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Northern Lehigh principals present baseline K–12 assessment snapshots; district outlines intervention plans
Summary
Principals and administrators presented early-September baseline assessment results across Northern Lehigh SD, showing substantial shares of students below benchmark in early literacy and math and outlining targeted remediation (enrichment, 'lunch and learn' interventions and five-session Keystone supports).
Northern Lehigh SD principals on Oct. 18 presented beginning-of-year assessment snapshots taken in the first week of September and described targeted steps to address gaps in literacy and mathematics.
At Peters Elementary, administrators reported the district’s adoption of DIBELS-8 for K–5 early literacy. The presenter said DIBELS-8 results showed a high share of kindergarten students entering “well below” or “below” benchmark (a combined 73 percent at the start of the year) while about 18 percent were at benchmark and 9 percent were above. The school also piloted ISL (i-Ready/EXL-style) math benchmarking for grades 1–2, with about 57.5 percent of those students on or above grade level.
Slatington Elementary’s composite DIBELS-8 results for grades 3–5 showed roughly 48 percent at or above benchmark and 52 percent below or well below. Presenters cautioned that direct historical comparisons are complicated because some grades were not previously assessed with the same tool.
At the middle school, administrators reported ELA and math ISL snapshots that highlighted reading-strategies as a priority. One presenter said vocabulary scores had improved year-to-year, but broader reading-strategy instruction remains the primary focus for upcoming professional development and enrichment.
At the high school, presenters shared two cohort views: one representing all students currently enrolled in ELA or math classes, and a second tracking the specific cohort slated to take Keystone assessments in January. For the tracked Keystone cohort, ELA and math distributions showed a majority of students in below or far-below categories for first-week benchmarks; the district intends a five-session mandatory intervention for Keystone testers in the weeks before January to target specific needs.
District leaders emphasized the data represent early, baseline snapshots taken as students were acclimating to new grades and programs. As one principal explained, the results are “a starting point” used to determine interventions such as in-class remediation, targeted enrichment during the district’s expanded “lunch and learn” period and coordinated department planning.
Administrators said teachers used recent in-service time to analyze district and national-comparison data and to create classroom-level and department-level plans. The district will continue to track progress at subsequent benchmark windows and report updates to the board.
The presentation closed with an invitation to review slides and videos on the district website and an assurance that the snapshot data will inform short-term remediation and longer-term curriculum alignment.
