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DEL VALLE ISD reports modest third-grade gains, finds 300 MAP fluency recordings need rescoring
Summary
Dr. Katrina Bailey told the DEL VALLE ISD board the district’s third-grade reading rate rose from 31.4% to 33.1% midyear but flagged MAP Fluency AI scoring errors affecting about 300 student recordings; administration said teachers will rescore and the district will provide an updated report.
Dr. Katrina Bailey, presenting the district’s Goal 1 update on early literacy, told the DEL VALLE ISD Board of Trustees that districtwide third-grade performance on reading measures rose from 31.4% to 33.1% at midyear and that the board’s target remains 32% in June 2025 moving toward 60% by August 2030. The presentation laid out campus-by-campus variation and emphasized targeted Tier 1–3 interventions and calibrated instructional walks as the primary levers to accelerate student growth.
Bailey demonstrated a technical problem with MAP Fluency, an AI-scored assessment the district piloted this year, showing a student received a “no score” because the automated system did not capture the recording cleanly. She said teachers must manually listen to recordings and rescore them; administration has identified roughly 300 student recordings that require rescoring and pledged to circulate an updated, corrected data report to trustees once rescoring is complete. “We have about, just about 300 students that need to go back and receive a rescore,” Bailey said, adding that the district will train staff on administration and scoring protocols.
Trustees pressed the administration on why the AI scored so many recordings as no-score, whether students with accents were disadvantaged, and how rescoring workload will be handled. Bailey and district staff said background classroom noise, microphone placement and inconsistent use of external microphones on iPads caused many of the errors; they described plans for training, more controlled test administration settings and follow-up data meetings with principals.
Bailey framed the data as useful for pinpointing needed interventions but cautioned that midyear figures are not final. She highlighted that a roughly five-percentage-point gap districtwide represents approximately 37 named students the district must reach to meet its end-of-year goal. The district will also continue professional development for campus leaders and share opportunities for trustees to observe data meetings and calibrated instructional walks.
Next steps: administration will complete rescoring, circulate corrected midyear reports to trustees and return with additional progress monitoring details in upcoming meetings.
