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District reports strong K–5 I-Ready gains but flags equity gaps in reading and math
Summary
Lake Oswego School District presented K–5 DIBELS and I-Ready results showing substantial growth (I-Ready reading from 56% to 83% on/above grade level; math from 41% to 76%), while disaggregated data revealed achievement gaps for Hispanic/Latino students, Black/African American students, English learners and students with disabilities.
District staff presented K–5 diagnostic and screener results and said the data show strong growth but persistent equity gaps.
"Reading increased from 56% on or above grade level in the fall to 83% in spring," a presenter summarized, and math grew from 41% to 76% on grade level, improvements staff described as substantial year-to-year progress. Presenters cautioned that assessment timing differed from prior years, which affects direct comparisons, and explained that the DIBELS screener is administered to targeted students in higher grades, making some bars appear skewed when only students needing monitoring are included.
Staff also presented disaggregated spring outcomes showing lower on-grade-level percentages for Hispanic/Latino students (75% reading), Black/African American students (61% reading), English learners (53% reading) and students with disabilities (63% reading). Board members pressed for clarifications on the assessment calendar, visualization choice and intervention capacity. Staff noted next steps: using the audit and diagnostic results to target interventions, build principal instructional leadership capacity, and consider restoring or reallocating literacy and math specialists where needed.
Directors expressed both pride in the overall growth and concern about the remaining gaps, and asked staff to bring further trend data and implementation plans to future meetings.
