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RSU 38 presents ESSA year‑end results showing strong elementary gains, middle school shortfalls
Summary
A district staff presenter told the RSU 38 board that elementary grades outperformed the state and the district exceeded its math aggregate target (58.9%), but middle school—especially grade six—fell below goals; preliminary FY27 federal allocations total about $241,000 and Title One will continue to fund interventionists.
A district staff member presented RSU 38’s year‑end Every Student Succeeds Act (ESSA) report and preliminary FY27 federal allocations, highlighting divergent achievement across grade levels and a tentative plan to direct limited Title funds to interventionists, family engagement and professional development.
The presenter said the district exceeded its math aggregate target, reporting 58.9% of students at or above state expectations in math, and reached a reading aggregate of 71.6%. “We exceeded the 55% aggregate. We came in at 58.9,” the presenter said, while noting that middle‑school grades six through eight remain below the district floor the board set. The presentation flagged grade six math as a particular concern — “grade six finished at 36%,” the presenter said — a 37‑point drop from grade five to grade six within the district.
The presenter framed the results as two stories: an “exceptional” elementary performance (grades 3–5 running 16–19 points above the state in math) and recovery work needed in secondary grades. Reading outperformed the state at every tested grade, but math performance showed a sharp dip entering middle school. The report included MAP growth assessment results for grades not covered by the state exam (kindergarten, grades 1–2 and grade 9) and a spring 2025 science baseline to guide a proposed 2026–27 science goal.
Attendance and chronic absenteeism were also raised as priorities. As of June 1 the presenter said chronic absenteeism stood at 16.8%, up roughly four percentage points year‑over‑year. “Reducing chronic absenteeism will be a top priority in 2026 to 27,” the presenter said, noting the concentration of the problem in high school, particularly grade 12.
On funding, the presenter described a preliminary FY27 federal entitlement just under $241,000 — about $5,000 below FY26 — and underscored that Title One comprises the largest share and funds most K–5 math and literacy interventionist positions. “With Title One down only slightly, our current staffing model holds,” the presenter said, while cautioning that figures are preliminary until the state confirms allocations.
The administrative team proposed three spending buckets for FY27: (1) interventionist support funded primarily by Title One; (2) family engagement programming under Title IV/Title V; and (3) professional development focused on middle school math, district literacy, science PD and behavior and attendance supports.
Board members were invited to submit feedback to the superintendent by June 10. The presentation closed with the district planning intensified grade‑level supports for the flagged cohorts and further refinement of targets at an administrative summer retreat.
The board did not take formal action on the proposed FY27 allocations at the meeting; the presenter characterized the figures as preliminary and subject to state confirmation and the board’s budget process.
