board update...source: isip results may 2016, may 2017, 9/19/16 –10/17/16, oct. 2017;...

Board Update

Progress Monitoring | Student Outcome Goal 2 | December 2017

2

Summary

PreK continues to produce meaningful results and Early Learning focus areas see improvement

Continue to see clear evidence of positive impact of Dallas ISD PreK,

sustained through 3rd grade

2017 BOY ISIP results down across Kindergarten through 2nd grade Learning curve effect due to new PreK curriculum implemented in 2016-17

Increased impact of summer slide compared to last summer

Higher percentage of new students to the district who perform lower

High teacher mobility in K-2

Multiplier effect when new students are placed with new-to-grade teachers

Harllee and partnerships are bright spots as they show significant

increases in Kindergarten results over last year

Looking ahead: assessment changes in the future

Note: New students are defined as students that were not included in the previous year's January PEIMS enrollment data for the prior grade; new-to-grade

teachers are defined as teachers who in the prior year did not teach in the same grade as the current year

Note: No PreK students defined as students that were qualified for PreK and did not attend, but have attended Dallas ISD K – 3. Dallas ISD

PreK students defined as students that have attended Dallas ISD PreK – 3rd grade. Enrolled PK – 3rd = 5,672 students, No PreK – 3rd = 2,971

Source: ISIP results Sept. 2015, 9/19/16 – 10/17/16, Oct. 2017, STAAR results 2016 – 2017, Early Learning enrollment data 10/30/2017;

January PEIMS 2014 – 2017, Early Learning analysis

27

65

80

60

40

20

0

% Tier 1 (BOY ISIP Reading)

+38 ppt

No PreK Dallas

ISD PreK

39

57

80

20

60

40

0


+18 ppt

Dallas

ISD PreK

No PreK

56

65

0

20

40

60

80

+9 ppt

No PreK


Dallas

ISD PreK

Kinder '13 – '14 1st grade '14 – '15 2nd grade '15 – '16 3rd grade '16 – '17

6168

0

20

40

60

80

Dallas

ISD PreK

+7 ppt

No PreK

% Approaching (STAAR Reading)

N assessed 773 1,735 2,373 4,530 2,678 5,059 2,603 4,978

Goal 2 | PreK Impact Kinder to 3rd Grade

Same cohort of students - performance through 3rd grade (2016 – 17)

Continue to see clear evidence of sustained impact of PreK through 3rd grade

3

4

Goal 2.3 | 2017 Value of PreK

Students attending Dallas ISD PreK performed 25 ppts higher in Kinder than eligible students who did not

Note: Students are qualified for PreK based on Econ or LEP. Includes students that attended PreK as a 4 year old. Tier 1 considered K-ready

Source: ISIP BOY 2017 Oct. results, PEIMS data 2016-2017, EarlyChildhood student data (10/28/17), Early Learning analysis

31% of students that did not attend

Dallas ISD PreK were K-ready

Compared to 56% of students that did

attend Dallas ISD PreK being K-ready

1

2 38

79

4

5

6

34%

52% 34%

31%

28%32%

27%

31%

25%

1

2 38

79

4

56

67%

66% 56%

61%

48% 57%51%

53%

49%

(n = 2,378) (n = 6,933)

2017 % K-ready of eligible students

who did not attend Dallas ISD PreK2017 % K-ready of eligible students

who attended Dallas ISD PreK

20–29

2017 % K-Ready

30–39

40–49

50–59

60–69

70+ (2021 goal)

5

Goal 2 | Drivers of Kinder to 2nd Grade BOY ISIP

Impacts to BOY ISIP results stem from changes experienced in Early Learning this year

Higher percent of new

students to Dallas

ISD

Higher percent of new

students in every

classroom

Continued high

teacher mobility

New students

increasingly placed

with new-to-grade

teachers

Student changes Teacher changes

Change in PreK

curriculum in

2016-17

Increase in summer

slide

Program changes

6

Goal 2.1 & 2.3 | Kinder to 2nd Grade BOY ISIP

2017 BOY ISIP results decline across grade levels

Results based on Dallas ISD departmental guidelines, tier 1 is considered on grade level

Source: Dallas ISD 2017 BOY Board Update Final E&A, Dallas ISD E&A Updated K-ready data (2016), 2016-2017 report on Early Learning

Kindergarten 1st grade 2nd grade

5552 51

20

0

40

60

2015

% at Tier 1

-4

20172016

53 5247

20

40

0

60

2017

-5

2015 2016

58 56 54

0

40

60

20

2015 2016 2017

-2

% at Tier 1 % at Tier 1

N assessed 10,694 10,051 10,091 12,134 10,922 10,897 11,985 11,143 11,135

Goal 2.3 | PreK Curriculum

Learning curve effect due to new PreK curriculum implemented in 2016-17 New curriculum

64

57

0

20

40

60

80

New-to-

grade

teacher

% at Tier 1

Experienced

teacher

+7

5756

0

20

40

60

80

+1

Experienced

teacher

New-to-

grade

teacher

% at Tier 1Last year we changed our PreK

curriculum to one that is stronger

in:

• Social-emotional

• Physical

• Cognitive

• Language development

This change had a learning curve

effect for new and experienced

teachers that should diminish as

people get more comfortable

with the new curriculum

Kinder BOY ISIP based on PreK teacher experience

2016-17 BOY ISIP 2017-18 BOY ISIP

Note: Includes students who were assigned to a teacher with accurate tenure and grade data. New-to-grade teachers describe teachers who in the prior year did not teach

in the same grade as in the year analyzed. Analysis based on assessment data

Source: Dallas ISD Early Learning teacher data 2013 – 2017, January PEIMS 2014 – 2017, Early Learning student data 10/30/17, ISIP results Sept. 2015, 9/19/16 –

10/17/16, Oct. 2017, Early Learning analysis

7

PreK to Kindergarten Kindergarten to 1st grade 1st grade to 2nd grade

Goal 2.1 & 2.3 | Kinder to 2nd Grade Summer Slide

Kinder and 2nd grade students saw an increase in summer slide this summer over previous summer

-6

-8

0

-2

-4

EOY 15 to

BOY 16

EOY 16 to

BOY 17

0-1

-6 -6

-8

-6

-4

-2

0

EOY 16 to

BOY 17

EOY 15 to

BOY 16

-3-4

-8

-6

-4

-2

0

EOY 16 to

BOY 17

EOY 15 to

BOY 16

Change in previous EOYto next year BOY (% tier 1)


N (EOY Kinder) 8,509 6,702

N (BOY 1st) 9,749 9,162

N (EOY 1st) 9,060 8,587

N (BOY 2nd) 10,079 9,531

Note: Analysis includes only students that were enrolled during both grades. N assessed is greater during BOY due to higher proportion of

students assessed. N refers to number assessed

Source: ISIP results May 2016, May 2017, 9/19/16 – 10/17/16, Oct. 2017; EarlyChildhood enrollment data 10/30/2017, January PEIMS 2015 –

2017, Early Learning analysis


N (EOY PreK) 2,708 1,716

N (BOY Kinder) 7,291 7,114

Summer slide

-1

0

-1

8

Goal 2.1 & 2.3 | Kinder to 2nd Grade Enrollment

We are seeing a higher percentage of new students, who also perform lower than returning students New students

Kinder

Note: New students are defined as students that were not included in the previous year's January PEIMS enrollment data. Analysis based on assessment data

Source: January PEIMS 2014 – 2017, Early Learning Student data 10/30/2017, Early Learning analysis

1st

grade

2nd

grade

71

68 32

29

2017

2016

56

39+17

+3

ppts

Percent of enrollment 2017 percent tier 1 (on grade level)

90

84 16

102016

2017 49

34+15+6

ppts

91

86

9

142017

2016

56

40+17

+5

ppts

New students (did not attend Dallas ISD previous year)

Returning students (attended at least the previous year at Dallas ISD)

9

Goal 2.1 & 2.3 | Kinder to 2nd Grade Teacher Mobility

Extremely high mobility each year, trends higher from Kinder to 2nd Teacher mobility

2017 sees spike compared to 2016

2017 sees spike compared to 2016,

slightly lower compared to Gen Ed

Note: Reflects teachers who left the grade level they were teaching in the prior year, measured October of each year. Includes combination of teachers who left Dallas ISD entirely and changed grades/schools within Dallas ISD. Movers changed schools . Data reflects those that stayed in the same grade. Source: Dallas ISD Chancery and HCM data files

4549

58

4046

535358

45

0

10

20

30

40

50

60

70

% Leaving Grade

1st 2nd

+5

+7

Kinder

+5

2016 20172015

Gen Ed Bilingual

3842

59

32 34

4440

52

42

0

10

20

30

40

50

60

70

+8

+10

+6

% Leaving Grade

2ndKinder 1st

2016 20172015

10

Goal 2.1 & 2.3 | Kinder to 2nd Grade Teacher Experience

Multiplier effect when new students are placed with new-to-grade teachers

51

4345

57

5054

0

20

40

60

80

% at Tier 1 (BOY ISIP based on current teacher)

2nd grade1st grade

+6

Kinder

+7+9

New-to-grade teacher Experienced teacher

54

9

76

11

0

5

10

15

+2+2

% of overall that are new students with new-to-grade teachers

Kinder

+2

1st grade 2nd grade

New-to-grade teachers have

lower scores than experienced teachers

An increasing number of new students are

in classrooms with a new-to-grade teacher





11

New students &

teacher mobility

12

Goal 2.3 | Programs Holding Tight See Improvement

Increase in K-Readiness seen at both Harllee & from students who attended PreK partnership sites

Note: 2016 ISIP BOY window 9/19/16 to 10/17/16. 2017 ISIP window Oct. 2017. Qualified for PreK if Econ Disadvantage or LEP. SRI PreK includes partner sites

Source: Early learning enrollment data (10/28/17), Jan. 2017 PEIMS data ISIP BOY 2017 results Oct. 2017, ISIP BOY 2016 results, Early Learning analysis

55

38

69

44

55

0

20

40

60

80

SRI PreK

-4

+6

Dallas ISD overall

+14

Harllee

% K-ready

2017

2016

N assessed 31 54 152 1,013 10,051 10,091

51

13

Looking Ahead

Making improvements based on key drivers identified

Continue to evaluate, improve, and expand Early Learning coaching and PD support

Increase partnerships with community organizations to expand reach of summer programming

Stabilize PreK curriculum implementation and launch robust K-12 literacy curriculum in 2018-

19 (may see similar learning curve effect)

Continue assessment pilot with likelihood of changing K-2 assessment approach in 2018-19

Intensify newly launched effort to improve student retention in the district

Work to reduce teacher mobility by keeping teachers in the same PreK to 2nd grade level

Create targeted novice and new-to-grade teacher orientation and year-long

institute

1

2

3

4

5

6

7

Appendix

14

15

Goal 2.3 | Kinder BOY | PreK Impact

PreK students outperforming non-PreK peers and closing opportunity gap with more affluent students

Note: ISIP BOY is September 2015, and BOY 2016 is 9/19/16 to 10/17/16, ISIP 2017 is October. K-ready is tier one

Dallas ISD PreK is any student who attended Dallas ISD PreK as a 4 year old. Eligible for PreK if Econ disadvantaged or LEP

Source: ISIP results Oct. 2017, early learning chancery student data 2017 (10/28/2017), January PEIMS 2013 – 2017, Early Learning analysis

60

74

58

2935

31

61 6156

0

20

40

60

80

2017

% K-ready

20162015

No Dallas ISD PK

Not qualified

Dallas ISD PK

Overall

N

assessed

772 2,986 6,855 759 2,722 6,661 973 2,378 6,933

16


Across socioeconomic levels, a student who attends Dallas ISD PreK more likely to be K-Ready

Note: Dallas ISD PreK is any student who attended Dallas ISD PreK as a 4 year old. Eligible for PreK if Econ disadvantaged or LEP Source: 2017/10/28 EarlyChildHood enrollment report, Oct. 2017 ISIP BOY results, Early Learning analysis

34

52

34 3227 28 31 31

25

67 66

56 5751 48

6153

49

0

20

40

60

80

3 – Micciche2 – Marshall 5 – Blackburn 6 – Foreman 7 – Pinkerton

+33

+25

4 – Resendez 9 – Nutall

+24

8 – Solis1 – Flores

+22

+14

+24+20

+22

+30

% K-readyEligible students who did not attend Dallas ISD PreK

Eligible students who attended Dallas ISD PreK

Goal 2 | PreK impact through 2nd grade

Continue to see clear evidence of sustained impact of PreK through 2nd grade

Note: No PreK students defined as students that were qualified for PreK and did not attend, but have attended Dallas ISD K – 2. Dallas ISD

PreK students defined as students that have attended Dallas ISD PreK – 2nd grade. Enrolled PK – 2nd = 6,012 students, No PreK – 2nd = 2,181

Source: ISIP results Sept. 2015, 9/19/16 – 10/17/16, Oct. 2017; Early Learning enrollment data 10/30/2017; January PEIMS 2014 – 2017,

Early Learning analysis

32

63

20

40

0

80

60

No PreK

+32

Dallas ISD PreK

% Tier 1

45

60

80

40

0

20

60

% Tier 1

No PreK

+15

Dallas ISD PreK

50

60

0

20

40

60

80

% Tier 1

+10

Dallas ISD PreKNo PreK

Kindergarten '15 – '16 1st grade '16 – '17 2nd grade '17 – '18

N assessed 1,718 5,225 1,826 5,279 1,993 5,756

District avg. 52%

District avg. 52%

District avg. 54%

Same cohort of students - performance through 2nd grade (2017 – 18)

17

18

Goal 2.3 | Kinder BOY | Harllee

Significant increase in K-Ready at Harllee supported by high classroom quality scores on CLASS

Note: Harrlle also scored above average on Emotional Support and Classroom Organization but at less of a margin compared to Dallas, which is higher performing in

those categories. ISIP BOY 2016 is 9/19/16 to 10/17/16, ISIP 2017 is October. K-ready is tier one. Harllee classrooms represent all Early Learning grades. Dallas ISD is

PreK classrooms only

Source: ISIP results Oct. 2017, BOY 2016, early learning chancery student data 2017 (10/28/2017), Jan. PEIMS 2016, June 2017 Full CLASS report (Dallas ISD), Early

Learning analysis

55 55

69

51

0

20

40

60

80

% K-ready

-4

+14

2.9 3.0

0

2

4

6

+0.1

+1.4

5.3

3.8

Domain score

3.25 Threshold

for high quality

Harllee had strong gains & above average quality in

Instructional Support domain, as defined by CLASS...

...and a 14 point increase

in K-ready

33

100

40

100

0

20

40

60

80

100

% of classrooms meeting

high quality threshold

F '16

Harllee Dallas ISD

Overall

Harllee Dallas ISD

Overall

S '17 F '16 S '17 F '16 S '17 F '16 S '17 2016 2017 2016 2017

Harllee Dallas ISD

Overall

N 9 8 577 547 N 9 8 577 547 N 31 54 10,021 10,091

19

Goal 2.1 & 2.2 | 2nd Grade BOY

Similar declines seen across all ethnicities and assessment languages

Source: ISIP Oct. 2017 results; PEIMS enrollment data 10/30/2017; ISIP results 9/19/16 – 10/17/16; January PEIMS 2017, Evaluation & Assessment analysis

80

40

60

20

0

100

% Tier 1

58

-1

57

-6

-2

78

4042

Hispanic White

72

African American

20172016

53 42

7852

40

72

0

80

40

% Tier 1

WhiteAfrican AmericanHispanic

61 5860 67

0

40

80

% Tier 1

Hispanic White

20172016

20172016

N (2016) 7,875 2,403 599

N (2017) 7.761 2.480 599

En

glis

hS

pan

ish

N (2016) 5,041 24

N (2017) 5,185 24

Overall decline across all ethnicities

compared to 2016

N (2016) 2,834 2,400 575

N (2017) 2,576 2,479 575

20

Goal 2.3 | Kinder BOY

2017 K-Ready results diverge from steady increase since 2013

Note: Results based on Dallas ISD departmental guidelines. Tier 1 is considered K-ready Assessment norms were different in 2013 and 2014.

Source: Dallas ISD 2017 BOY Board Update Final E&A, Dallas ISD E&A Updated K-ready data (2016)

Upward trend since 2013 except for 2017

Decrease in both English and Spanish

scores for 2017

0

40

80

4348

2013

-5

2014

36 44

2015 2016 2017

39

% K-ready

En

glis

hS

pa

nis

h

N 1,908 5,599 5,139 4,858 4,957N 4,181 11,693 10,694 10,051 10,091

N 2,273 6,094 5,555 5,193 5,134

49 52 55

0

20

40

60

80

2014 2016 20172013

51 51

2015

% K-ready

-4

80

40

0

-4

2017

% K-ready

2015 2016

6261

2013 2014

6364 58

Goal 2.3 | Kinder BOY ISIP

Similar characteristics of scores and distribution compared to last year, overall positive trend

Kindergarten ISIP BOY results normalized by tier 1 cut-off score (corresponds to 0)

Includes Sept. for 2013, 2014, 2015, both Sept. and Oct. for 2016 and Oct. for 2017. Tier 1 cut-off for 2013/2014 English = 184, Spanish = 666.5, 2015/2016 Sept. English =

180, Sept. Spanish = 666, Oct. 2016/2017 English = 183, Oct. Spanish = 672

Source: ISIP results 9/19/16 – 10/17/16, Oct. 2017, Early Learning analysis

English Spanish

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

-130 -80 -30 20 70

Fre

quency o

f score

s (

% o

f assessm

ents

)

ISIP Score relative to Tier 1 cut-off score(determined by month/year)

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

-100 -50 0 50 100 150 200F

requency o

f score

s (

% o

f assessm

ents

)ISIP Score relative to Tier 1 cut-off score

(determined by month/year)

21

22

Goal 2.3 | Kinder BOY

Similar declines seen across all ethnicities and assessment languages

Note: 97% of Spanish taken by Hispanics in 2017 versus 99% in 2016. K-ready is considered Tier 1

Source: ISIP Oct. 2017 results; EarlyChildhood enrollment data 10/28/2017; ISIP results 9/19/16 – 10/17/16; January PEIMS 2017, Early Learning analysis

0

70

50

20

80

60

40

30

10

-8

% K-ready

-12

White

626674

4150

Hispanic

-4

53

African

American

57

-5

36

Other

2016 2017

46 41

7561

41 37

6949

80

0

40

White

% K-ready

OtherAfrican

American

Hispanic

62 605940

0

40

80

% K-ready

Non-HispanicHispanic

20172016

2016 2017

N (2016) 7,121 2,174 703 151

N (2017) 7,026 2,278 761 219

En

glis

hS

pan

ish

N (2016) 2,271 2,155 658 143

N (2017) 2,160 2,244 645 188

N (2016) 4,850 72

N (2017) 4,866 181

Overall decline across all ethnicities

compared to 2016

23


PreK and non-PreK students show declines, except for partner sites, which also had increased enrollment

Note: Dallas ISD PreK campus is any student who attended Dallas ISD PreK as a 4 year old on a campus (PK4, Choice, Head Start, Head Start Collab., PPCD Collab.,

Special Ed) Partner programs are SRI and Vogel Alcove for 4 year olds. No Dallas PreK are students that qualified for PreK and did not attend. Not qualified are students

that were not qualified for PreK due to LEP or Economical Disadvantaged

Source: ISIP Oct. 2017 results; EarlyChildhood enrollment data 10/28/2017; ISIP results 9/19/16 – 10/17/16; January PEIMS 2017, Early Learning analysis

70

0

30

60

20

80

50

40

10

38

Dallas PreK

(Campus)

-16

4458

31

-4

+6

Not qualified

58

74

-4

% K-ready

Dallas PreK

(Partner site)

35

No PreK

62

2017201654

32 28

7448 45

23

60

80

40

0

% K-ready

Not qualifiedNo PreKDallas PreK

(Partner site)

Dallas PreK

(Campus)

6752 46

7163

31 3743

0

40

80

Dallas PreK

(Partner site)

Not qualifiedDallas PreK

(Campus)

% K-ready

No PreK

20172016

2016 2017

En

glis

hS

pa

nis

h

N (2016) 2,637 106 1,726 752

N (2017) 2,056 905 1,410 866

N (2016) 3,872 46 996 7

N (2017) 3,864 108 968 107

Most significant decline by students not

qualified for PreK

N (2016) 6,509 152 2,722 759

N (2017) 5,920 1,013 2,378 973

24


Similar declines seen across student groups and school types

Note: If fewer than 10 students assessed, excluded. 2016 ISIP BOY window 9/19/16 to 10/17/16. 2017 ISIP window Oct. 2017. Qualified for PreK if Econ Disadvantage

or LEP

Source: Early learning enrollment data (10/28/17), Jan. 2017 PEIMS data ISIP BOY 2017 results Oct. 2017, ISIP BOY 2016 results, Early Learning analysis

Students not qualified for Dallas ISD

PreK have declined the most

Partner sites see increase in enrollment

& K-Readiness

74

35

58

31

61 5625

0

100

50

75

Not qualified No PreK Dallas PreK

-16

-5

-4

% K-ready

N (2016) 759 2,722 6,661

N (2017) 973 2,378 6,933

61

38

87

625158

44

78

47 4525

100

75

0

50

Head

start

collab.

Choice

campus

Partner

Site

% K-ready

-15

-9

+6

-3

PPCD /

Special

ed

Campus

-6

6,048 152 93 282 86

5,521 1,013 112 207 85

2017 District

average:

51%

2016 20172016 2017


Goal 2 | New student performance

On average, new students are more likely to be below grade level compared to returning students

34 34 34

55 5449

0

20

40

60

2017

% Tier 1

20162015

39 39 40

59 57 56

0

20

40

60

% Tier 1

201720162015

Returning students (attended at least the previous year at Dallas ISD)New students (did not attend Dallas ISD previous year)

3643

39

59 6056

0

20

40

60

% Tier 1

201720162015

Note: New students defined as students not enrolled at the beginning of the prior year, do not have a Jan. PEIMS record. Analysis based on

assessment data

Source: ISIP results Sept. 2015, 9/19/16 – 10/17/16, Oct. 2017; Early Learning enrollment data 10/30/2017; January PEIMS 2015 – 2017,

Early Learning analysis

25

New students


Goal 2 | Enrollment mix shifts

An increasing proportion of new students are entering the district for 1st and 2nd grade

31 29 32

69

60

80

40

100

20

0

71 68

2015 2016 2017

Percent of enrollment

10 1016

90

60

80

40

100

20

0

9084

2015 2016 2017


9 9 14

91

60

80

40

100

20

0

91 86

2015 2016 2017


New students (did not attend Dallas ISD previous year) Returning students (attended at least the previous year at Dallas ISD)

Note: New students are defined as students that were not included in the previous year's January PEIMS enrollment data. Analysis based on

Assessment data

Source: January PEIMS 2014 – 2017, Early Learning Student data 10/30/2017, Early Learning analysis

26

New students

Goal 2 | Kinder to 2nd Grade BOY ISIP

New-to-grade teachers perform lower than experienced teachers, impacts a student for multiple years

51

4345

5750

54

0

20

40

60

80

% at Tier 1

2nd grade1st grade

+6

Kinder

+7+9






5246

5659

5257

0

20

40

60

80

% at Tier 1

2nd grade

(based on 1st

grade teacher)

1st grade

(based on

Kinder teacher)

+7

Kinder

(based on

PreK teacher)

+6+1


BOY ISIP this year based on prior year

teacher experience

BOY ISIP this year based on current

teacher experience

27

Teacher mobility

Goal 2 | PreK Teacher Mobility

Much lower mobility for PreK than for Kinder to 2nd, but still high

Overall decrease since 2014, SRI sees

spike in 2017

Lower rate than Gen Ed overall, SRI

sees spike, but many fewer classrooms

Note: Reflects teachers who left the grade level they were teaching in the prior year, measured October of each year. Includes combination of teachers who left Dallas ISD entirely and changed grades/schools within Dallas ISD. Movers changed schools . Data reflects those that stayed in the same grade. Source: Dallas ISD Chancery and HCM data files

37 39

29

18

32

0

10

20

30

40

50

60

70

% Leaving Grade

+3

SRIPreK

+15

-5

3

2014 2016 20172015

Gen Ed Bilingual

3430

17

2529

25

0

10

20

30

40

50

60

70

0-9

SRI

+12

PreK

% Leaving Grade

2015 201720162014

28

Teacher mobility

29

Looking Ahead

Early Learning is piloting new assessments to potentially replace or supplement ISIP in the future

Drawbacks of current assessment used:

• Only focus is on parts of Language and

Literacy

• Norm-referenced assessment

– Re-normed every 3 years to always

represent a new bell curve

– Dallas ISD likely not be able to achieve

80% on grade level results due to nature

of scoring & test design

Benefits of new assessments piloted:

• Focuses on a comprehensive set of domains

that align with PreK – 2nd grade curriculum

– Reading

– Writing

– Language & Communications

– Math

– Health & Wellness

– Social-emotional

• Criterion-referenced assessments

– Measurement based on a fixed set of

standards

– Allows for true progress to be determined

Currently using ISIP Reading to assess

students in Early Learning

Piloting new assessments to replace or

supplement ISIP Reading in the future

board update...source: isip results may 2016, may 2017, 9/19/16 –10/17/16, oct. 2017;...

Documents