District leaders review new Iowa school performance profiles; several Muscatine schools flagged for targeted subgroups

District staff presented the updated Iowa School Performance Profile results and explained a change this year in how the state weights accountability measures.

Joelle McConaughey reviewed the profiles for each Muscatine school, describing the state's measure changes and how those affect school ratings. The new accountability framework added chronic absenteeism and refined the weighting of proficiency and growth measures at elementary and secondary levels, McConaughey said.

Under the new ratings presented:

- Franklin and Grant were listed as "acceptable, no support needed." - Jefferson, Madison and McKinley were listed as "targeted" in subgroup performance (notably students with individualized education programs, IEPs) and were categorized in lower rating tiers because of subgroup performance adjustments. - Mulberry was rated "commendable, no support needed." - Susan Clark was reported as ‘‘needs improvement,’' with targeted areas including IEP and English learner subgroups. - Muscatine High School was rated as a "priority" school, with the targeted area noted as IEPs.

McConaughey highlighted district-level results: the district met the state participation rate for testing and showed above-average attendance growth (4.18% district vs. 2.18% statewide). Chronic absenteeism decreased from about 30% in earlier years to about 15% this year. The district's graduation rates were below the state average; staff noted that the state recently recalculated graduation rates and provided only two years of comparable data after correcting prior miscalculations.

Board members asked for clarification on what it means to be "targeted" in an IEP subgroup; McConaughey said it refers to subgroup proficiency levels on state assessments (for example, ELA and math) that fall below state expectations for the subgroup.

The presentation also addressed technical reporting issues that affected work-based learning counts, which rely on correct SCED coding in district schedules. Staff said coding changes are being made to ensure state reporting reflects the district's actual participation in work-based learning experiences.

Nut graf: Why this matters

The updated profiles change how schools are flagged for support. Schools designated as targeted or priority must develop action plans and engage in additional review and supports with the district and the Area Education Agency. Board members and administrators discussed next steps, including resource-allocation reviews, MTSS (Multi-Tiered Systems of Support) action planning, and monthly check-ins for targeted buildings.

Ending

Staff said building teams will use the state data and the district's MTSS work to create action plans, with monthly check-ins in January, March and May to monitor progress.