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Board hears gains in alternative DLM assessments for special-education students
Summary
District officials presented 2025 Dynamic Learning Maps (DLM) results for students with significant cognitive disabilities, reporting 'meaningful growth' across ELA, math and science and outlining next steps to use results to inform individualized IEP instruction.
District leaders presented results from the 2025 Dynamic Learning Maps (DLM) alternative assessment for students with the most significant cognitive disabilities during the Oct. 29 Board of Education meeting.
"We're very proud to share that our students participating in the 2025 DLM assessments are demonstrating meaningful growth across all subject areas," said Christopher Harry, director of pupil personnel services. Harry gave grade-band counts and percentage distributions for students tested: for grades 3–5 ELA there were 20 students with 55% at emerging, 32% at target and 4% advanced; mathematics for grades 3–5 showed 55% emerging and 35% at target; grades 6–8 and 11 math had 28 students with 82% emerging and 4% advanced; and science (grades 5, 8, 11) had 18 students with 16% emerging and 11% at target.
Mercy Chang, director of accountability and special programs, described the DLM as an individualized assessment used for students with IEPs who cannot meaningfully participate in general state assessments. "The DLM is an alternative assessment ... it assesses what students know and can do by tracking their individual learning pathways," Chang said, explaining the testlet structure and reporting levels (emerging, approaching, target, advanced).
Superintendent Dr. Zikowski and board members praised staff effort and outlined next steps: continued monitoring of IEP goals, targeted instruction in literacy and math, instructional walkthroughs to support teachers, and collaborative work among child study teams, aides and families. Officials said the district will continue to use DLM results as diagnostic indicators rather than peer-comparative scores.
