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iReady Fall Results

iReady fall data performance exceeds national results
Tuesday night Superintendent Dr. Wade Smith and Assistant Superintendent Chris Gardea provided an overview of Fall iReady diagnostic assessment data during this month's study meeting. They discussed how district students fared against the nation in reading and math performance to help understand how well WWPS students did during the pandemic compared to nationwide results. Similarly, they compared pre and post pandemic fall performance to gauge the impact locally.

"We have learned students who were performing on grade level prior to the pandemic typically maintained or improved post-pandemic,” said Superintendent Dr. Wade Smith. “Students who were behind tended to dip even further."

Additionally, these district leaders also disaggregated results by race and poverty subgroups to learn more about how the COVID disruption may have impacted their learning. Garrison Middle School Principal Kim Doepker and Green Park Principal Rick Kline also joined the discussion to provide perspective from the school-level. Below is a snapshot of the results from this fall's assessments.

Pre-to-Post Pandemic Conclusions

PROMISING RESULTS
• In math, students on-grade level or above maintained or improved from 2019-20 results in grades 1-6.
• In math, students on-grade level or above met or exceeded national data in grades 1-8 and showed improvement across the board 1-6.
• In reading, students on-grade level or above maintained or improved from 2019-20 results in grades 2-5 and 8.
• In reading, students on-grade level or above met or exceeded national data in grades 2-8.
• In both reading and math, students either maintained or improved their standing on all grade levels and measures compared to national results.

CONCERNING RESULTS
• In math, students starting the year one or more grade levels below increased in grades 2 and 6-8.
• In reading, students starting the year one or more grade levels below increased in grades 1-4, 6 and 7.
• Hispanic/Latino and economically disadvantaged students remain less likely to be on track in both math and reading.

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