Northville Public Schools says K–8 students exceeded median growth targets on i-Ready but flags middle-school growth questions

Northville Public Schools reported a strong showing on spring benchmark tests but identified a puzzling dip in middle‑school growth.

Superintendent Dr. Webber told the school board the district’s K–8 spring i‑Ready diagnostic showed the district exceeded its growth goal overall — the median student made 121% of expected annual growth in reading and 108% in mathematics — and that grades K–5 were in the “upper‑right” quadrant of both high proficiency and high growth. “Our goal was that for each group of students we would aim to exceed 100% median progress toward typical growth,” Dr. Webber said.

The presentation framed assessment data in three layers: statewide “satellite” reports, district “map” data and classroom “street‑view” evidence. The superintendent said the district will prioritize typical growth (one year’s progress in one year’s time) while also maintaining “stretch growth” supports for students multiple grade levels behind.

But board members pressed a prominent concern: middle‑school growth, particularly in eighth‑grade reading. Dr. Webber said the i‑Ready median student in eighth‑grade reading showed little or no growth on the spring diagnostic, a result he called unlikely based on conversations with students but one the district will investigate by cross‑checking PSAT and other measures: “Do I really think that's true based on my conversations with kids that they aren't growing in reading? Unlikely, but we’re going to look more into this.”

The presentation also addressed how the district uses i‑Ready internally: the data drives MTSS conversations with literacy and math coaches, who support grade‑level teams in diagnosing needs at the student level. Responding to a trustee question about classroom use, administrators emphasized that the i‑Ready personalized learning path should complement — not replace — teacher‑led instruction and urged families to limit optional i‑Ready work to no more than 45 minutes per subject per week over the summer.

District leaders signaled several next steps: compare i‑Ready patterns with fall PSAT and state data when available, review domain‑level weaknesses (measurement and data in middle‑school math was flagged), and convene teacher teams over the summer to adjust unit sequencing so units such as measurement and data are not shortchanged late in the year.

The board did not take any formal action tied to the data report; Dr. Webber said more granular reports and teacher‑level analyses are available to board members and will inform fall planning.