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Tyler ISD reports end-of-year gains in pre-K to grade 2 diagnostics; staff note subjectivity, attendance effects
Summary
Tyler ISD presented end-of-year results for CLI, MCLASS and I-Ready diagnostics showing gains in early writing, phonological awareness and reading growth, while noting limits tied to rubrics, attendance and testing conditions.
Tyler ISD presented end-of-year diagnostic data for early-childhood and elementary assessments, reporting progress on CLI (pre-K), MCLASS (K'2) and I-Ready diagnostics and describing steps to improve the reliability and use of the results.
Presenters said CLI results showed meaningful developmental growth for a cohort that began the year at a comparatively low starting point, with particularly strong gains in early writing and phonological awareness. District staff said kindergarten-focused curriculum work and progress-monitoring contributed to those gains.
For kindergarten through second grade, MCLASS results and I-Ready diagnostics showed cohort growth from beginning to end of year. The district reported that 66% of kindergarten students made at least one year's worth of progress in reading on I-Ready and highlighted other year-over-year gains in reading and math for early grades. Staff also displayed growth-by-demographic charts and comparison data to state and similar districts.
Assessment limitations and fidelity: presenters and trustees discussed limitations in some measures. The pre-K social-emotional rubric is observational and staff acknowledged it has subjective elements; teachers complete it in September, January and April and district staff said they are working to make the rubric more consistent and to reduce single-day bias. The presentation also noted that dashes in some data tables represent categories with fewer than five students and that attendance (cohort was present about 187 instructional days) affects the interpretation of progress measures.
Use in instruction: staff explained that I-Ready provides individualized learning plans that teachers can use for supplemental instruction and that the district is moving toward earlier intervention by using diagnostic data to form targeted small groups at the start of the school year rather than waiting several weeks.
Discussion vs. decision: the item was an informational diagnostic update. Board members asked about statistical reliability, alignment to state tests and whether projected proficiency will match upcoming STAAR/STAR results; district staff said preliminary alignments are favorable and that curriculum associates (I-Ready vendor) has incorporated district feedback.
Clarifying details recorded: CLI assessments were administered in English and Spanish; dashes in data denote categories with fewer than five students; the cohort had approximately 187 days of instruction; I-Ready diagnostics occur three times per year and are used to generate personalized learning plans.
