target; kindergarten strengths and first‑grade fluency weaknesses prompted commitments to further analysis and a follow-up fluency report Aug. 5.
District leaders presented the quarter‑three monitoring report on Interim Goal 1a (foundational reading skills). Superintendent David Zaid noted progress since 2023: the percentage of students meeting or exceeding foundational reading expectations rose to 73% from a 69% baseline. Mr. Moskovitz reviewed kindergarten results in detail: 75% of kindergarten students met the overall foundational threshold (target 82%), with nine of 11 assessment subcomponents at 88% or higher but two areas—word reading and rhyming—below target.
Board discussion focused on how the assessment is administered (Long Beach Unified’s FERSA assessment given one‑on‑one and recorded in the district’s data system), the exclusion of dual-immersion students from the English assessment (they take the Spanish assessment, which staff said shows even stronger results), and the role of fluency and writing in closing gaps. Mr. Moskovitz said that fluency remains an area of concern in first and second grade and previewed two fluency reports for the board’s Aug. 5 meeting. Members requested subgroup breakdowns and cohort analyses for future presentations.
The board voted to accept the monitoring report; staff committed to provide more disaggregated data, fluency analysis, and other follow‑up materials ahead of the next meeting.
