Cherry Creek presents STAR fall-to-winter gains; early grades show weaker growth
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Summary
District data presenters told the board STAR interim assessments show fall-to-winter increases in students meeting benchmark in literacy and math and identified 36 schools with above-average growth, but median growth percentiles for some early grades remained below the state-average benchmark.
Norm (district data lead) and Toby Aratola, interim assistant superintendent of performance improvement, presented fall-to-winter STAR assessment results and explained how scale scores convert to percentiles and growth percentiles.
They said the STAR assessment serves as a universal screener and diagnostic tool across three testing windows (fall, winter, spring). The presenters described patterns the district seeks — more students at or above benchmark (green) and fewer students needing intensive support (red) — and reported that many grade bands and schools showed that pattern from fall to winter. They said the district counted 36 schools demonstrating above-average median growth percentiles (MGP of 51 or higher), with a small set of schools above MGP 60.
Presenters also flagged concerning results in early grades: median growth percentiles for kindergarten and second grade were 42 and 46, respectively (below the 50 benchmark the state uses for average growth). They noted that some subgroup sample sizes are small, so year-to-year changes can appear larger for groups with low counts. Toby described district interventions including Foundations (K–3 curriculum), five days of in-person coaching through Wilson, the 15-day challenge for teacher planning, pilots of interim assessments, and work to build districtwide assessment literacy so data informs instructional adjustments.
Both presenters cautioned that STAR and statewide CMAS are benchmarked differently; the board heard context that CMAS was rebaseline-adjusted and that scores are not directly comparable across the older TCAP, the newer CMAS and interim STAR results. Toby said the district is exploring PSAT for ninth and tenth graders and considering Spanish-language STAR (La Lectura) in experiment/explore stages to reduce bias for multilingual learners.
Questions from board members focused on continuous-enrolled student growth patterns, how parents should interpret quadrant achievement/growth graphics, and supports for multilingual learners. Presenters advised parents to look at both achievement and growth and to contact school staff for support for students who show low achievement and low growth.