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District reports steady SAT and strong K—6 reading gains; ISAT growth goals met in multiple grades
Summary
Assistant Superintendent Johnson presented unofficial SAT results that track cohort growth and ISAT data showing districtwide 2% growth goals met across several grades; the Idaho Reading Indicator (AMRA) showed spring proficiency for about 86% of eligible kindergarteners and 77% of eligible first-graders.
Assistant Superintendent Johnson presented three assessment reports at the June 9 meeting: SAT results for juniors, ISAT growth and Idaho reading indicator (AMRA) results for early grades.
SAT: Johnson said the district administers the SAT to all juniors (rather than relying on optional test takers), which changes the cohort context. The district's SAT results for the tested cohort were slightly lower than the previous year's cohort but remain within the district's five-year average. Johnson urged focusing on cohort growth (PSAT in 9th and 10th grade to SAT in 11th grade) and noted the cohort showed expected year-to-year growth; mathematics remains an area for continued attention.
ISAT and WIGs: The district's leadership set three Wildly Important Goals (WIGs) tied to the strategic plan: 2% year-over-year growth for grade-cohort performance. Johnson reported the district met its aggregate 2% growth goal across ELA, math and science, with several grade-level gains exceeding targets and others within a small fraction of the goal; school-level analysis will drive targeted interventions.
Idaho Reading Indicator (AMRA): The district reported a notable improvement from fall to spring in early-literacy screening: about 45% of kindergarteners tested at grade level in the fall screening and about 86% of eligible kindergarteners were reading at grade level in spring; about 77% of eligible first-graders tested at grade level in spring. Johnson described the shift as significant and said it will change how summer programming spots are targeted.
Context and next steps: The data presented are unofficial pending state validation processes that may change results slightly. District leaders said that data will inform curriculum and intervention planning, resource allocation and professional development in the coming year.
