District officials tell board AGR midyear update shows pockets of reading and math gains and new screening work under Act 20

District staff presented a midyear update on the AGR (Achievement Gap Reduction) program to the Committee of the Whole on Feb. 23, describing professional learning, screening changes and early outcome data.

Julie Schell, director of elementary education, said AGR (formerly SAGE) now operates with an 18:1 or 30:2 classroom ratio and includes instructional coaching and school improvement goals. She framed AGR as part of a district-wide emphasis on "universal practices" — high-leverage instructional strategies the district plans to scale K–12.

Kim Pearson, elementary math coordinator, told trustees the district has prioritized AVMR (Advantage Math Recovery) training for K–2 staff: she reported 100% of K–2 staff in the AGR schools are either trained or enrolled in cohorts, and 98% of K–2 staff districtwide have AVMR1 coverage or are in training.

Lindsay Lutholds, WACOSS coordinator, described personal support plans (PSPs) tied to Act 20 literacy requirements. She reported early exits from PSPs in the AGR kindergarten cohort (8% exited after the winter screener), and gave counts for other grades (first grade 16% / 12 students; second grade 32% / 36 students; third grade 15% / 13 students), emphasizing teams and families jointly decide whether supports continue.

Principals from AGR schools described on-the-ground work: peer observations, consistent engagement routines, grade-level PLCs, and efforts to support students through consolidation. Staff highlighted the challenge of assessment renorming (I-Ready to AIMSweb) when interpreting year-to-year trends but said they are seeing upward trends in several grades and will pursue a common assessment system going forward.

The presentation was informational; no board action was taken. Trustees thanked staff for the detailed update and asked follow-up questions about fourth-grade transitions, assessment interpretation and staffing.