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. This 12-page brief explores two related research questions:

1. How did students perform on the various subtests that make up the composite assessment for aimswebPlus?
2. What does subtest performance reveal about students’ literacy skill levels? Where are students performing well, and where are potential areas of growth?

We found that a student’s composite scores masks important information about performance on subtests that assess specific foundational literacy skills. Two areas where attention is needed to support student improvement include LNF in Kindergarten and ORF in first, second, and third grades.