LPS 3rd graders continue to post strong reading CSAP scores overall;
This year’s results show fluctuation; work is still ahead
(posted noon, 5-1-08) Littleton Public Schools’ third graders had strong scores on this year’s Colorado Student Assessment Program (CSAP) reading test when compared to the state. Eighty-one percent of LPS third graders scored proficient or advanced on the 2008 CSAP reading test, compared to 70 percent at the state level. Even so, the district continues to believe that scores could – and should – be higher.
Scores continue to fluctuate at a number of schools. This is common particularly at smaller schools where one or two scores can greatly impact the overall percentage. The fluctuations are larger than LPS has experienced in the past. However, most remain in a normal range, with the exceptions of those at a couple of schools.
- Pockets of schools are doing well
- Seven schools’ scores increased from last year; 10 decreased from last year
- Four schools are scoring 90 percent or higher proficient and advanced: Ames, Littleton Academy, Lenski, and Wilder.
- Littleton Academy has the highest scores, with 98 percent scoring proficient and advanced
- Whitman experienced the largest gains, with an increase of 10 percentage points over last year
- East experienced the largest drop, with a decrease of 22 percentage points from last year
- No students scored unsatisfactory at Littleton Academy, Sandburg, and Wilder
LPS continues to strive to close the gap in student achievement. This year’s scores provide evidence that these interventions are working; the gap in student achievement for economically disadvantaged students has begun to decrease.
“Many scores remain high. Others declined, as we anticipated they would do. This data confirms what we predicted about needing a strong literacy framework and why we are putting these strategies in place, “said Superintendent Scott Murphy. “We look forward to watching these interventions as they make a difference for kids.”
These interventions center on a systemic framework for teaching literacy, which includes a pyramid of interventions that provides additional time in reading instruction for students who need it the most, increased resources and staff development, and a summer institute for teachers for literacy professional development.
“Everyone is working vigorously to help students achieve more,” said Connie Bouwman, assistant superintendent of learning services. We are focusing our attention on the interventions we have put in place to help students achieve at higher levels.”
CSAP is one of several assessments LPS uses to measure student progress. As a district, LPS has an achievement goal that states, 90 percent of all students will be on or above grade level in reading, math, writing, and science by the end of the 2011-2012 school year. The achievement gap in student performance will be cut in half by the end of the 2009-2010 school year. CSAP, along with other assessments like Measures of Academic Progress (MAP), as well as classroom grades, are used to determine grade level performance. Currently, 78 percent of all LPS students are performing on or above grade level.
This year’s scores are preliminary and subject to change due to the fact that the student biographical data verification process has not occurred. Final data will be available at the end of July with the release of the other content area and grade level results.