Somerset School District posts a 4-star report card; leaders outline 90-day actions to raise student growth

Sarah, the district assessment lead, told the board the state adjusted scoring this year to stabilize results after scale changes and that the report card uses multiple measures beyond test scores. “It is state law that we report out on the progress of how schools and districts are doing as a whole,” she said, and explained the report card weights for achievement, growth, target‑group outcomes and on‑track‑to‑graduation.

Administration reported the district overall score was 70.9, placing Somerset in the 4‑star “exceeds expectations” category. Sarah and other presenters emphasized that the DPI scale adjustment lowered achievement values statewide and made direct year‑to‑year comparisons less reliable. They noted the district’s achievement score rose slightly to 71.7 while district growth fell to about 60.3 in some measures; the state target for growth is 66.

Presenters reviewed building‑level data. Pam’s recorded elementary update showed a school score of 74.2 with achievement and attendance above state averages; she highlighted interventions such as Heggerty Bridge for phonemic awareness. Joe reviewed the middle‑school approach (target‑time interventions and an RTI framework) focused on vocabulary and key‑idea work. Trent summarized high‑school efforts including Spartan time and use of practice ACT results to target student goals.

The administration tied these efforts into the district strategic plan and 90‑day action steps: authentic performance tasks, expansion of CTE pathways, targeted professional development on assessment and building‑thinking strategies in math. Specific next steps include consolidating assessment practices in EduCLIMBER/WiseDash, continuing DPI/CESA assessment projects, and convening building leaders to monitor midyear evidence.

Board members pressed on interpretation and communication of the report card—how target groups are defined (bottom quartile by state assessment), how chronic absenteeism is measured (a three‑year snapshot; 10+ absences can count as chronic), and what parents see in mailed report packets. Administrators said much of the data window uses 2023‑24 assessment and attendance figures and committed to follow‑up on parent communication and practice ACT feedback.

The meeting closed the public portion of this item by noting the strategic‑plan actions will be updated next year with additional evidence; the board scheduled follow‑up and asked administration for clearer public‑facing explanations of what the report card numbers mean for individual students.