District receives updated health & safety guidance for school reopening. Learn More HERE.
We use aimswebPlus, a universal screening, benchmarking, and progress-monitoring tool from Pearson, to assess literacy and math proficiency in grades K-5. These assessments help identify students who are meeting grade- and term-level benchmarks as well as those who may need additional support. This post explains aimswebPlus administration and scoring, as well as how we use the data.
This brief analyzes the percentage of students who were reading in Tier 1/At Target by Special Education status, grade level, and primary disability in Winter 2020-21.
This 24-page report compares performance in reading and math assessments for the same set of students over time. The main metric used in this report is the National Percentile Rank (NPR). NPR is a norm-referenced measure that compares student performance to a national sample of students.
These four slide decks provide District-level overviews of student performance on the Winter 2020-21 aimswebPlus and Star assessments in ELA/Literacy and Math.
In order to track student progress more frequently than the once-per-year PSSA, SDP has identified within-year “leading indicators” of student performance. We find that, in order to reach the goal of 62% proficiency on the PSSA, there must be an increase in the percentage of students in grades K-3 (both overall and by student subgroup) who score at or above grade-level on aimswebPlus, the Districts’s within-year reading assessment.
In spring 2020, the Office of Research and Evaluation (ORE) administered an end-of-year survey to the 38 SDP Reading Specialists. ORE received 34 completed surveys (a response rate of 89%), and the surveys included 268 open-ended comments. This 17-page brief provides an overview of findings, including representative open-ended comments, from that survey.
The data included in this 21-page brief are a system-level summary of school performance according to the modified 2019-20 End-of-Year Reports.
This 38-page report examines the literacy performance of K-3 students receiving the T3 Teach Plus intervention prior to implementation (2016-17) and two years after implementation (2018-19). It also compares the performance of students in T3 schools to that of students in matched comparison schools.
This report examines one aspect of the differences between Fall 2020 and Fall 2019: participation and performance on formative assessments in reading and math.
A short summary of research that supports shifts in SDP’s revised early literacy framework (PreK-Grade 3).