Cherry Creek presents early STAR assessment baseline; leaders emphasize gaps for multilingual learners and PLC-driven interventions

Cherry Creek School District leaders presented early-year STAR assessment results to the Board of Education on Oct. 20, using the fall window to set a baseline across all 67 district schools and to identify where targeted instructional supports are needed.

Dr. Diana Roybal, introduced by Superintendent Smith, said the STAR screener administered in the second or third week of school provides an initial snapshot to guide school- and feeder-level planning, not a final judgment on students. Norm, a district data presenter, said early results indicate roughly one-quarter of students in kindergarten through second grade may need intensive instructional support, while 40–50% fall into categories needing strategic or on-grade supports.

Toby Aratola, who outlined how the district will turn data into practice, described the district’s professional learning community (PLC) approach—centered on a focus on learning, collaborative culture and results—and explained the four PLC questions that guide unit planning and frequent common formative assessments. He said the district is implementing sustained, multi-day professional development and a 15-day unit-planning challenge intended to raise teacher capacity and instructional consistency.

Presenters and board members flagged equity concerns in subgroup results. Norm reported that in some analyses 70–80% of multilingual learners scored in the intensive-support category on the reading screener, and that approximately 60% of those students were Hispanic. The Overland feeder was cited as having about 42.7% multilingual learners, a figure board members said will require targeted resourcing.

Several board members pressed presenters on test alignment and burden. In response to a question about alignment with the College Board (PSAT/SAT), presenters said STAR and state CMAS correlations exist for some grades, but there is not currently a validated predictive correlation to PSAT/SAT; technical differences between adaptive and legacy assessments limit direct equivalence. Board members also asked whether the STAR screener is available in students’ native languages. Presenters said STAR is currently administered in English districtwide but the district is exploring a Spanish-native assessment option and other native-language measures used in some states.

Superintendent Smith and presenters framed the district’s approach within a multi-tiered system of supports (MTSS): strengthen tier 1 universal instruction through PLC-driven unit planning, use tier 2 flexible grouping and interventions for students who need additional time and support, and deploy tier 3 supports for the small number who need intensive individualized help. Smith described school-level examples—such as restorative-practice staffing that reduced lost instructional time—that informed resource choices.

Director Allen, reflecting on district priorities, urged faster implementation of a recent state Senate measure referenced in the meeting as "Senate bill 25 200" to require earlier universal screening for dyslexia, and reiterated the board’s literacy-by-2030 goal. Allen said, "Literacy is not a privilege, it's a right," urging urgency on identification and consistent public reporting.

The district said next steps include sharing slides and detailed subgroup data with board members, continuing PLC rollouts, expanding training for coaches and co-teachers, and exploring language-appropriate assessment options to better measure native-language proficiency for multilingual learners. The presentation was followed by board questions and a single public comment on educator well-being; the board then moved on to routine consent items.

Sources and attributions in this article are limited to statements made in the Oct. 20 board meeting presentation and public comment as recorded in the district transcript.