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District presents first strategic-plan scorecard; officials flag ACT scoring irregularity and attendance focus
Summary
The district's director of continuous improvement presented the first annual strategic-plan scorecard covering pillars such as student engagement and achievement. Officials highlighted attendance (82% met the 90% threshold), a focus on math instruction, and an ACT scoring irregularity that prompted reissued scores.
At the July 13 meeting the School District of Superior presented its first full-year strategic-plan scorecard, a monitoring tool administrators said will be updated twice annually.
Kate Desch, the district's director of continuous improvement and assessment, walked the board through the scorecard organized by pillars: student engagement, growth and achievement, family and community partnerships, exceptional staff and financial responsibility. She said the scorecard uses benchmark year measures (grade 2, 4, 8 and 11) and assessment tools including FastBridge and state forward exams.
Desch highlighted attendance as a primary engagement metric: "This year, 82% of our students attended 90% or more of the days they should have been at school," she said, noting the district ties attendance to student belonging and achievement. She added that staff and family surveys were incorporated into the metrics and that response rates vary by building.
On assessments, Desch described a national ACT scoring irregularity: the ACT pulled scores and reissued corrected reports. "No student was going to receive a score lower," she said, adding that some students' scores increased. Desch said the district will continue to support families affected by the delay and will present finalized state comparison data when released in the fall.
Board members pressed on comparability to state averages and next steps to act on the scorecard findings. Desch and administrators said the district will use the card to guide building-level continuous-improvement plans and that work this summer has included grade-level curriculum review and coordination with instructional coaches.
The board accepted the Teaching and Learning Committee report and asked administration to continue reporting on scorecard updates and state-data comparisons at midyear.
