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Quick Summary / AbstractThe Board will notify the audience that the Board meeting will be audio-taped, broadcast, and recorded for the District's Recording Channel.
Item details
Quick Summary / AbstractEducational Services will provide the Board with an overview of the district's assessment system and the structures used to turn student evidence into instructional action. The study session connects i-Ready, classroom and curriculum assessments, early-literacy screeners and diagnostics, and Professional Learning Communities (PLCs). The central message is that no single assessment determines a student's need: teachers use multiple measures to identify who may need support, diagnose the specific skill gap, plan instruction or intervention, and monitor the student's response.
RationaleThe purpose of the study session is to clarify how assessments serve different but complementary functions and how PLCs support consistent, timely responses across schools. The district is strengthening a cycle of inquiry in which educators establish SMART goals, review common formative evidence, adjust Tier 1 instruction, provide targeted intervention or enrichment, and monitor progress every four to six weeks. This work supports LCAP Goal 3 by improving academic outcomes and supports Goal 1 through a coordinated multi-tiered system of support. Redwood City Assessments i-Ready diagnostics, curriculum assessments, daily checks, foundational-skills measures, oral reading fluency, ELD assessments, ELPAC, and CAASPP are used at different points for screening, diagnosis, progress monitoring, and summative review. i-Ready: At-grade-level performance and growth are related but distinct. Typical Growth reflects expected annual progress; Stretch Growth is an accelerated target intended to help students below grade level move toward proficiency. Improving i-Ready performance is expected to support stronger CAASPP outcomes, while the measures are not interchangeable. Professional Learning Community (PLCs) : Monthly grade-level PLCs in 2026-27 focus on common assessments, student work, progress monitoring, instructional adjustments, and targeted supports or extensions. Eight schools receive targeted Solution Tree coaching; Kennedy, Henry Ford, and Garfield receive onsite and virtual support, while McKinley, Roosevelt, Hoover, Adelante, and Orion receive virtual support. Early Literacy: BPST and Aprendo provide specific foundational-skills information for English and Spanish literacy instruction. Multitudes is a universal K-2 screener that identifies students who may be at risk; it does not by itself assign a student to intervention Curriculum: Benchmark/ Adelante include interim, weekly, quick-check, and unit assessments. Illustrative Mathematics includes daily Cool Downs, mid-unit checkpoints, and end-of-unit assessments; digital dashboards can show performance by standard. Baseline Data Highlight The 2025-26 Multitudes baseline included 2,464 K-2 students. Overall, 1,703 students (69.12%) were on target and 761 students (30.88%) were identified as needing additional review or support. Results were similar by assessment language: 69.40% on target in English and 68.37% on target in Spanish. By grade, 71.50% of kindergarten students, 65.22% of first-grade students, and 70.49% of second-grade students were on target. Site and student-group results will be used to focus on follow-up analysis and instructional planning. District Response and Next Steps Use Multitudes to identify who needs a closer review, then examine classroom evidence, teacher observations, and diagnostic results such as BPST or Aprendo to determine the specific skill need. Provide targeted Tier 1 differentiation or Tier 2 support based on the identified skill, and monitor progress to determine whether the student is responding. Continue monthly PLC cycles with common goals, assessments, and progress monitoring; principals and Solution Tree coaches will support consistent implementation. Use Benchmark/Adelante interim assessments and Illustrative Mathematics checkpoints to strengthen standards-based planning, reteaching, intervention, and enrichment. Transition from Literably, which has been discontinued, to i-Ready Oral Reading Fluency for students in grades 2 and 3 during 2026-27.
Financial ImpactThere is no additional impact on the General Fund. All associated personnel (MTSS TOSAs, software tools (i-Ready, School Status, Powerschool Analytics), school curriculum and professional development (San Mateo County TFI 3.0 training) are fully budgeted under current LCAP Goal 1 allocations.