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Tyler ISD reviews midyear CLI data showing gains but persistent pre-K phonological gaps
Summary
District staff reported double-digit gains on midyear CLI early-literacy measures but said a recent change to more rigorous cut scores exposed gaps — notably 25% phonological awareness for African American pre-K students; board members asked for campus-level breakdowns and more targeted interventions.
Tyler ISD trustees heard a midyear report on the district's CLI (Classroom Language & Literacy) assessment and were told that while several early-literacy measures show double-digit improvement, the district’s new, more rigorous cut scores revealed persistent gaps in phonological awareness for some groups.
Miss Dodgen, presenting the CLI midyear results, said the district had raised cut scores to align with state kindergarten-readiness standards and to better match beginning-of-year benchmarks such as I-Ready. She said the change made some scores look lower “by design” while noting “really nice double digit gains for the rapid letter naming, phonological…
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