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SAU 29 leaders flag gaps between competency grades and state testing
Summary
Board chairs and the superintendent discussed reliance on competency-based grades at the high school level, a timing mismatch with state SAS results, and the need for interim assessments and better calibration across districts.
At the March 25 meeting, SAU 29 board chairs and the superintendent discussed how locally developed competency grades and progress reports do not always align with state testing results, leaving gaps in measures used for the superintendent evaluation. The superintendent noted that the SAS/state test results come later in the year while evaluations require academic-progress information in April–May, so the SAU relies on three-times-per-year benchmark assessments for K–8 and is exploring high-school options.
"We have a three time a year benchmark assessment that we facilitate grades K to eight," the superintendent said, noting the difficulty of getting a consistent high-school volume for interim assessments. Board members raised concerns that competency grades at the middle and high school levels sometimes report a higher proficiency rate than state assessments, and staff said the district is working to calibrate rubrics and professional learning communities (PLCs) to align measures. Participants requested that Keene middle-school enrollment and performance data be corrected and included in the April report.
Members also discussed how the SAU records student effort. Staff said effort and work habits are recorded through the 'portrait of a graduate' and are visible on progress reports and report cards, though competency reports and state assessments measure different constructs and may not correlate directly. The group agreed to continue refining reporting and to consider assigning a data person to analyze crosswalks between competency scores and standardized results.
