Stanfield SD 61 board hears progress on literacy; staff to expand reading intervention groups

Staff updated the board on literacy data and interventions, telling trustees the most recent proficiency figures are end‑of‑year OSAS results and reflect cohort comparisons rather than the same students year‑to‑year. Staff said the district shares the data broadly — via weekly agendas and biweekly staff meetings — and has a standing agenda item for literacy intervention strategies.

"There's a there's a section of our staff meetings that are lined out specifically for, literacy intervention strategies, and, Dan Sharp kinda leads that," said the staff member who presented the materials. The presenter also described daily, uninterrupted reading time in classes and a plan to add common midyear and year‑end assessments so teachers have diagnostic tools across content areas.

Board members pressed for cross‑curricular engagement, asking how math and science teachers are participating. The staff presenter said most teachers are receptive but acknowledged some are "entrenched" in existing practice; the district plans to continue coaching and to bring more students into intervention groups after narrowing selection criteria. "So right now, we have 5 in the building. I think we'll probably have at least 2 more," the staff member said about intervention groups.

Why it matters: Trustees framed literacy as the foundation for achievement in math, science and social studies and endorsed continued focus on assessment, teacher support and targeted interventions. The board did not take formal action; staff described ongoing implementation steps and said results will emerge over multiple years.