Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Outcomes topic
No spam. Unsubscribe anytime.
Board reviews outcome-monitoring report on graduation rates, dual credit and credentials
Summary
Superintendent Murphy and academic leaders presented Outcome 2 monitoring data showing high district graduation rates, increases in dual-credit participation and industry credentials; the board discussed performance-based graduation pathways, equity gaps, and schools identified for improvement.
Superintendent Murphy and teaching-and-learning leaders presented the board’s Outcome 2 monitoring report — focused on academic and life skills for postsecondary and career readiness — at the Olympia School District Board of Directors meeting on Jan. 23.
The presentation covered multiple indicators: on-time and extended graduation rates, dual-credit participation (including Running Start and associate degrees earned), industry-recognized credentials earned in CTE classes, assessment results (MAP and SBA), and implementation of a performance-based graduation pathway and comprehensive K–12 counseling systems.
Murphy said the district’s on-time graduation rate is high and that the district’s goal remains 100 percent, noting the 4-year rates and extended rates are above state averages. He told the board the district seeks to raise English language arts proficiency from a composite 59 percent to 79 percent and described subgroup targets for students impacted by poverty and students with disabilities.
The presentation included specific program and outcome counts: staff reported that between October 2023 and December 2024 a solar project at Thurgood Marshall Middle School generated 187,878.8 kilowatt-hours and produced savings that will allow $13,300 in donations to seven local nonprofits (a portion described as $12,376 to Homes First). For academics, the district reported that 148 students in last year’s cohort graduated with both an Olympia School District diploma and an associate degree (many through Running Start); 32 students earned the International Baccalaureate diploma; and first-semester work produced 254 industry-recognized certifications in manufacturing, health sciences and other CTE areas.
District staff described the performance-based graduation pathway, a state-aligned option that lets students demonstrate standards through projects or demonstrations rather than only through traditional testing. Laura Conklin, director of inclusive schools and systems, said the pathway has a rubric and step-by-step process and that some schools already run senior exit interviews and performance tasks. Conklin said the pathway “can be done” and that some schools may offer a semester course to support students through the process.
Billy Harris, director of assessment and accountability, reviewed assessment trends and cautioned that differences in achievement do not necessarily indicate deficits in student ability but do identify areas for targeted system support. Harris noted Olympia School District remains above state averages on SBA and that the district saw increases in SBA completion percentage while the statewide completion decreased.
Board members pressed for clarity and accountability on subgroup goals. Director Flores asked that future goal-setting include differentiated, measurable targets for each student subgroup and asked whether the district will incorporate the Washington School Improvement Framework (WSIF) and student growth percentiles into future reporting. Laura Conklin and Murphy said the district will explore stronger alignment between district goals and school improvement plans; the transcript lists Garfield, Madison, McKinley, Lincoln and LP Brown as schools identified for improvement.
Board members also asked procedural and policy questions. Director Seidel asked about using existing district policy procedures (for example, credit equivalency or mastery-based procedures) as guidance for implementing competency-based credits; staff said they are reviewing relevant board policy language and will coordinate procedures.
Superintendent Murphy introduced the teaching-and-learning staff who participated: Laura Conklin (director of inclusive schools and systems), Billy Harris (director of assessment and accountability) and Paula Perryman (CTE director). The presentation closed with board questions and public comment later in the meeting.
The transcript indicates this was an informational outcome-monitoring presentation; the meeting recorded questions and discussion but no formal motions or votes tied directly to Outcome 2 during the provided excerpt.
