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District presents APR and STAR data; officials emphasize growth tracking, vocabulary focus and AI planning
Summary
Excelsior Springs staff reviewed the district’s Annual Performance Report and STAR/MAP assessment data, saying the district’s accreditation points total 73.7%, attendance is costing continuous improvement points, and the district will emphasize vocabulary, growth metrics and an AI planning committee.
District staff presented the Annual Performance Report (APR), STAR predictive data and local instructional strategies at the March 20 board meeting, describing how the measures inform instruction and identify student growth needs.
A presenter identified as Dr. Miller explained APR’s two components — performance and continuous improvement — and said the district’s accreditation total was about 73.7%. The presentation noted the district earned approximately 89.5 points in one performance category (about 63.9% of possible points) and that attendance is the primary area missing points in continuous improvement.
Dr. Miller said the district is shifting emphasis from static scores to growth metrics. “We focus on growth now. We don't focus really on scores,” Dr. Miller said, describing STAR reports that show student‑level growth trajectories and help teachers target standards where most students need work.
Presenters showed STAR visual reports that, they said, allow teachers to track a student’s pathway to proficiency and to select specific instructional strategies. The district highlighted vocabulary instruction as a multi‑year priority and said a committee will examine where artificial intelligence fits into instruction and policy next year.
Board members asked whether STAR student snapshots are shared with families; presenters said they are used in parent‑teacher conferences and are shared broadly so parents can see growth trends and support classroom goals.
Staff said the STAR tool is predictive of MAP test outcomes and that new “testlets” are being piloted for state assessment to reduce student fatigue.
No formal action was required; the presentation informed later budget and instructional planning discussions.
