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Winslow board adopts CSIP after presentation on academic, belonging and resource goals
Summary
The Winslow School District board voted to approve the Comprehensive School Improvement Plan, which sets targets for academic achievement, attendance, belonging and staffing and lays out a five-year strategy tied to data including I-Ready, NWEA and the district’s family engagement survey.
The Winslow School District Board of Education approved the district’s Comprehensive School Improvement Plan (CSIP) after a presentation on July 17 outlining academic, belonging and resource priorities. The board took a motion to approve the CSIP and the motion carried by voice vote.
The CSIP frames three strategic priorities — academic excellence, belonging and resources — and sets measurable goals across attendance, curriculum adoption, achievement/growth and college-and-career readiness. The plan uses district and vendor assessments cited in the presentation (I-Ready, NWEA/MAP and the APR report) and a district family-staff-student survey (Measurable Results Assessment, MRA) as its primary data sources.
According to the presentation, the district’s proportional attendance rate for the previous year was 82.9% with a CSIP target of 90% by the end of the cycle. District leaders said final state testing data were not yet released and that some academic measures will be updated when official results arrive later in the year. On reading, the presenter reported 66% of students were proficient at the end of the prior year and that spring I-Ready growth data showed 61% met growth measures; officials described that result as “maintain[ing] proficiency” during a district-wide shift to a new reading curriculum and instruction model.
The CSIP presentation also summarized curriculum work: the district reported moving from 34% to about 52% of curriculum areas updated within its six-year cycle (170 of 325 curricula). District staff said curriculum adoption includes writing, adopting resources and implementing instruction and that teams are “working very, very hard.”
On belonging and engagement, the board heard that community event attendance and survey participation increased year-over-year (the presentation cited a 3,400 fall survey response and over 4,000 in spring, described as a 16.3% increase). District officials said the MRA baseline for family engagement was 73.22 and that a modest multi-year increase was targeted. Staff-voice measures and employee-satisfaction indicators were also presented; staff voice was reported at a baseline of 79.83 with small positive movement reported in the first CSIP year.
Board members asked questions about the pace of curriculum change, how results should be read during an instructional transition and when final state scores will be available. A presenter said preliminary state data typically become final in November and that the district will return to the board with official results when available. One board member said maintaining a 66% proficiency rate while shifting instructional models was noteworthy but emphasized the need to raise proficiency over time.
The board’s vote formally accepted the CSIP presentation and documented the board’s review; the district will continue regular check-ins with buildings and cabinet-level review of CSIP goals during 2025–26.
Speakers quoted in this article spoke during the CSIP presentation and board discussion and are identified in the speaker list below.
