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District leaders present enrollment dip and assessment alignment work; SAT correlation at high school flagged
Summary
Associate Superintendent Cindy Barris reviewed enrollment (down eight students) and described efforts to align local milestone assessments with state tests, noting a mismatch at the high school where SAT correlations need improvement.
Associate Superintendent Cindy Barris presented enrollment and assessment updates to the board on Jan. 20, reporting the district is eight students down from the prior report and that enrollment fluctuations are concentrated at certain campuses with migratory populations.
Barris described the district’s multi-year work to develop common formative assessments and milestone assessments aligned to standards. She said the district has implemented Performance Matters to disaggregate results by subgroup and to identify gaps; one finding is that local milestone results for most grades align well with state assessments, but the high-school measure (the SAT) shows a weaker correlation. “We just have to get those correlations closer at the high school level,” Barris said. She described a plan to use released SAT items as exemplars and to build item banks so classroom assessments better reflect the rigor of the state exam.
Superintendent Hawkins and staff praised teacher collaboration on common formative assessments and milestone work. Barris said teachers are using standards-analysis tools to identify weak standards and request peer help: “What I’m gonna look for is who rocked it on this standard? Because I wanna reach out to them,” she said. The administration characterized the work as a multi-year process already showing pockets of improvement; four campuses were listed as spotlight campuses for strong progress.
Board members asked about timelines and the number of years the district has worked on the assessment framework. Barris said the district is in roughly year two for ELA and math benchmark assessment cycles and earlier in science and social studies work; the process will continue with adjustments to assessment rigor and teacher practice.
