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Superintendent: district attendance improved, boosting funding projections; mixed test results prompt targeted math interventions
Summary
Superintendent Megan Bybee and administrators told the board average daily attendance rose, increasing the district's projected support units and funding; assessment reports showed growth in reading but weaker math growth, and the district described interventions including Imagine Math and an added CAM intervention class.
Superintendent Megan Bybee and principals told the Teton County School District Board of Trustees the district’s midterm attendance and assessment results show mixed but actionable trends for 2025 budgeting and instruction.
Attendance and funding: Bybee said midterm average daily attendance (ADA) reporting shows an increase of 50 counted students compared with the midterm a year earlier. That rise translates to a projected increase of about 1.83 support units (classification in the state salary-based apportionment), and a projected total increase of roughly 5.5 units compared with the prior midyear projection. Bybee noted the district’s protective unit — a smoothing factor used after COVID-era changes in attendance counting — fell from about 3.95 last year to 0.27 this year. She emphasized that the midterm projection is not final and final allocations will reflect best 12- and 28-week averages.
Bybee explained what a support unit represents in staffing terms: roughly 1.1 certified staff members plus portions of pupil personnel, administration and classified staffing — information the board said will inform budget planning for next year.
Assessments and growth: Administrators reviewed K–3 Istation (IRI) results and Star assessments for grades 4–8. Key figures presented: - On STAR reading (fall to winter growth), 61% of students who took both tests showed growth at or above the 50th national growth percentile; for the Spanish administration the comparable figure was 68.6%. - On STAR math, 63.3% of students who took the English test showed growth at or above the 50th percentile; 52.7% of students who took the Spanish math test met that benchmark.
Administrators cautioned that growth measures vary by assessment, test timing and which students took both fall and winter tests; some middle-school numbers were missing because of scheduling shifts tied to trimester schedules.
Instructional response and interventions: The board heard about ongoing and new interventions intended to raise math achievement. At the middle and high school level, the district is using Imagine Math during advisory time (twice weekly 30-minute sessions) to deliver individualized, standards‑aligned practice; administration reported about 10,500 Imagine Math “intervention units” passed so far and an average of about 23 intervention units per participating student. The district also changed a former replacement math class (CAM) into an additional intervention class taken alongside grade-level math; that class is intended to be fluid so students move in and out as they demonstrate readiness.
Administrators said reading interventions and recent districtwide dyslexia training have shown stronger reading gains than math gains. They noted that math gains often fall over the summer and that family-facing supports (math nights, family games) are part of plans to increase home engagement in math practice.
Next steps: Administrators asked the board to consider these trends in the upcoming budget cycle, noting attendance-driven funding changes affect staffing capacity. They said they will continue refining presentation graphs (adding captions and clearer axes) so school- and classroom-level teams can use the data for grade-level and individual student planning.
No formal board vote was taken during the assessment presentation; the item was informational, and board members asked staff to supply class‑size data and more readable charts for future meetings.
