District administrators presented an updated coherence plan and end-of-year situation report on July 9 showing that Franklin held steady or improved across almost all measured indicators but declined on the ACT composite score.

The report provides a unified view of learning, engagement, well-being and fiscal stewardship metrics that the district will use to guide school improvement work and board oversight.

Dr. Moll presented a two-document package (a situation report and the updated coherence plan) that the district developed with data support from internal staff. She said the district improved or maintained every measured indicator except the ACT composite and noted that one data element'AP exam aggregated scores'was embargoed and not yet available for inclusion. "We held constant or increased in every single indicator except ACT," she told the board.

Key findings Dr. Moll highlighted:
- K–8 reading and K–8 math showed spring-to-spring growth above the 50th percentile, indicating on-average more-than-one-year growth for students in those grades.
- The district closed more service-group gaps year-over-year: at baseline the district closed only 1 of 9 monitored service-group/indicator combinations; this year it closed gaps in 5 of 9 combinations (examples included mathematics growth for free- and reduced-price lunch students and reading/math for students with disabilities).
- Chronic absenteeism measured as the percent of students missing 10% or more of enrolled days declined from about 10% to 9.07% districtwide.
- Behavior referrals (office-managed incidents) declined by roughly 350 events compared with the prior baseline measurement.
- Fiscal stewardship: Moody's assigned an Aa2 bond rating to the district (noted as a positive); however, the district's self-funded health-insurance fund balance was reported at a low level and scored as a 1 on the district's indicator scale. Administrators said a planned school health clinic and other measures are intended to help address health-insurance costs over time.

Dr. Moll described a new high-school plan to add fall administrations of the ACT and PreACT on Sept. 10 (ninth and tenth graders to take PreACT and eleventh graders to take the ACT) to create a fall data point the high school can use for early intervention planning. She said the fall data will be used to align targeted supports (for example, focused math or reading goal blocks) earlier in the year.

Board members asked for more detail on bullying and student-discipline metrics; administration said a future agenda item will include a discipline matrix and a bullying report. The board also requested a review of the first year of the district's new compensation model in a future meeting.

Administrators said AP aggregated results are expected to be released publicly the week after the meeting and pledged to update the coherence plan scores when the AP data were available.