The Cornwall Central School District on Monday received a detailed presentation of state assessment and Regents results, along with next steps for curriculum development and assessment alignment.

District assessment leader Megan (identified in the meeting as the presenter) told the Board that for grades 3–8 the district had an 85% participation rate and outperformed state averages: ELA proficiency (levels 3–4) was 67% districtwide versus 46% statewide, and math proficiency was 77% versus 54% statewide. At the high school, Regents proficiency rates the presenter cited included 92% in ELA (state 79%), 93% in Algebra I (state 62%), and 96% in Algebra II (state 74%). The district’s graduation rate was reported at 97%.

The presenter emphasized the district uses state report‑card and School Meter data from the New York State Education Department and walked the board through subgroup breakdowns that inform targeted interventions. She said some common weaknesses surfaced across grades — figurative language and informational‑text analysis in ELA and multi‑step problems and fractions in math — and identified strengths such as strong performance on certain standards (for example advanced algebraic reasoning in upper grades and integrated skills across disciplines at grade 8).

Board members pressed for more granular information. Christian (board member) asked that cohort tracking be examined because he and others said they see a recurring proficiency dip at grade 5 across multiple years. Megan confirmed the grade‑5 dip appears consistently and said staff will explore supports tied to that transition. Tiffany (board member) and others noted that higher opt‑out/“not tested” rates in eighth grade math reflect students on the advanced track who instead took Algebra I/Regents; Megan confirmed that many eighth graders who did not appear on the grade‑8 roster took Algebra I and scored highly on that exam.

Eleanora requested Advanced Placement score data; Megan said AP results were not included in the presentation but she would provide them to the board this week. Board members and staff discussed how required Regents, optional Regents/AP choices and course sequencing affect interpretation of aggregate high‑school results.

Megan outlined several curriculum follow‑ups the district could present in future meetings: K–12 science alignment as New state science standards roll out, K–4 literacy programming and how it relates to the science of reading guidance, a math‑program pilot, social‑emotional learning (DBT lessons referenced), and a “portrait of a graduate” planning item the state is discussing. Board members asked that future deep dives be scheduled on specific topics on request.

The presenter stressed that test results are one snapshot; ongoing classroom assessment, data‑team meetings and standard‑by‑standard analysis drive curriculum adjustments and interventions.