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Board reviews student-outcomes report: district tracks multilingual learner growth, adds AzELLA mimic and intervention tools
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Summary
The board adopted the Goal 3 progress-monitoring report after a detailed presentation on interim measures for multilingual learners, including an AzELLA mimic pilot, EduClimber thresholds, and use of Amira AI reading support; staff said additional gains are needed to meet year-end targets.
The Creighton School District governing board adopted the progress-monitoring report for Goal 3 (student outcomes) after district staff presented interim assessment data and the steps they have taken to support multilingual learners.
Dr. Pambo opened the presentation and introduced Dr. Dodds-Karen and Tayah Stanford, who walked the board through interim measures, data corrections and targeted interventions. Dr. Dodds-Karen said the district’s annual target for increasing English proficiency for emerging multilinguals is 34 percent, and reported a 1 percentage-point increase in the most recent benchmark cycle; staff said another 9 percentage points of growth would be required to meet the May target.
The presentation introduced three interim measures: 3.1 (DNA/benchmark growth for grades 3–8), 3.2 (FastBridge oral reading fluency for grades 1–3) and 3.3 (FastBridge outcomes for grades 4–8). For interim measure 3.2 staff reported a December result of 6 percent scoring at the fiftieth percentile and said the district’s goal is 12 percent by May, which would require about 54 additional students to reach that threshold. For interim measure 3.3, staff said reaching the 24 percent goal for grades 4–8 would require about 132 students to score low risk on FastBridge.
Staff explained a slide correction earlier in the academic year: initial public slides showed different starting percentages (including a 13 percent figure), but that figure was revised after the team redefined the data pool and set a corrected starting point of 8 percent with a recommended spring goal of 12 percent; staff said the corrected numbers were used at the October board meeting and recommended materials were amended accordingly.
District presenters demonstrated analysis tools (Sankey graphs and EduClimber thresholds) that identify "focus students" close to the next proficiency band, and described classroom and coaching strategies used to increase instructional rigor and test-taking stamina. Tayah Stanford described a district AzELLA mimic pilot administered in November to establish a baseline and guide targeted supports for speaking, listening and writing; staff also described using Seesaw templates and digital tools to create authentic speaking/listening practice. The district has rolled Amira, an AI reading coach, to campuses and emphasized that it is being used alongside teacher-led instruction.
Board members pressed staff on which instructional models are producing results. Staff identified the 2-hour pullout model as showing early promise but cautioned it is too soon to ascribe causal effects; they noted staffing constraints and said they are investigating exogenous variables before recommending broad changes. The board approved the progress-monitoring report by motion and voice vote.
