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District leaders outline benchmark gains and testing challenges, including online tools and AI concerns
Summary
District staff reported mixed benchmark results, described efforts to use a test-offering item bank and in-class practice to prepare students for state assessments, and raised concerns about students using outside tools (AI, extra browser windows) during online tests and about accessibility for younger students learning new input methods.
District assessment staff told the board that midyear benchmark data show uneven but promising pockets of growth and that they are using targeted instructional strategies and a state-aligned item bank to improve outcomes. "If we were assessed in reading, writing, language, and mathematics in middle school we had 3% growth," Mr. Houston said, later adding that writing/language rose 21% at the middle-school benchmark and math grew 5% in that cohort.
Staff explained that assessment format — not just content — can affect student performance. Mr. Houston and Mr. Jordan described a "test offering" item bank and other practice tools intended to mirror the state test format so students are familiar with the online interface, question phrasing and entry methods (for example, entering fractions a particular way or using drag-and-drop). Mr. Jordan noted a first-grade ELPA21 administration where a young student struggled with drag-and-drop components, underscoring the need for practice with testing tools.
The staff also flagged misuse of outside tools during online testing. "Some kids the first time around we used AI to answer some questions that did really well," Mr. Houston said, describing concerns about students opening other browser windows during online assessments and the need to lock tests more effectively. Staff said vendors are improving lockdown features for end-of-year assessments.
Accommodations and strategy: staff emphasized that special education students receive accommodations but still take grade-level assessments; exposure to the online tools and accommodations (text-to-speech, highlighting) is important. The district is developing flexible grouping, boot camps and classroom use of item-bank questions to build familiarity with the test format while avoiding "teaching to the test." Training for teachers and countywide sharing of practice items are underway.
Next steps: staff will continue targeted intervention for students near mastery, expand teacher training on test-authoring tools, and use benchmark results to prioritize remediation ahead of end-of-year assessments.
