District staff presented the CAMDENTON R‑III annual performance report (APR) and MSIP‑6 review at the Nov. 10 school-board meeting.

A district assessment presenter (S5) said the district earned 84.2% of available points for the 2024–25 APR, down from 88.2% the previous year, and a three‑year composite score of 85.6%. "We achieved 84.2% of our points possible," the presenter said, adding that the composite remains solid but that "we still have some work to do." The presentation compared building- and district-level outcomes and highlighted areas that exceeded state averages as well as areas needing focused improvement.

Staff identified two issues that materially affected the APR. First, the district did not receive kindergarten entry assessment (KEA) points at the district level because of errors in data submission to the Missouri Department of Elementary and Secondary Education (DESE). "We had some errors in in data submission," the presenter said, and DESE staff told the district it was too late to correct the filing for this year. Building-level data showed some schools would have earned those points had the KEA data been reported correctly.

Second, attendance generated zero APR points at the district level. Finance and data staff said the calculation uses attendance as a proportion of enrollment and that the district’s challenge stems from a concentrated group of chronically absent students rather than uniform low attendance across all buildings. As the treasurer/business officer (S11) and data staff explained, district average daily attendance measured against enrollment (not membership) is what the APR calculation uses; district ADA as a percent of enrollment ran in the high‑80s, below thresholds used for APR points.

The presentation also reviewed subject-area performance and cohort growth measures. Staff noted English/language arts was rated "approaching" and called out specific grades (fourth, seventh, eighth) and some mathematics indicators as targets for improvement. Staff said growth in some cohorts—particularly fifth-grade English and math—was strong, and that graduation and advanced‑credit points were at 100%.

Board members and staff discussed next steps: auditing and correcting data submissions over the summer to avoid repeated KEA reporting errors, intensive work with building principals on attendance strategies, and plans to use MAP/EOC performance indices to map specific interventions. Staff also noted lag effects in some college‑and‑career readiness (CCR) data: work done this year may not appear until the next APR cycle.

The board took no formal action on the APR at this meeting; staff said they would follow up with building principals, refine data routines, and use the scheduled appeal windows with DESE if additional corrections become available.