Westlake reports preliminary 2024–25 state report card: overall 4.5 stars, large gain in gap-closing

Westlake City Schools officials on Sept. 8 told the board the district’s preliminary 2024–25 Ohio school report card shows an overall 4.5‑star rating and notable gains in subgroup performance.

District leaders said the district’s gap‑closing component rose to 88.6 in 2025 from 67.2 the prior year. Officials reported an overall performance index point total of 100.681 this year compared with about 99.91 last year. Achievement remained high across most grades, and the graduation rate was reported near 97 percent (97.1 for the four‑year rate, 97.3 for five years).

The presentation — led by Superintendent Dr. Goggin and delivered by Associate Superintendent Amanda Muntelman and Paul Wilson, director of academics for grades 7–12 — stressed that the data discussed were preliminary and scheduled to become final on Sept. 15. Staff emphasized that some measures on the state report card were measured differently than in prior years, which complicates year‑to‑year comparisons.

Why it matters: the Ohio Department of Education report card determines component star ratings used by families, staff and external evaluators and can affect public perception and district planning. Board members and staff said the district will continue monitoring value‑added and student‑level data that become available in October.

Key details and district response

- Components and ratings: Officials said achievement and graduation remained strong (achievement reported as five stars on the portion cited in the presentation). Progress measures that were rated in prior years are now folded into gap‑closing; the district’s gap‑closing score improved materially to 88.6, which staff characterized as “huge growth.”

- Performance index: Staff reported a raw performance index of 100.681 for 2025 and cautioned that percentage comparisons are affected by a changing denominator the state sets year to year (the denominator is based on an average of top schools’ points).

- English learners and subgroup gains: The district highlighted a large increase in ELL proficiency: staff said percent proficient for the ELL subgroup rose from about 19% to 38% year over year, and they credited coordinated supports and the ELL department.

- Early literacy: Early literacy remained at four stars under the district’s report, but staff explained the methodology changed. Because of test‑and‑measure shifts (including reading subscore rules and how alternate assessment results are counted), the district’s third‑grade proficiency percentage fell from 81.9% (prior reporting) to 78.9% on the new measure; staff said if prior‑year counting rules had applied the district’s literacy score would have been roughly 84% and a five‑star equivalent.

- College, career and military readiness (CCMR): This area was rated for 2025 for the first time after previously being marked NR. The district said the CCMR component for the class used (the graduating class of 2024) produced a 3‑star result; staff described a new, districtwide tracking spreadsheet and a suite of actions (additional apprenticeship and credentialing opportunities, ACT administration, West Shore partnership, business advisory coordination and tracking of ACT/SAT/dual‑credit/AP outcomes) intended to raise the rating for future cohorts.

Interventions and programs cited

- MTSS (Multi‑Tiered System of Support) implementation extended through grade bands beyond elementary school and a daily targeted intervention block to progress‑monitor struggling students every two weeks.

- CKLA (year two of implementation) and a 30‑minute daily reading intervention block for students identified as struggling.

- A targeted math intervention pilot using Zearn for grades 3–8 after grant/approval; selected double‑period math classes at the high school to allow more in‑depth instruction.

- Continued focus on gifted identification, now including creative‑thinking measures; staff noted a threshold of 15 identified students per grade band is needed for the state to award points in that category.

Data next steps

Staff said value‑added growth data will be available in October and will give more precise student‑by‑student growth information. The district also plans to maintain and expand the CCR tracking spreadsheet that counseling, high‑school staff and an AIMS coordinator (Jackie Massa) will populate and verify.

Board response and outlook

Board members asked for clarifications on how new measures and alternate assessments affected proficiency and promotion counts. District leaders said they will share the presentation materials with the board and continue to provide monthly updates; staff repeatedly framed recent gains — particularly in gap‑closing and ELL outcomes — as the result of targeted interventions and improved data practices.

The district did not propose any immediate policy changes at the meeting; staff emphasized continued monitoring and use of October value‑added data to guide next actions.