Bullhead City board reviews benchmark results and district academic goals

The Bullhead City School Board heard a detailed presentation Nov. 20 on the district’s benchmark testing approach, early results from the first quarter and the instructional steps officials will take to pursue ambitious proficiency goals.

Dr. Stewart, the district superintendent, told the board that benchmark testing for grades 2 through 8 is aligned to local pacing guides and that K–1 students continue to be assessed with foundational screeners. "The benchmarks, the test items are based on the standards that are listed in the current pacing guide," Dr. Stewart said, explaining that some year‑long standards had not been broken into quarterly parts when the first test was built.

The superintendent said Arizona is shifting toward an "essential standards" model that will place about 60% of the state test weight on a subset of standards, and that the state will issue a request for proposals in 2027 for a new testing vendor. That change, she warned, will complicate year‑to‑year comparisons of district results.

District targets presented to the board include raising third‑through‑eighth grade ELA proficiency from 26% (prior year) to 45% by the next AASA administration and increasing ELA proficiency for students receiving special education services from 8% to 18%. Dr. Stewart also cited goals for English-learners to reclassify (25% target) and specific targets for K–2 students to reduce the number in the “well below” category.

Speakers emphasized that item‑level analysis — a change enabled by the district’s new DNA benchmark platform — is central to planned interventions. Dr. Stewart said DNA reports allow teachers to sort by standard, depth of knowledge, subgroup and question type so staff can "dig deeper into those root causes." The board heard that targeted interventions will include screener follow‑ups, FastBridge support, the 95% Group resources and Tier 2/3 small‑group instruction.

Board members pressed on whether the district’s stretch goals risk discouraging teachers if not met. Dr. Stewart responded that site teams set ambitious targets and that interim improvements (for example, moving a school to 35% rather than 45%) should be celebrated.

The board asked staff to return with additional displays — including charts ordered by when standards were taught in the quarter rather than proficiency order — to help identify retention issues and which standards require reteaching. The district said it will include that view in future reports.