In USD 232, we firmly believe our district is an exceptional place to learn and grow. This is thanks to the dedicated efforts of our passionate teachers and support staff, combined with the unwavering support of our vibrant community. Together, we are shaping a brighter future for all our students.

Although there are many measurers of student success, we’re excited to share the latest results from the Kansas Assessment Program (KAP), administered in May 2025. These scores show that USD 232 is making meaningful progress, and our students continue to be among the top performers in our state.

Which grade levels participate in state assessments?

For the Spring of 2025:

• Grades 3–8 and 10: Mathematics, English Language Arts
• Grades 5, 8, and 11: Science

What do the performance levels mean?

Each assessment score falls into a Performance Level Descriptor (PLD), which groups results into four categories:

• Level 1: Limited understanding
• Level 2: Basic understanding
• Level 3: Proficient understanding
• Level 4: Advanced understanding

Mathematics
Across all grades, a growing number of our students (about 60 percent) scored in Levels 3 and 4, demonstrating proficient to advanced understanding. With additional structures to support students in place, we also noticed a decrease in students scoring at Level 1. Importantly, USD 232 continues to outperform state averages in math.

English Language Arts (ELA)
Greater than half of our students (more than 61 percent) scored in the top two categories in English Language Arts, and similar to math, fewer students scored in Level 1. Importantly, USD 232 continues to outperform state averages in ELA.

Science
The trends noticed in mathematics and ELA are similar in science.

While the Kansas Assessment Program provides valuable insights, it represents just one measure at a single point in time. To further highlight our students’ academic growth, we also look to the FastBridge assessment, a nationally normed test for grades 2–8.

Our FastBridge data indicates steady growth in math and reading performance. In fact, across many of our schools and grade levels, more students are performing at or above grade level than at any point since we began administering the assessment several years ago. Like many across the nation, we experienced a slight dip in scores following the pandemic; however, our schools are now scoring at or above pre-pandemic levels. 

Although we have much to celebrate, we also recognize the desire to improve continuously. As part of our strategic plan, our staff are committed to continuing to set record levels of achievement. 

Some of the things we are doing include:

1. Data-Driven Instruction

Teachers regularly analyze assessment data — including FastBridge screening and progress monitoring — to identify individual and group learning gaps. Instruction is then adjusted to target specific skills where students need the most support.

2. Targeted Small-Group and Tiered Interventions

Using the MTSS (Multi-Tiered System of Supports) framework, teachers provide:

• Tier 1: High-quality core instruction for all students
• Tier 2: Small-group interventions for students slightly below benchmark
• Tier 3: Intensive, individualized support for students who need significant help

These interventions are monitored frequently to ensure effectiveness and adjusted as needed.

3. Emphasis on Foundational Skills and High-Yielding Instruction Strategies

In math, teachers are emphasizing number sense, fluency, and problem-solving strategies. In reading, instruction focuses on phonics, vocabulary, and comprehension. These foundational skills directly align with areas assessed by FastBridge.

In reading (ELA), many of our teachers, especially at the elementary level, are engaged in intensive training through the Science of Reading (LETRS). This new curricular resource, approved by the Board of Education for implementation this school year, supports our instructional strategies to improve reading outcomes for all students and is aligned to the Science of Reading.

Across the entire district, we are emphasizing high-yield instructional strategies, which are teaching practices supported by research as having the greatest positive impact on student learning and achievement.

4. Collaborative Professional Learning

Grade-level and content-area teams meet regularly in Professional Learning Communities (PLCs) to review student data, share strategies, and plan instruction. Teachers and leaders use these meetings to identify what works and replicate effective practices across classrooms.

In summary: We are proud of our students’ growth and the progress USD 232 is making. At the same time, we understand that our work is not done. With your continued partnership and our committed educators, we will keep striving to help every student succeed.

Thank you for supporting USD 232!