Board hears 2024-25 strategic plan update showing modest proficiency gains and mixed SEL results
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Summary
Cabinet presented end-of-year strategic-plan metrics for 2024-25: professional learning participation was high, state assessment proficiency in ELA rose from 32% to 37% (3-8), math proficiency edged from 38% to 40% over recent years, I Ready growth metrics were mixed, K-5 inclusion rose then leveled, and SEL screener results remained largely flat.
The Greece Central School District cabinet presented end-of-year data for the 2024-25 school year tied to the district strategic plan, reporting progress on professional learning, inclusion of students with disabilities, diagnostic-growth metrics and state assessment proficiency.
Superintendent Jeremy Smalling and cabinet members said 87% of teaching staff exceeded the contractual professional learning obligation, and 97% met or exceeded required PL hours. Integration of K-5 special education students into general education settings rose from 42% to 58% in earlier years and then remained flat in the most recent year; the cabinet said year-to-year changes can reflect shifting student needs.
The presentation covered I Ready median-growth outcomes and clarified interpretation: a score of 100 represents one year of expected growth for the median student. District presenters described a multi-year, modest upward trend overall but noted a slight dip in a recent year for some grade-band growth metrics. For state assessments, cabinet presenters said math proficiency moved from 38% to 40% over the multi-year window and ELA proficiency for grades 3-8 rose from 32% to 37% year over year. Presenters said those state-assessment increases are the metric used for accountability and merit close study of campus- and grade-level variation.
The ninth-grade credit-accrual measure (students entering 10th grade with six or more credits) was described as just over 80% at the end of June; cabinet members said the metric correlates with later graduation outcomes and is an area of focus. The SEL screener (administered fall, with additional administrations later in the year) showed overall flat results; presenters said differences by grade level and by elementary vs. secondary suggest implementation fidelity varies and that connecting SEL work to relevance in secondary grades is an area for growth.
Board members asked for more disaggregated data, and presenters said teams are investigating patterns at campus and grade levels to identify practices correlated with strong gains. Dr. Jeff Henley was acknowledged for assembling the data. Student representative Bailey commented separately on the safety screening protocol in high schools (student perspective) during the meeting.