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Lake Dallas ISD highlights Pre-K 3 and 4 growth, CLI assessments and family reporting
Summary
District leaders told the board that Pre-K 3 and 4 enrollment is strong and that the Children's Learning Institute assessments are being used to monitor growth and provide parent-facing reports with resources.
Lake Dallas Independent School District leaders on Oct. 20 briefed trustees on Priority 1 of the district strategic plan'student success'and described expansion and assessment of Pre-K 3 and Pre-K 4 programs.
Deputy Superintendent Kelly O'Sullivan and elementary principals Carrie Blevins, Jennifer Bridal and Ashley Faye presented enrollment figures and assessment practices for early childhood programs. "High participation in both Pre-K 3 and Pre-K 4 demonstrates families' trust in our schools and that they value the place and the value they place on early learning opportunities," Blevins said.
Nut graf: The update emphasized use of the Children's Learning Institute (CLI) and Circle Progress Monitoring to measure early literacy, math and social-emotional skills across three waves each year, and reported that the district provides family reports and resources tied to individual student results.
Presenters described CLI assessments that show rapid letter naming, rapid vocabulary, early writing and basic counting skills. Staff said assessments are administered in three waves (wave 1: Sept'Oct; wave 2: Jan'Feb; wave 3: Apr'May) and that CLI generates parent reports with a QR code linking family resources and activities.
District data shown to trustees included a snapshot for Pre-K 4 wave completed Oct. 8: staff said rapid vocabulary was at 54% of students "on track" for that measure. For Pre-K 3 teachers, staff described an observational checklist covering health and motor skills, language and literacy, and social-emotional and cognitive development; presenters noted there is wide variation depending on age (a child born Sept. 2 may be nearly a year older than a child born Sept. 1).
School leaders said their goals include embedding English Language Proficiency Standards into daily objectives, increasing student engagement, and using CLI results to guide instruction and family supports. Staff invited board questions; trustees offered brief praise and personal obser vations about student progress.
Ending: District leaders said they will continue to use CLI data, family reporting and targeted instruction to support transitions into kindergarten and beyond.
