On December 5th, the Board will hold an Action Meeting at 4 p.m. Find materials here.
Preliminary eligibility statuses for School Selection are now available.
Log in to your application to view results, and learn more about the Review window HERE.
Participate in the Facilities Planning Process – Take the Feedback Survey or Attend a Community Conversation.
The District uses aimswebPlus assessments to monitor K-3 math progress on the Leading Indicators. This brief explores two research questions to better understand K-3 aimswebPlus student performance
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 report summarizes Math PSSA performance across four years (2015-16 through 2018-19). In general, performance across the four years was characterized by incremental year-to-year improvements.
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.
An outline of all major assessments that SDP students take in grades K through 12 during the 2020-21 school year.
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.
This report examines one aspect of the differences between Fall 2020 and Fall 2019: participation and performance on formative assessments in reading and math.
In July 2019, we published a brief on “summer” learning loss from 2015-16 to 2018-19. This brief updates and extends those analyses by adding a fourth “summer” of information about K-2 independent reading levels and examining student performance by demographic characteristics, Special Education and English Learner status, and zip code of residence.
This brief analyzes SDP progress by student performance level, rather than score; that is, we look at how many students moved across performance levels from one year to the next.