Glendale Elementary reports benchmark gains, shifts to new assessment platform ahead of state testing

The Glendale Elementary School District board heard Benchmark 2 results at its Feb. 27, 2025, meeting and was told the district has seen increases in students meeting standards across most grade levels, district staff said.

Dr. Jerry Peterson, who presented the benchmark results, said Benchmark 2 “happened in December, so it was quite a bit ago. We're actually on the verge of benchmark 3 in a week.” Peterson told the board the district moved this school year from the Galileo assessment platform to a vendor the district refers to as Renaissance DNA, and that the new platform produces different reports that staff are still refining.

The presentation focused on percent of standards correct by grade and subject. Peterson said leaders saw a consistent shift toward higher performance: “you'll see that in every grade level, every single grade level, the green got bigger and the red got smaller.” He highlighted that second grade saw about a 10% increase in the green category (students on or above grade level) and warned that upper-grade math remains an area needing additional support.

Why it matters: the benchmark reports will inform classroom pacing, targeted interventions and preparations for upcoming state testing. Peterson said the district uses the benchmark data to guide “triage” about six weeks before AASA testing, and to identify which students need short-term, focused support in the 10–15 days before most students begin that exam window.

Key findings and next steps reported to the board: - The district switched assessment platforms this year from Galileo to Renaissance DNA; some report formats differ and staff are continuing to refine them for teacher use. - Across most grades, the percent of standards mastered increased from fall to winter; second grade showed roughly a 10% increase in students on or above grade level. - Kindergarten and early grades display different patterns because of assessment differences for early learners; staff noted that kindergarten assessments are not identical to later-grade measures. - District leaders identified upper-grade math (middle grades) as an area requiring more instructional support for students and, in some cases, teachers. - Immediate next steps: writing benchmark 1 the following week, reading and math benchmarks during the week of parent-teacher conferences in two weeks, continued review of pacing guides, and a concentrated six-week triage before AASA.

Board members made several supportive comments about the presentation and teacher work. Miss Sigata Jones, a district administrator who introduced the presenter, noted that assistant superintendent Norma Heidegger — who used to present benchmarks — was not present: “Unfortunately ... Norma Heidegger ... she's not with us this evening.”

Votes at a glance: the board adopted the meeting agenda and approved the consent agenda without recorded opposition; the meeting was subsequently adjourned.

The board was reminded of administrative items coming to future meetings, including certified contract renewals and annual insurance and benefits renewals at the March 13 board meeting. District staff also flagged ongoing recruitment efforts and monitoring of federal funding developments that could affect next year’s budget.

The presentation and discussion primarily centered on data and implementation planning; no new policies or binding budget decisions were made at the meeting.

Ending: district leaders said they will bring refined Renaissance DNA reports to the board as they are finalized and will use the benchmark data to guide instruction and supports ahead of the spring AASA testing window.