District presents CMAS and i-Ready snapshots; trustees press for targeted metrics and intervention updates

District administrators presented the district performance framework scores, 2024-25 Colorado Measures of Academic Success (CMAS) results and the fall beginning-of-year i-Ready diagnostic during the Sept. 23 meeting.

Key points presented by district staff included: - Running Creek Elementary: SPF score down to 50/100 and placed on the state improvement plan; CMAS results showed variable grade-level outcomes (third- through fifth-grade ranges described in staff slides). The beginning-of-year i-Ready diagnostic showed a mix of students green (on-year expectations), yellow (ready for instruction but not yet taught standards) and red (below grade level and targeted for intervention). Staff reported interventions including the Take Flight dyslexia therapy, targeted small-group instruction and a push to strengthen Tier 1 classroom instruction. - Singing Hills and Elizabeth Middle School: staff reviewed CMAS and i-Ready snapshots by grade. Middle-school math showed a larger drop in the prior year; staff attributed part of the dip to a curriculum change and classroom turnover and described ongoing professional development and coaching to increase curriculum fidelity. - Elizabeth High School: science CMAS participation and results were presented; staff noted changes in participation rates and said a higher proportion of students met or exceeded expectations in the tested cohort.

Trustees asked several follow-ups: board members requested cohort comparisons on standardized tests (PSAT/SAT and state assessments) for before-and-after analyses of curricular changes; they also requested that schools bring their Unified Improvement Plans (UIP) for schools on improvement plans and provide mid-year checkpoints that compare i-Ready diagnostic snapshots (beginning-, mid- and end-of-year) so trustees can monitor progress between major assessments.

Staff described current interventions: Take Flight therapy for students with dyslexia, reading interventionists, expanded "win time" (what the district calls "what I need" time) for targeted small-group instruction, and increased emphasis on district-adopted core curriculum plus the i-Ready personalized learning platform for remediation and stretch growth goals.

Ending

Administrators agreed to provide board-requested cohort-comparison data and to return the UIPs and midyear checkpoint reports as they become available; trustees emphasized timely evidence of progress for the schools identified for improvement.