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Richland 1 staff outline STAR and i‑Ready results and next steps for student supports
Summary
District administrators presented mid‑year STAR and i‑Ready data, explained differences between the tests, and described professional learning and quarterly data reviews aimed at increasing student growth and proficiency.
Miss Sturtevant and Dr. Williams presented the district’s mid‑year STAR (Renaissance) and i‑Ready results for elementary grades and students with disabilities during a March 25 board meeting, explaining how the two tools are used for screening, growth tracking and IEP progress monitoring.
Why it matters: STAR and i‑Ready are used to predict state proficiency and to set growth targets. Board members said the data should inform the district’s strategic plan goals and asked for more accessible, school‑level reports so the board can track progress and equity across schools.
What the presenters said
- Purpose and differences: Miss Sturtevant said "STAR... is our universal screener" and described it as a norm‑referenced tool used for districtwide screening and predictive benchmarks. Dr. Williams and Miss Sturtevant explained that i‑Ready is used primarily to progress‑monitor students with disabilities and to inform IEP goals; Dr. Williams said, "I Ready is monitoring their IEP goals."
- Mid‑year results: The presentation showed that 63% of students met STAR mid‑year growth for reading and that the district saw modest increases in the percentage meeting state benchmark predictions from fall to mid‑year. For students with disabilities, presenters reported growth percentages and noted stretch‑goal achievement: about 22% of the cohort reached a mid‑year stretch growth goal, a figure district staff called strong for individuals but low in aggregate.
- Professional learning and implementation steps: District staff described a STAR Champions cohort (20+ hours of professional learning per school), quarterly meetings with Renaissance Learning, planned quarterly meetings with Curriculum Associates for i‑Ready support next year, and efforts to better set and monitor i‑Ready individualized goals. Staff also described how STAR results can auto‑populate personalized lessons in Lalilo (K–2) and Freckle (grades 3–8) to help teachers deploy adaptive instruction.
Board questions and requests
Commissioners asked how the assessments relate to the district strategic plan and requested more disaggregated, school‑level and subgroup reporting. Commissioner Devine and others asked whether i‑Ready covers the entire student body; presenters clarified that i‑Ready is used to progress‑monitor students with disabilities though the district also has other monitoring tools for different cohorts. Commissioners asked for a quarterly “data notebook” to make trends and interventions easier to review.
Ending
District leaders said they will provide more detailed schools‑level profiles and consider a follow‑up work session to show how interventions (in‑class supports, CRT roles, MTSS steps, summer programming and targeted tutoring) tie to assessment results and to strategic‑plan goals.
