Vermillion district reviews state assessment results, plans targeted supports after mixed scores
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Summary
Superintendent and administrators presented district and school-level assessment data showing strengths in middle school and science, weaker results in math at the high school and disparities between one elementary school's ELA and the district average; the board discussed resources, interim assessments and training to address flagged subgroups.
Vermillion School District 13-1 officials reviewed recent state assessment data and outlined next steps to address gaps across grade levels and student subgroups.
At the board meeting, administrators presented a snapshot comparing school, district and state averages. One elementary school's English language arts (ELA) average was reported at 39 percent versus a district average of 52 percent and a state average of 52 percent. Elementary fifth-grade science proficiency was reported at 46 percent for that school, with a district average of 53 percent and a state average of 44 percent. Middle school averages were described as above both district and state: ELA 59 percent, math 45 percent and science 56 percent. At the high school, presenters said ELA has been the program’s strongest area (upper 60s), while math lagged (about the mid-30s) and science held steady around the mid-50s.
District leaders warned the switch to the ACT as the state assessment for juniors may lower the overall school average by an estimated two to three percentage points because a broader population of students will be tested. The board was told that test mechanics — including the digital platform and students’ familiarity with item types — affect scores in addition to content knowledge.
Administrators described next steps: producing a three-year trend report to identify specific gap areas, using interim-assessment banks on the state portal to target weak strands, bringing teachers to assessment workshops, and running focused short-cycle assessments to check progress. The district also noted that two subgroups (one at the elementary level and one at the high school) did not meet state targets last year and will be the focus of additional supports and state-provided training.
Superintendent Dr. Elvie emphasized that assessment data are one piece of a larger picture — noting district honors students and other performance indicators — and framed the work as aligning instruction, resources and professional development to raise outcomes where needed.
The board received the report and directed staff to continue data review and follow-up; no policy changes were adopted at this meeting.