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Bullhead City School District presents benchmark data; third-grade assessment mismatch and small-sample limits noted
Summary
District assessment staff presented benchmark results across grades and subjects and highlighted classroom-level successes while warning that a third-grade test this cycle did not include several main clusters of standards, and that small sample sizes at Coyote Canyon limit interpretation.
The Bullhead City School District presented interim benchmark results and classroom-level highlights at the Feb. 20 meeting, with district assessment staff saying the data show pockets of improvement amid areas the district wants to examine more closely.
Jen Lott, district assessment lead, opened the presentation by reminding the board that the district is "only 18 months into a 60 month process" of instructional change and that turnover in staff can cause short-term dips in results. Lott walked trustees through grade-by-grade benchmark results in math, ELA and science, as well as DIBELS and Galileo benchmark testing used in early grades.
Key points raised
- Kindergarten through elementary: Lott said some kindergarten and first-grade classes using the district's instructional model showed notable proficiency and growth. She singled out teachers whose classes "did really well" under the new model and noted that strong starts in early grades support later achievement.
- Third grade assessment mismatch: "Third grade test did not have a lot of those main clusters in that assessment this time," Lott said, describing a misalignment between the district's taught standards and the test content. She cautioned the board that the third-grade results should be interpreted with that caveat and recommended previewing future tests to ensure alignment.
- Small-sample caveats at Coyote Canyon: Lott and the superintendent noted Coyote Canyon's enrollment is very small (about 30 students) and half-day attendance at that site means graphs may reflect results for as few as one or two pupils; the presenters warned those figures are unstable for district-level comparisons.
- DIBELS and Galileo cadence: Lott explained the district moved to three benchmark administrations (rather than four in past years) to better time tests with instruction. She emphasized that benchmark scores are informational tools for teachers, not grades: "These are not used for grades. They don't need to grade students at all," Lott said.
- Science program: The district noted that this school year is the final year of the current adopted science program (Amplify). The presentation said the district will pilot science curriculum options next year because they are "finding it's not as rigorous as we want it to be."
Board reaction and follow-up
Trustees asked clarifying questions about test timing and the uses of benchmark data. Superintendent Doctor Stewart and Lott said teachers use results to adjust instruction and that the district had begun reporting standards-level progress on report cards so families see performance tied to taught standards. The board received the presentation as an informational item; no formal vote was required.
