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Accreditation review affirms strengths, points to work on K-12 assessment, attendance and high-school math
Summary
An external accreditation team affirmed strengths in instructional leadership, collaboration, data use and student supports and recommended improvements in balanced assessment systems, attendance strategies and high-school math achievement; district leaders said findings will inform the 2025-26 strategic plan.
District staff presented an external accreditation team's findings to the board on June 24, describing strengths and priority recommendations that will feed into the district'wide strategic planning cycle.
The accreditation report cited strengths in instructional leadership, a collaborative professional culture, routine data use to guide instruction and a student-centered focus on whole-child supports. The review team recommended that the district strengthen Tier 1 instruction consistently across K-12, develop a balanced K-12 assessment system and build staff data literacy.
The review also urged a deeper analysis of attendance and engagement trends and targeted responses to chronic absenteeism. At the high-school level the team highlighted math achievement gaps and recommended curriculum refinements and targeted interventions; district leaders noted plans to send high-school math staff to professional development and to adopt a benchmarking platform (IXL) to generate predictive and actionable data.
Administrators said they have already begun aligning the accreditation recommendations with draft strategic priorities and will use the findings as a catalyst for the coming year's goals. The superintendent asked the board to consider a single board-level growth goal for 2025-26 aligned to the district'wide effort.
Ending: District leaders said the accreditation report will shape fall planning, professional development and benchmarking work and will be used to set measurable goals for the year ahead.
