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District presents Smarter Balanced results and shifts emphasis from proficiency to student growth
Summary
Assessment director Brian Gabel and district leaders reviewed 2025 Smarter Balanced and Washington Comprehensive Assessment of Science results, explained Washington’s change in performance descriptors, and urged focusing on student growth percentiles to evaluate instructional impact.
Director of Assessment and Program Evaluation Brian Gabel and Deputy Superintendent Dr. Kelly Raymond presented 2025 results for Smarter Balanced (ELA and math) and the Washington Comprehensive Assessment of Science. Gabel explained that Washington State and the Smarter Balanced Consortium rebranded performance level descriptors (for example, what was called “standard nearly met” is now framed as “foundational grade level knowledge”) and that the term “met standard” is being retired in state reporting.
Gabel recommended emphasizing student growth percentiles (SGP) rather than only percent proficiency. He illustrated how proficiency can remain unchanged even when all students improve, because proficiency measures whether students cross a fixed cutoff; SGP measures how a student’s change compares with peers who started at the same level. Gabel showed that elementary SGPs in Clover Park were generally on par with state averages, while growth for grades 6–7 was lower; high school growth (grade 10, measured as end of grade 8 to end of grade 10 because the state does not test grade 9) showed notable acceleration in 2025 compared with 2024.
Gabel highlighted several schools that exceeded state growth averages (Tyee Park, Hillside, Meriwether, among others), noting Tyee Park achieved state‑average growth in ELA and exceeded it in math despite low proficiency rates. Science results showed a pattern of district performance shadowing state trends with post‑pandemic declines and partial recovery in some grades.
Board members discussed the state’s descriptor changes and expressed a range of views: some directors welcomed the growth emphasis; one director warned the new wording (e.g., “foundational grade level knowledge”) could confuse families who expect an unambiguous proficiency label. Dr. Raymond and Gabel described district interventions focused on middle‑school math (Project Lead The Way integration, compacting curriculum, studio model coaching and PLC enhancements) and elementary math supports to address transition gaps.
The presentation was informational; no board action was taken.
