Stanfield SD 61 reports phonics-driven reading gains, flags test-administration issues
District administrator Lacy told the board that concentrated phonics training and high‑frequency-word work produced measurable reading gains, but new student placements and inconsistent test administration skewed some MAPS results and prompted concerns about validity.
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Lacy, the district administrator, presented this year’s reading assessment packet and told the board the district has seen “tons of growth” in reading after prioritizing phonics and high‑frequency words. She said the phonics work is intended to support later comprehension and that staff have been creating more opportunities to build students’ background knowledge so they can better understand grade‑level text.
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