Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Assessment topic
No spam. Unsubscribe anytime.
District presents fall interim assessment data showing gains in early literacy and steady math performance
Summary
Ed Services presented fall interim results: PATH K–2 literacy shows growth (about 59.5% meeting/exceeding); MAP Growth (NWEA) baseline for grades 3–8 shows ~57% meeting/exceeding; K–5 math dipstick (Zearn) indicates about 80% meeting or exceeding on recently taught content.
The San Mateo–Foster City School District on Oct. 24 reviewed fall interim assessment results and described how the data will guide interventions.
David Chamas, director in Ed Services, told the board that PATH foundational-literacy results for kindergarten through second grade show growth, with about 59.5% of students meeting or exceeding the fall benchmark and smaller percentages listed as nearly meeting or not meeting. He said cohort comparisons indicate year-over-year improvement and underscored that the K–2 focus is intended to accelerate reading outcomes by third grade.
Chamas introduced the NWEA MAP Growth reading assessment for grades 3–8 as a new baseline; the district’s initial administration showed roughly 57% of students meeting or exceeding expectations. Chamas said the MAP results have predictive value for CAASPP outcomes and will be used to identify students needing early intervention.
On math, district staff presented fall K–5 assessment results aligned to the Zearn curriculum. The presentation characterized the math assessment as a “dipstick” (a short assessment tied to recently taught content) and reported that approximately 80% of students were meeting or exceeding expectations on those items, with variation across grade levels and equity groups.
Board members asked about supports for older students who did not receive PATH instruction in earlier grades; Chamas and other staff described use of supplemental curricula (phonics for reading, Summit K12 for older grades), targeted intervention groups and tiered MTSS strategies. Staff emphasized data-driven interventions and said November progress checks would show early effects of interventions.
The board did not take action on the data presentation; trustees thanked staff and encouraged continued monitoring and support for English learner and high-need student groups.
