Board confronts declining state assessment results and persistent achievement gaps

District leaders presented state assessment results and a broad discussion followed about persistent achievement gaps, staffing shortages and possible next steps.

Jennifer Roberts, director of teaching, learning and innovation, framed the presentation as a review of the South Dakota Department of Education report card, calling the data “lagging” indicators that show how the system performed in the previous school year. “This data is what we call lagging data,” Roberts said, and then walked trustees through ELA and math cohort results, subgroup breakdowns (by ethnicity, poverty and disability), and changes stemming from statewide testing transitions.

Key findings and district response: Roberts and other leaders noted growth in early grades — which they associated in part with junior kindergarten and recent literacy investments — but also a drop in some composite measures, especially in math. Jennifer Roberts reported a district completer rate of 85 percent when counting five‑year completers and GEDs. Dr. Thompson described pilot behavior strategies (daily behavior huddles) and a planned mindset/mental‑health conference intended to support student well‑being.

Board reaction: Trustee Walt Swan delivered an impassioned call for action focused on Native student outcomes. “I’m tired of seeing the gap,” Swan said, urging a task force and concrete, prioritized steps rather than repeated annual reviews. Other trustees asked for data‑driven options such as adding junior kindergarten slots, increasing targeted interventionists, strengthening PLC implementation fidelity, and considering compensation and facilities as levers to retain and recruit staff.

District leaders’ constraints and proposals: Dr. Thompson and Dr. Strasser said staffing shortages (particularly interventionists) limit the district’s ability to expand small‑group instruction immediately, and that some interventions have not yet been fully implemented. They proposed closer monitoring of leading indicators, continued PLC work, and targeted investments where research shows the greatest leverage, including early childhood and literacy. Trustees suggested creating a task force, gathering research on optimal staffing ratios (counselors, interventionists), and exploring a bond to address facilities and long‑term priorities.

Next steps: Board members asked administration to assemble clearer cost estimates and options — e.g., how many interventionists or literacy specialists could be hired under different budget scenarios — and to return with a plan for prioritized, measurable actions and regular monitoring.