Committee reviews benchmark and EVOS growth data; members press for targeted supports and numbers

District staff presented the third‑quarter benchmark results and Education Value‑Added Assessment System (EVOS) growth projections for grades 3–8 and outlined supports planned for low‑performing (tier 1) schools.

Staff said most grade‑level results were similar to last year’s third‑quarter results, but highlighted larger declines in fifth‑grade reading and fifth‑grade science. EVOS projections (the state’s value‑added tool) showed the district was on average above projections in many areas but below the EVOS projection in fifth‑grade math and in several subgroup slices. Presenters cautioned EVOS projections use historical test data and therefore omit some recent transfers or third‑grade students who lack prior state test history.

Board members requested more detailed cohort tracking and comparisons of benchmark 1→2→3 growth for the current year so the district can identify where progress occurred during the school year. One member asked specifically for the three benchmark reports (1, 2 and 3) for each school so the board could see growth over the year rather than cross‑sectional grade snapshots.

Several members emphasized the need to focus interventions on students with disabilities, noting that subgroup’s performance lagged and asking for specific, sustained supports. Staff said curriculum specialists and central‑office teams have been deployed to schools for targeted small‑group work, learning walks, data monitoring, co‑planning with teachers and content consultation. Staff also noted science standards and statewide guidance arrived late, which staff said contributed to science declines because the science assessment contained more reading and math content than in prior years.

Staff also highlighted tier 1 (low performing) schools work: 11 of 15 tier‑1 schools met growth last year, and the state is discussing changes to the low‑performance label. District leaders said they will provide school‑level breakdowns of interventions and enrollment, and will report back on virtual‑school performance and a space/utilization review for alternative school facilities.

Next steps: staff agreed to provide cohort charts that show second→third benchmark growth for current cohorts, the individual school benchmark reports already produced, capacity/cost information for alternative sites and a follow‑up report on virtual‑school outcomes.

All direct quotes in this article come from speakers identified in the meeting transcript.