Percy L. Julian School

At the March Governing Board meeting, the Board received an update on progress toward achieving Academic Goal #2 and interim goals 2.1 and 2.2.

Fifth Grade AASA Math Proficiency

Academic Goal #2

The percent of fifth-grade students who score at Proficiency or higher on AASA Math will increase from 11% in Aug. 2023 to 45% by Aug. 2028.

This goal is trending correctly, but off track.

Fifth graders showed a modest increase in proficiency from the previous fifth-grade cohort on AASA Math. This goal is still off-track according to AASA and Star Math results, even with slight improvements in math proficiency in grades 3-5.

Third Grade STAR Math Proficiency

January 2026 Progress Monitoring By School

Third Grade STAR Math Proficiency

Interim Goal #2.1

The percentage of students performing at Proficiency or Higher on the third-grade STAR Math Assessment will increase from 29.8% to 36% by May 2026.

This interim goal is off track.

At the start of the school year, third-grade students were performing at 24.5% proficiency on the assessment. At the time of the October benchmark testing, they were performing at 23.4% proficiency. They are not currently expected to achieve the 36% goal set for May 2026.

Interim Goal #2.2

The percentage of students performing at minimally proficient on the third-grade STAR Math Assessment will decrease from 48.8% to 40% by May 2026.

This interim goal is trending correctly, but off track.

At the start of the school year, third-grade students were performing at 55.3% minimal proficiency on the assessment. At the time of the October benchmark testing, they showed improvement to 53.5% minimal proficiency. While encouraging, they are not currently expected to achieve the 40% goal set for May 2026.

The teal arrow indicates our interim goal of reducing minimally proficient students to below the teal dotted line, and the black arrow indicates increasing proficient students to above the black dotted line.

Key Inputs

Learning Walk Data

Strengths we can build on

• Clear focus on planning for rigor

  • Most action steps emphasize Internalization (Rigor #3) and Academic Monitoring (Rigor #6)—the right drivers for tighter lessons and in‑the‑moment responsiveness.

• Modeling & clarity of steps are common

  • 85% of math visits included modeling components (clear steps, exemplars, metacognition) and 72% had tasks aligned to the learning target—good signals for clarity and alignment.

• Student engagement is generally high

  • Average engagement across math rooms is around 80%; K, 1–2, and 3–5 bands run in the 83–87%. This can be directly correlated to strong classroom management practices and implementation of MTSS-B structures and practices.

Gaps to close

• Success Criteria in action

  • Only 14% of math lessons explicitly referenced success criteria; just 18% provided feedback aligned to the SC during circulation. This constrains corrective pivots and student self-monitoring.

• Exit tickets/CFUs aren’t routine

  • 42% of math lessons used an exit ticket; the rate drops to 31% in Grades 6–8.

• Student discourse is limited

  • Turn‑and‑Talk/structured discourse occurred in 21% of math visits (highest in 3–5 at 29%, far lower elsewhere).

• Productive struggle is uneven

  • Only 40% of math tasks required productive struggle; 6–8 is lowest (31%)

Professional Development Opportunities

K-5 Math

5-8 Departmentalized Math

PLT Protocols and Practices

• Weekly Planning Meetings​

• Weekly Data Meetings​

• WDM Data Trackers – Math (3rd and 6th grade prioritized)

District-Wide Targeted Math Tutoring

Format

9 Weeks – January through March (3 days/week)

Lesson Structure

• Fact Fluency (5 minutes)

• Multi-Step Word Problems (15 minutes)

• Rotations (20 min each)

• IXL – individual needs

• Teacher-led AASA Practice Problems

• End-of-Week Exit Ticket (5 min)

Student Impact

• 2nd Grade: 8

• 3rd Grade: 86

• 5th Grade: 86

• 6th Grade: 71

• 8th Grade: 52

K12 Coalition: Math Program Improvement

Phase 1: Baseline Analysis

Comprehensive review of curriculum, assessments, data, and classroom observations

Phase 2: Gap Analysis & Synthesis

Synthesize evidence to create a current picture of mathematics in RSD and identify gaps, strengths, and opportunities

Phase 3: Reporting & Recommendations

Data-rich report with prioritized recommendations, refinements, and strategic actions

Phase 4: Implementation Planning

Collaboratively design professional development plans, tools and systems for improvement