District reports SAT gains and mixed ISAT/IRI results; leadership cites math curriculum and dual-language context

The Blaine County School District presented multiple end-of-year student achievement datasets at its June 10 meeting, reporting a districtwide increase in SAT mean scores among juniors but mixed results across state assessments and strong early-grade screening gains.

Assistant Superintendent Johnson told the board the district SAT mean score increased from 949 in 2024 to 973 this year and that “27% of students met college readiness benchmarks in both evidence-based reading and writing and math,” with 62% meeting at least one benchmark. Johnson emphasized stronger performance in evidence-based reading and writing and continuing work needed in math.

At the state ISAT assessment (grades 3–8 and 11), staff reported district-level percentages of advanced/proficient as 46% in English language arts, 37% in math and 40% in science for 2025; that compares with 2024 figures of 51% ELA, 36% math and 43% science. Johnson and other staff attributed the ELA decline in part to the district’s high share of English-language learners and to curriculum-cycle timing; they said a district ELA curriculum adoption is under way.

District leaders highlighted positive signs in math: small districtwide math gains, stronger cohort growth in several tested grades, and adoption of a new K–8 math curriculum this year. Johnson said the math adoption and sustained grade-level professional collaboration helped many grades meet the district’s continuous improvement goals.

Early-grade screening results (Idaho Reading Indicator, IRI, and a locally selected early-math fluency screener) showed substantial gains in kindergarten through second grade. On the IRI, kindergarten tier‑1 (on-grade-level) reading was reported at 76% and first grade at about 59%. For early math, the district reported roughly 80% of kindergarteners and 79% of first-graders at grade-level on the early-math screener; staff cautioned that local screeners are not perfectly comparable with the higher-stakes ISAT but described the results as encouraging.

For the ACCESS test, which measures English-language-development growth, the district reported an 11% exit rate (students reaching the proficiency threshold and exiting services) and that 40% of language learners met their individual growth goals; staff said combined with near‑misses this produced roughly 67% of English-language learners meeting or nearly meeting growth targets—above statewide averages on growth measures.

Trustees asked about test participation, statewide practice for SAT administration and the district’s use of AI-assisted analysis tools. Johnson explained the district still administers the SAT to all juniors (a local graduation requirement previously required by state rule for a period), whereas many districts administer SAT on an opt-in basis. Johnson said the district uses analytics tools to help identify curricular pacing and standards gaps and that teams of teachers will use the data to adjust instruction.

District leaders said they will continue to use the SAT and vertical/cohort data to monitor progress and align curriculum, with focused attention on algebra and middle‑school vertical alignment to address persistent math gaps.