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District says Horizon practice ACT results show expected growth overall, notes subgroup gaps to address
Summary
The district reported expected student growth on the Horizon practice ACT across most subjects but flagged lower‑than‑expected growth in some subgroups—English learners, Native American students and students with disabilities—in English and math areas, and outlined next steps for targeted interventions.
Doctor Lehi presented the board with the district’s Horizon practice ACT data and explained the local growth model the district uses to forecast student progress.
Lehi said the practice administrations (fall and winter) help teachers evaluate content knowledge and timing endurance for juniors preparing for the ACT. "It's an important assessment," she told the board, and explained the district's local no‑norms growth model, which assigns an expected growth value for each student and improves each year as the model incorporates more data.
At the aggregate level Lehi said students were making expected growth across schools and subjects. She flagged specific pockets of concern when data were disaggregated: English language learners (including parent‑withdrawn students), Native American students and students with disabilities had higher percentages in the lower‑growth category for English. Math showed lower‑than‑expected growth among eleventh graders and certain subgroups.
Lehi described teacher‑level pivot tables and student composite reports that teachers can use for individualized action plans, and noted the district will run an additional practice assessment after spring break for further preparation prior to the state ACT administration in April.
Board members asked for follow‑up and clarification and Lehi said she would provide more student‑level and subgroup breakdowns for members who requested deeper review.
