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District reviews assessments, i-Ready rollouts and Dual Language Immersion outcomes
Summary
Staff reviewed assessment data and intervention plans, discussed i-Ready and progress-monitoring strategies, and highlighted Dual Language Immersion (DLI) trends and a new language acquisition specialist hire to support Spanish biliteracy.
District staff presented assessment dashboards and explained the green/yellow/red proficiency bands used to target interventions. The presentation emphasized that adaptive interim assessments (i-Ready) and progress monitoring would guide intervention placement and teacher training. Staff noted limitations at the high school level for longitudinal proficiency tracking and discussed potential tools for K–8 assessment continuity.
On the Dual Language Immersion program, staff said early lags in English-reading proficiency are typical because students learn two languages initially, with gains expected as language allocation shifts toward 50/50 by 4th grade. "By the time they get to 4th grade, you'll see those skyrocket," a staff member said. The board also heard that the district hired a language acquisition specialist using federal funds to support DLI instruction and explore Spanish proficiency assessments (STAMP) to measure biliteracy.
