Newfields Elementary reports gains on I‑Ready winter diagnostic; math remains focus for improvement

Newfields Elementary staff presented winter I‑Ready diagnostic results and a set of instructional next steps designed to continue recent gains.

Jody (staff presenter) summarized the winter reading results: the school’s red category (students needing the most support) fell from about 16 percent in the fall to about 5 percent in the winter, yellow (near grade level) declined and green (on or above grade level) increased; the assessment participation rose from 95 students in the fall to 114 in the winter because kindergarten students were included in the winter round.

On math, Jody reported a similar trend: the red category dropped from about 16 percent to 5 percent, though a substantial share remained in the yellow category. Staff and board members noted math shows a larger gap to close than ELA; the district set a working goal to increase ELA proficiency by roughly 5–8 percent and to target a larger improvement in math (staff estimated a 15–18 percent increase would be needed to reach the desired trajectory).

The school outlined concrete next steps: restructuring targeted small‑group instruction based on current data, flexible groupings that change as students master concepts, a PD day focused on math, increased homework rigor where appropriate, engaging families for home practice of math facts, frequent short growth checks (mini diagnostics), unit assessments and exit tickets, and bringing I‑Ready trainers on site to support newer staff in using the program efficiently.

Board members asked about benchmarks and how I‑Ready results map to state SAS proficiency. Presenters explained I‑Ready is an interim instructional measure (local growth‑monitoring) and that shaded green on the diagnostic generally maps to on‑track/proficient status internally; state SAS outcomes are separate but the team is aligning instruction and goals to show measurable gains by the next state assessments.

Next steps: staff will continue targeted instruction, increase math professional development, use mini diagnostics to monitor progress, and coordinate with the SAU math committee to align K‑12 expectations and transitions.