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Merton ranks among top three in feeder districts; board reviews newly released Forward scores
Summary
At a Sept. 29 meeting, district staff reviewed newly released Forward assessment results showing Merton ranked among the top three feeder districts across core subjects, with particular strength in science; staff cautioned against reading single-year shifts as long-term trends.
District administrators told the student achievement committee on Sept. 29 that the recently released Forward assessment results place Merton Community School District in the top three among its Arrowhead feeder districts in core subjects, with science singled out as a notable strength.
The presenter reviewed the Forward performance-level descriptors (developing, approaching, meeting and advanced) and showed trend lines dating back to 2018–19, noting the expected COVID dip in 2019–20 and a subsequent rebound. The presenter said the district “was number 2” in several comparisons and described science proficiency as particularly strong, while math and ELA also ranked in the top three.
Committee members probed grade-level detail, with attention to a flat or slightly down trend in 6th-grade ELA and a noted dip in some 6th-grade math cohorts. The presenter observed that staffing disruptions — including a coaching position temporarily serving as a classroom teacher because the district could not secure a long-term substitute — could affect year-to-year results and that single-year changes do not necessarily establish a multi-year trend.
The committee discussed how to use the district data dashboard to track priorities and whether to keep current indicators. Administrators said the dashboard will reflect the Forward proficiencies and asked the committee for guidance on whether to retain the same targets or modify them; the standing district target remains to be among the top three comparable districts for ELA and math.
Board and staff members emphasized that assessing instructional materials and classroom practice will be part of next steps; they described continuing work on curriculum adoption, small-group instruction and interventions aimed at sustaining and improving growth.
