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Parkway first-read of CSIP highlights new professional-learning model, real-world relevance task force and assessment uncertainty
Summary
District leaders presented a first read of the 2025–26 Comprehensive School Improvement Plan May 14, proposing a restructured districtwide professional-learning model, a Real-World Relevance Task Force, expanded SEL measurement and noting possible state-level changes to NWEA approval for reading/benchmark assessments.
Dr. Tiffany (presenter) and Dr. Kevin Beckner presented a first read of Parkway School District’s Comprehensive School Improvement Plan (CSIP) for 2025–26 at the May 14 board meeting, outlining goals, measures and several new initiatives intended to align professional learning and curriculum with the district’s five-year strategic plan.
Kevin Beckner, assistant superintendent of teaching and learning, said the district will keep its long-term strategic goals but will set annual objectives after the close of some testing windows. “We do want to continue to meet that 78% number of our students who are performing above the national average,” he said, and described growth targets for student learning measures. He noted that some objectives remain “TBD” until spring assessment windows close.
The presentation emphasized three changes for 2025–26: a districtwide reorganization of professional learning into a conference-style model with common keynote sessions and smaller “choice” breakout sessions rooted in five strategic priorities (curriculum, MTSS, equity/belonging, well-being and systemic professional learning); the launch of a Real-World Relevance Task Force to develop learning experiences tied to career and life readiness; and the district’s continued rollout of social-emotional learning (SEL) measures (26 of Parkway’s 28 schools participated in the new SEL survey this year, staff said).
Dr. Kevin Beckner described the professional-learning change as “modifying, for the first time in a very long time in Parkway's history, the structure of how we provide professional development for all of our teachers.” The new structure will co-locate certified staff, provide choice sessions for specific needs (for example, de-escalation and well-being strategies), and seek greater alignment between building-level and district-led learning.
Staff also described an assessment question: the state will issue a request for proposals on approved early-reading and benchmark assessments next year. District staff said NWEA currently supplies both growth measurement and early-reading/dyslexia screening functions but if the state drops NWEA from its approved list the district will have to decide whether to switch benchmark tools or align around a single approved provider.
The CSIP items were presented as a first read; board members asked questions about NWEA and whether the district has compared Parkway professional development to neighboring districts. Staff said they will bring detailed objectives and supporting memos back to the board in June, after assessment windows close and final data are available.
No vote was taken; the CSIP was presented for board review and will return for action at a later meeting.
