David Douglas presents mixed math and literacy results as new state accountability rules approach

District curriculum and assessment staff delivered a data presentation to trustees summarizing statewide Oregon State Assessment System (OSAS) results and local, frequent diagnostics used to guide instruction.

Presenters framed OSAS as a criterion‑referenced, once‑a‑year summative test and contrasted it with i‑Ready (an adaptive diagnostic used K–8 for three checks per year) and Acadience/ALO (a K–2/early literacy screening suite). Rochelle Zimmerman (math specialist) and Franchesca/Francesca Altman (ELA) stressed that level‑2 results (near grade level) often mask substantial student strengths and growth needs, and that older students have wider potential gaps because deficits accumulate across more grade levels.

Key presentation points: - i‑Ready diagnostics: staff showed snapshots indicating K–2 relative stability, modest increases in the 3–5 band and similar incremental gains in middle school; staff noted reductions in the share of students three or more grade levels below in many bands. - Acadience/ALO literacy screens: presenters cautioned composite scores can under‑represent large within‑band gains; staff reported increases in the percentage of students meeting or exceeding screening benchmarks in K–5 over recent years and stressed the importance of focused foundational skills (ECRI) plus grade‑level access with supports. - High‑school OSAS: presenters flagged low participation at the high‑school level and noted the test has been used inconsistently for graduation measures since COVID, complicating interpretation and community messaging.

Presenters discussed new statewide accountability provisions (legislative changes referenced as the accountability bill); staff said the state will publish four interim assessment options and districts must select one for required triannual administration. District leaders welcomed added interim checkpoints for progress monitoring but noted the change will require adoption decisions (state options to be released in January) and implementation planning.

Staff also noted concerns about rising local opt‑out/participation issues and said that low participation reduces the reliability of OSAS results. They said the district will pursue family outreach to explain the purpose of assessments and will report mid‑year diagnostic growth data to the board in January/February.

Ending: District leaders described incremental local gains and structural changes ahead — new middle‑school screening tools, curriculum refinements, and required interim assessments under the state accountability bill — and committed to follow‑up data in midyear reports.