Superior School District presents strategic-plan scorecard; attendance and math singled out for monitoring

At the Jan. 12 meeting the district’s director of continuous improvement and assessment (identified in the meeting as Robin) presented the district's strategic-plan scorecard, describing the framework, pillar metrics and the planned reporting cadence.

Robin said the scorecard organizes reporting around several pillars — student engagement, growth and achievement; student belonging and engagement; family and community partnerships; and financial responsibility — and that the board will receive updates twice a year. For academic achievement the district will report FastBridge math composites at key grades (second, fourth and eighth) and ACT composite scores for juniors.

On attendance, Robin reported that as of December 2025, 82.7% of students were attending 90% or more of their enrolled days year‑to‑date. Board members asked for the data to be disaggregated by level (elementary, middle, high) and by school to identify concentrated absences and guide interventions; Robin agreed that deeper drilldowns and periodic reporting by school and grade would be added to regular updates.

Robin also described planned changes to perception surveys (staff, student and family) to include measures of whether students feel seen, valued and heard; she noted the district revamped exit and stay surveys for staff and that early feedback from four exit‑survey respondents showed 100% would recommend the district as an employer.

Board members and the director discussed the limits of district‑level metrics for operational decision‑making and emphasized the need for principals and PLCs to continue feeding granular, actionable data into the scorecard. The director said the scorecard would be updated as new spring assessment data arrive and that additional analysis would be provided in the annual report.