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District presents first annual scorecard showing progress on Portrait of a Learner and four levers
Summary
District staff reviewed a new one-page annual scorecard intended to measure strategic‑plan progress, reporting teacher implementation, midyear assessment results and metrics for STEAM, class size and staff participation in professional learning.
Del Mar Union School District staff presented the district’s first annual scorecard at the July 22, 2025 board meeting, describing it as a one-page, interactive report built with Learner Centered Collaborative to measure strategic-plan progress and illustrate outcomes for the Portrait of a Learner and the district’s four strategic levers.
Allison Bieber (district staff) described the scorecard’s key metrics: teacher implementation of Portrait-of-a-Learner lessons, student reflections, midyear benchmark results, the reach of Cultures of Thinking professional learning, STEAM minutes, class-size ratios, and modernization progress. “Seventy percent of classroom teachers reported teaching two lessons and 93 percent taught at least one,” Bieber said, reading survey results compiled for year two of the plan. On student achievement, the presentation cited midyear i‑Ready results showing 80 percent of students at or above benchmark in English language arts and 79 percent at or above benchmark in mathematics (midyear benchmarks).
The scorecard also lists participation and access metrics: 100 percent of K–3 students were reported to receive 120 minutes per week of STEAM-plus instruction and 100 percent of grades 4–6 received 180 minutes per week; 98.8 percent of K–3 classrooms met the target ratio of 22:1 or lower; the district reported 215 professional-learning opportunities for staff during the year. Bieber told trustees the scorecard will be posted on the district website under the strategic-plan link and will include dynamic links to more detailed materials such as the Portrait-of-a-Learner progressions.
Board members asked detailed questions about measurement and next steps. Several trustees pressed for more evidence of program impact rather than counts of offerings — for example, whether STEAM minutes correlate with measurable student outcomes and how the Portrait‑of‑a‑Learner competencies will be sustained beyond initial lessons. Bieber said the progressions (grade-span “I can” statements tied to competencies) will be shared with staff before being posted publicly and that the district will finalize priority actions for 2025–26 at a design-team meeting on Sept. 4; those priority actions will drive scorecard metrics for the coming year.
Ending: The board welcomed the transparent format and asked staff to consider making the scorecard more prominent on the district website. Staff said the online scorecard will be the district’s primary public view of annual strategic‑plan progress.
