District presents mid‑year assessment gains in early grades and outlines dual‑language framework
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Summary
Director Jennifer Gutierrez reported midyear MAP and unit assessment gains in K–2 math, mixed results in reading, and previewed a newly adopted dual‑language 90/10→80/20→70/30 framework intended to reach 50/50 biliteracy in later grades.
Director Jennifer Gutierrez presented midyear MAP and unit assessment data and the annual emergent bilingual program evaluation. For kindergarten through second grade math, Gutierrez said growth and achievement percentiles improved and the district reduced the share of students in the lowest performance band (from 27% to 22%). Reading results were mixed: overall growth remained near prior levels and the district identified areas to target with small‑group and Tier 3 intensive instruction.
On bilingual instruction, Gutierrez reviewed the district’s newly adopted dual‑language framework (starting at 90% Spanish/10% English in kindergarten and transitioning toward higher English instruction by grade 4–5) with the ultimate goal of biliteracy and 50/50 instruction in upper elementary. She described TELPAS and PEIMS comparisons and said professional development and certification support for ESL teachers is underway, including reimbursement for passing certification exams.
Why it matters: Early‑grade growth in math and a clarified dual‑language framework affect instructional priorities, staffing and professional development. The district said it will use mid‑year and unit assessments plus TFAR warm‑ups to better align instruction ahead of statewide tests.
Board response and next steps: Trustees celebrated sites that exceeded percentile goals and asked for continued monitoring; administration planned January 5 teacher data‑analysis protocols and early February TFAR rollout to provide ongoing formative checks leading into state testing.