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High-school diagnostics show many 'non-pinpointed' results; district targets attendance and course options
Summary
District staff reported that adaptive diagnostic testing (IXL) produced many 'non‑pinpointed' placement results because students did not spend enough time in the assessment; staff are addressing course placement gaps, exploring alternative math options, and using a new family-engagement position to target chronic absenteeism.
A staff presenter (speaker 7) reviewed high-school diagnostic results and explained that adaptive tools like IXL need sufficient student engagement to 'pinpoint' an instructional level. "It's adaptive until it can kind of pinpoint where your level is, but you have to be in it long enough," the presenter said, describing why many students appeared as 'non-pinpointed.'
Staff showed grade-by-grade patterns: a stretch of students in 'far below' and 'below' categories with relatively few in the middle range and noted that some older students are not enrolled in math classes (especially seniors on modified diplomas), which limits diagnostic coverage. Teachers are using IXL recommendations and assigning targeted lessons; staff also plan mid-year diagnostics with instructions to keep students in the assessment long enough for accurate placement.
On attendance, the presenter said the district is targeting chronic absenteeism (defined as attendance under 90 percent) and recently filled a TAC family-engagement position at the middle/high school to identify barriers and reengage students. Staff expect targeted interventions and outreach to improve attendance over time.
