--- title: Quarterly Data Review (QDR) 2025-2026 date: D:20260410185334Z00'00' --- ## NOVEMBER 24, 2025 - JANUARY 30, 2026 QUARTERLY DATA REVIEW ## FastBridge ## Purpose ● Used by: Teachers and Administrators. ● Used for: FastBridge is a norm-referenced, general outcome measure used to provide a reliable snapshot of Grades K-9 students’ overall reading and math skills and indicates how well students are progressing toward grade-level expectations. FastBridge scores serve as an early indicator of performance and correlate with MCA outcomes about 85% of the time, but they do not directly predict MCA proficiency. Results from Winter 2025-26 Reading Proficiency - 73.8% proficiency ● This indicates that 73.8% of students met grade-level outcomes, suggesting strong progress toward end-of-year expectations. ● Reading proficiency decreased by 0.5% from Fall 2025 to Winter 2026 across all assessed levels. Math Proficiency - 75% proficiency ● This indicates that 75% of students met grade-level outcomes, suggesting strong progress toward end-of-year expectations. ● Math proficiency decreased by 1.0% from Fall 2025 to Winter 2026 across all assessed levels. ## Key Literacy Trends (FastBridge Fall → Winter) ## All Student Data ## What’s Working Early literacy remains strong. ● Kindergarten: 75.9% → 78.2% ● Grade 1: 64.3% → 69.9% ● Grade 2: 72.5% → 76.5% These increases suggest that our foundational literacy systems in K–2 are working and students are making progress. We also see stability in the grades 7-9: ● Grade 7: 71.0% → 71.1% ● Grade 8: 74.9% → 73.2% ● Grade 9: 76.5% → 79.7% This indicates steady performance in middle school and encouraging growth in Grade 9. ## Emerging Pattern We Are Monitoring Grades 3–6 show some decline from fall to winter with grade 4 showing a high concern: 14 ● Grade 3: 78.0% → 76.1% ● Grade 4: 78.1% → 69.2% ● Grade 5: 73.9% → 72.2% ● Grade 6: 78.5% → 76.0% This pattern often occurs due to text complexity; knowledge and comprehension demands increase. In grade 4, data over the past three years shows a consistent pattern: scores decline from fall to winter, followed by a rebound from winter to spring. This pattern suggests a need to examine potential system gaps, including pacing and alignment of instruction. Students identified for receiving any special education services grades K-9: ● Grade K: 58.7% → 49.5% ● Grade 1: 50.5% → 50.9% ● Grade 2: 51.4% → 48.6% ● Grade 3: 52.0% → 47.9% ● Grade 4: 48.0% → 35.8% ● Grade 5: 37.3% → 35.5% ● Grade 6: 42.7% → 36.9% ● Grade 7: 25.9% → 33.1% ● Grade 8: 39.5% → 39.6% ● Grade 9: 34.6% → 43.0% In grades K-6 results showed an overall decline with a slight increase in grades 7-9. Further disaggregation of this data by category of SpEd services is needed. ## What This Data Tells Us Early insights are emerging: 1. Early literacy instruction in K–2 is producing positive results. 2. Grades 3–6 mark a key transition as text complexity increases. Students must apply early literacy skills to read and understand connected text. 3. Performance stabilizes again in grades 7–9, suggesting the system regains footing after the intermediate transition. 4. Students with the greatest learning needs require a cohesive approach to instruction that aligns Tier 1 grade-level outcomes with targeted supports based on data in order to accelerate growth. ## Key Math Trends ## All Student Data ## Strong Growth The elementary system is producing high proficiency rates, which have already exceeded the FY26 target goals with average proficiency between 73.8% to 80.8%. ● Kindergarten: 85.5% → 83.0% 15 ● Grade 1: 78.5% → 79.8% ● Grade 2: 70.8% → 80.8% (+10 points - largest gain) ● Grade 3: 76.6% → 80.5% ● Grade 4: 73.4% → 73.8% ● Grade 5: 77.2% → 76.8% Decreases in math at the middle level may reflect a transition, as the secondary level is in the early phases of a standards-based review process while the elementary level is in the later phases. Secondary will be field testing resources in the 2026-2027 school year. ● Grade 6: 82.5% → 78.9% ● Grade 7: 76.1% → 73.8% ● Grade 8: 73.7% → 74.3% Grade 9 winter results reflect a different testing group. We removed approximately 190 students who were enrolled in higher-level math courses that did not align to the assessment. Winter results therefore represent a more targeted group of students in core math courses. ● Grade 9: 69.8% → 67.9% Students identified for receiving any special education services grades K-9: Math growth is encouraging at the elementary level where grades 1-5 made gains. ● Grade K: 72.2% → 68.1% ● Grade 1: 63.7% → 65.7% ● Grade 2: 49.0% → 59.0% (+10 points - largest gain) ● Grade 3: 56.6% → 58.3% ● Grade 4: 48.0% → 49.4% ● Grade 5: 49.0% → 50.3% Proficiency levels decrease from Grade 6 to Grade 9, and winter results show either declines or stagnation. ● Grade 6: 48.2% → 41.5% ● Grade 7: 33.6% → 33.6% ● Grade 8: 36.5% → 33.3% ● Grade 9: 35.4% → 38.5% Further disaggregation of this data by disability category of sped services is needed. ## What This Data Tells Us ● Strong foundational math instruction in the elementary grades is producing positive results, with most students meeting benchmark expectations. Areas to consider additional support include the intermediate grades of 4-5 where mathematical concepts become more complex with students needing to apply earlier math skills. ● Grades 6–8 mark an important transition as mathematical thinking becomes more abstract and students apply foundational skills to ratios, proportional reasoning, and early algebraic concepts. 16 ● Results in Grades 6 and 7 declined from fall to winter, suggesting this transition into more complex mathematical thinking may require additional attention and support. ● Students with the greatest learning needs require a cohesive approach to instruction that aligns Tier 1 grade-level expectations with targeted supports and interventions based on data in order to accelerate growth. ## Action Steps: ## Using Data to Guide Improvement ● District leaders reviewed literacy and math data to identify strengths, gaps, and next steps across schools, grade levels, and student groups. ● Teams will continue analyzing literacy and math data to determine root causes, guide supports for students, and inform priorities in the district operational plan. ## Strengthening Teaching and Learning ● Teachers are engaging in professional learning focused on grade-level standards, stronger lesson design, and the development of common assessments. ● K–3 teachers completed READ Act training in the 2024-2025 school year, with grades 4–5 completing training in the 2025-2026 school year, and elementary staff are applying these research-based literacy practices in daily instruction. ● 4-5 teachers received training on Bridges, the new math resource in the 2024-2025 school year and K-3 teachers are receiving professional development with Bridges Math resource in the 2025-2026 school year. ● Secondary math teachers are engaged in a standards-based review process and developing key guiding documents. They will field test math resources during the 2026–2027 school year, with full implementation in 2027–2028. ## Building Stronger Systems of Support ● Secondary teachers are engaged in ELA and math professional learning through a standards-based review process to strengthen alignment between instruction and state standards. ● Elementary teachers are supported through an ELA and math standards-based review process and a train-the-trainer model, utilizing Teaching & Learning Coordinators, IDSS coaches, learning specialists, and site lead literacy teachers. ● The district expanded licensed K–3 reading interventionists from 2 to 9 elementary schools in 2025–26, increasing targeted literacy support for early readers. ● Professional learning at both the elementary and secondary levels will inform the district’s ELA curricular resource adoption process, with anticipated implementation timelines of: ○ Secondary: 2026–27 school year ○ Elementary: 2027–28 school year ● The district is partnering with the Minnesota Department of Education (MDE) to strengthen systems and supports for students identified for ELD services. ● The Achievement & Integration Plan is supporting two new coaching positions focused on strengthening Tier I and Tier II instructional support for EL students. 17 ● Teaching & Learning is reviewing literacy intervention programs approved by CAREI and MDE to support targeted instruction aligned to the five pillars of literacy: phonemic awareness, phonics, vocabulary, fluency, and comprehension. ● Teaching & Learning is working closely with Student Services to strengthen alignment between Tier 1 core instruction and specialized instruction for students identified for special education and EL services. 18 ## Grade Point Average ## Purpose ● Used by: Students, Parents, Teachers, and Administrators. ● Used for: Inform students and families on progress toward grade-level standards, and for grading purposes to show mastery of student learning. At the high school level it supports postsecondary planning. Results as of Winter 2025-26 A grade point average shows a student's overall academic performance summarized as a single numerical score and supports postsecondary planning. ## High School GPA is weighted ● Grade 12 - 3.295 ● Grade 11 - 3.199 ● Grade 10 - 3.305 ● Grade 9 - 3.384 ## Middle School GPA is unweighted ● Grade 8 - 3.395 ● Grade 7 - 3.37 ● Grade 6 - 3.395 ## Patterns: ● Grade point averages are stable from the baseline spring 2025 data review. ## Action Steps ● Counselors, Deans, or Assistant Principals monitor and provide academic counseling to ensure students are on track for graduation. ● Students not on track for graduation are identified for credit recovery through Lakeville Pathways Academy (LPA). ● Lakeville Area Schools policy 620 Credit for Learning has been revised. Weighted grading will be removed for the Class of 2030 and subsequent classes. 19 ## Failing One or More Classes ## Purpose ● Used by: Students, Parents, Teachers, Counselors, and Administrators. ● Used for: Inform students and families on progress toward grade-level standards, and for grading purposes to show mastery of student learning. At the high school level it informs if a student is on track for graduation. Results as of Winter 2025-26 The percent of students failing one or more classes shows how many learners are not on target to meet grade-level expectations. The percent of high school students failing one or more classes from fall (in-progress) to winter (final semester 1): ● Grade 12 - 15.5% → 8.63% ● Grade 11 - 16.3% → 9.98% ● Grade 10 - 12.6% → 9.61% ● Grade 9 - 10.4% → 6.89% The number of students failing one or more classes in high school has significantly decreased from in-progress to final semester 1 grades. The percent of middle school students failing one or more classes from fall to winter: ● Grade 8 - 18.5% → 22.78% ● Grade 7 - 10.1% → 24.46% ● Grade 6 - 20.6% → 17.82% The number of middle school students failing one or more classes has increased in grades 7 and 8, based on in-progress grades. Grade 6 has shown a 2.78% decrease. Students identified for receiving any special education services The percent of high school students identified for receiving any special education services failing one or more classes (final semester 1): ● Grade 12 - 18.35% ● Grade 11 - 20.45% ● Grade 10 - 14.66% ● Grade 9 - 12.5% The percent of middle school students identified for receiving special education services failing one or more classes: ● Grade 8: 32.58% ● Grade 7: 33.1% ● Grade 6: 24.83% ## Patterns: ● Failure rates in Middle School have increased and represent current cumulative standings, not finalized outcomes. This data represents a risk indicator, not an end-of-year failure rate. 20 ● Failure rates in High School have decreased and represent completed semester grades. This reflects actual earned failures after grading cycles close. ● Failure rates are higher for students receiving special services. This suggests academic gaps are compounded over time, not stabilizing. ● Students who do not meet FastBridge reading proficiency benchmarks are significantly more likely to fail courses. ## Action Steps: ## Using Data to Guide Improvement ● District leaders reviewed course failure data across schools, grades, and student groups, including students receiving special education and English learner services, and compared it with FastBridge data. ● Teams will continue analyzing the data to identify root causes, determine next steps, and guide supports to improve student success and close achievement gaps. ## Strengthening Teaching and Learning ● Secondary teachers are engaging in professional learning focused on grade-level standards, stronger lesson design, and the development of common assessments. ## Building Stronger Systems of Support ● Secondary teachers are participating in ELA and Math professional learning that will inform future curriculum adoption, with implementation planned for 2026–27 and 2027-2028 respectively. ● The district is strengthening systems to support English learners and aligning classroom instruction with specialized supports for students who need additional help. ● Schools are using tools such as WIN time, early warning indicators, and academic counseling to identify and support students who are at risk of failing or falling behind in credits. ● Credit recovery is considered at the high school level when students are not on track for graduation. ● Notification is being sent to both families and students on a regular basis through ParentSquare. ○ Missing assignment notification is weekly for middle school and bi-weekly for high school. ○ D/F notice is sent midway though the term and the last week of the term. 21 ## Graduation Rates ## Purpose ● Used by: Administrators, Public, and Policymakers. ● Used for: Determines to what degree an organization is delivering effective instruction of state standards and postsecondary planning. Results as of June 2024 Graduation rates tell us the percentage of students who successfully complete high school within a given time frame. MDE lags one year behind in their reporting cycle. The five-, six-, and seven-year graduation rate trend highlights the school’s effectiveness in re-engaging and graduating students beyond the traditional four-year path. ● 4-Year Graduation Rate - 93.1% (2025) ## Pattern: ● The graduation rate increased from 91.6% in 2024 to 93.1% in 2025, reflecting continued progress in supporting students to completion. This improvement was observed across all student groups, indicating broad gains in student success. The five-, six-, and seven-year graduation rates represent the percentage of the original cohort who graduate one, two, and three years beyond the four-year timeline. MDE recalculates these rates annually based on the original cohort, reflecting students who complete graduation requirements after four years. ● 5-Year Graduation Rate - 91.6% (2024) → 94.6% (2025) ● 6-Year Graduation Rate - 93.7% (2023) → 96.4% (2025) ● 7-Year Graduation Rate - 92.7% (2022) → 94.8% (2025) ## Pattern: ● All extended-year graduation rates have increased over time, reflecting continued success in supporting students beyond the traditional four-year timeline. Together, these gains highlight the school’s effectiveness in re-engaging students and supporting them through to graduation. ## Action Steps ● Administrators use the Early Warning System (EWS) to identify students at risk of failing, dropping out, or needing additional support before issues become serious. ● Counselors, Deans, or Assistant Principals monitor and provide academic counseling to ensure students are on track for graduation. ● Credit recovery is considered at the high school level when students are not on track for graduation. 22 ● All students who qualify for alternative learning opportunities and those that have an IEP and qualify for transition services, are supported in years 5, 6 and 7 to earn their diplomas. ## Attendance ## Purpose ## ● Used by: Administrators, Student Intervention Building Teams ● Used to: Monitor attendance trends and identify barriers to student engagement that require intervention Spring 2025 (Baseline) to Fall 2025 to Winter 2026 Attendance Rates Students attending more than 90% of school days: Elementary - 94.47% (Baseline) → 95.8% (Fall) → 94.67% (Winter) Middle - 93.37% (Baseline) → 95.3% (Fall) → 94.48% (Winter) High School - 89.76% (Baseline) → 93.1% (Fall) → 92.1% (Winter) ## Patterns ● All levels showed increased attendance from Spring 2025 to Fall 2025, followed by a slight decline in Winter 2026. ● Elementary and Middle remain above or near baseline levels. ● High School shows the largest overall improvement. ● Overall attendance trends remain stable and on track toward progress. ## Action Steps ● District Attendance Team: Conducted a district-wide attendance review as the initial step in their work, and will continue to analyze data to strengthen attendance practices and improve support systems across schools. ● Developing and implementing clear district guidance to establish consistent attendance procedures and practices across all schools. ● Strengthening coordinated systems of support for student attendance through collaboration with counselors, student services specialists, and school-based teams. 23