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Seguin ISD reports mixed end-of-year Istation and Renaissance results; math shows large gains
Summary
District staff reported year-end Istation and Renaissance assessment results showing reading growth in some grades and large gains in math kindergarten through second grade; staff recommended targeted supports for third- and fifth-grade reading.
District instructional staff presented end-of-year results from Istation (early literacy) and Renaissance (grades 3–8), reporting mixed results in reading and notable gains in math.
Director of Assessment and Accountability Miss Lyons summarized the Istation data: she reported 36 more first-grade students and 36 more second-grade students at or above grade level in reading compared with the prior baseline referenced in the presentation. For Spanish-language dual-language assessments, she said kindergarten had nine more students at or above grade level; first grade had fewer students meeting the threshold in one comparison window, and second grade had 15 more students at or above grade level.
On math, Lyons reported strong gains: kindergarten had 206 more students at or above grade level at the end of the year; first grade had 193 more; second grade had 106 more. Lyons described math performance as “knocking it out of the park.”
Renaissance (STAR) proficiency projections for grades 3–8 showed declines in third and fourth grades from fall to spring but gains in grades five through eight, with eighth grade making the largest gains in the presentation. Lyons and colleagues noted that STAR and Renaissance projections align closely and that Domain 1 of the state STAAR release had been published at the time of the meeting.
Staff recommended action steps including ensuring screeners are used with fidelity, leveraging Freckle and other platforms for practice, investigating successful instructional practices across K–8, promoting student ownership of assessment data through goal setting and reflection, and providing targeted support for third- and fifth-grade reading instruction.
Trustees asked clarifying questions about platform equivalency and how proficiency projections compare with STAAR data. Staff offered to meet one-on-one with trustees for detailed score reviews.
No action was taken; the presentation was provided for information.
