District elementary site councils report literacy gains, curriculum transition and PBIS expansion

District elementary leaders told the Manhattan‑Ogden USD 383 board that the elementary program’s priorities are structured literacy, consistent standards alignment and a broad push to maximize instructional time through PBIS/CHAMPS systems.

Darren Sause, principal at Bergman Elementary, opened the presentation and said the district serves roughly 3,000 elementary students across 10 sites. Presenters described multi‑tiered systems of support (MTSS) work, professional learning cycles, and a claim that a large proportion of teachers have completed district literacy training. The district is in its first year using Ready ELA materials and plans a phased transition to materials referred to in the presentation as "MagLit," with a partial transition in February and a full K‑5 change next school year.

District staff explained how standards alignment guides daily lesson design and cited balanced assessment practices (screeners, interim diagnostics and classroom checks) to identify learning gaps and deploy tiered supports. Presenters emphasized that assessment data — including i‑Ready diagnostics and CAP interim results — inform short‑cycle interventions, pacing adjustments and instructional coaching.

Building highlights included PBIS recognitions and examples of family and community engagement. Several principals described site‑specific strategies: Bluemont Elementary prioritized vocabulary instruction and plans math fact‑fluency benchmarks; TR reported mid‑year growth in students performing in tier 1 reading from 29% at the beginning of the year to 51% mid‑year and recorded 15,000 positive behavior tickets documented in the first semester; Ogden and Woodrow Wilson reported steady curriculum implementation and professional learning supports. Presenters credited community partners, including KSU collaborators and local organizations, for supporting literacy and STEAM nights.

Board members praised the coherence and community outreach in the reports and asked how practices used in literacy could support math learning; presenters said some professional learning strategies carry across content areas and that math improvement remains a district focus.

The presentation concluded with an invitation for questions and a reminder that the full details are included in the board packet.