Littleton Public Schools Preliminary CSAP third grade reading scores increase
65% of schools’ scores improve; 82% overall scoring proficient and advanced
View the scores.

Littleton Public Schools’ third graders had improved scores on this year’s Colorado Student Assessment Program (CSAP) reading test. Eighty-two percent of LPS third graders scored proficient and advanced this year, up three percentage points from 2006. Colorado’s statewide percentage scoring proficient and advanced went up one percentage point from 2006.

Improvements were substantial in some areas, and declines were minimal. Eleven school’s scores improved from last year. Increases were from two to 15 percentage points over those in 2006—eight schools’ scores increased by more than five percentage points. Six school’s scores declined from those last year. But, those declines were between one and five percentage points.

Most notably, 3rd graders in six schools are scoring 90 percent or higher proficient and advanced. Wilder Elementary School 3rd graders posted the highest reading scores this year with 98 percent scoring proficient and advanced.

This year’s scores also show that improvement is being made in areas of focus:

• This year, 14 schools are scoring at or above the state average. This is the third year in a row in which that number has increased.
• No students scored in the unsatisfactory category at Centennial Academy, Littleton Academy, Littleton Prep, Franklin Elementary, and Wilder Elementary.
• Boys’ scores rose close to the level of girls’ scores this year, nearly eliminating the performance gap between genders experienced in previous years.
• Students’ scores in the subgroups of “Hispanic”, “White”, “Economically Disadvantaged” and “Students with Disabilities” are up from those last year.
• Students in the “Gifted and Talented” subgroup scored eight percentage points higher in the advanced category than a year ago.
  
  “We are very encouraged by these scores. They indicate to us that our early interventions continue to make a difference,” said Connie Bouwman, assistant superintendent of learning services. “We started using the Measures of Academic Progress (MAP) assessment tool two years ago. It provides teachers and parents with immediate, in-depth information about individual student strengths, and it helps identify students who would benefit from additional help. Students who struggle are now getting that help right at the beginning of the year, and that seems to be working.”
  
  Early intervention programs include Guided Reading teaching practices, which are being used throughout the district, and the Early Literacy Intervention program, which identifies students with needs and provides intensive help as early as kindergarten.
  
  While this year’s scores give LPS many reasons to celebrate, there are still areas for improvement. Performance gaps still remain between the larger 3rd grade student population and some 3rd grade subgroups—most notably a number of ethnic groups, “Economically Disadvantaged”, and “Students with Disabilities”.
  
  Through the school improvement process, several buildings are piloting various strategies and programs to help close these gaps. These strategies include research-based reading intervention programs such as a flooded guided reading model where all students receive an additional 30 minutes of small-group reading instruction.
  
  “We want every child to achieve at high levels. I cannot stress enough how committed our Board of Education, teachers, administrators, and parents are to increasing overall student achievement,” said Scott Murphy, Littleton Public Schools superintendent. “We’ve made some great progress toward our achievement goal, and much work remains. Clearly, our focus is pointed in the right direction.”
  
  Many variables factor into student performance. CSAP is but one tool educators use to measure student progress.
  
  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.