Oak Grove R-VI reports jump in state performance score, outlines interventions for math and attendance
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Summary
The Oak Grove R-VI board reviewed the district's Annual Performance Report (APR), noting growth from roughly 72% to 79% and new interventions including iReady diagnostics, RTI scheduling, a new math curriculum and attendance efforts; district leaders said math remains the largest area for improvement.
The Oak Grove R-VI school board heard a report on the district's Annual Performance Report on the district's recent meeting, where administrators highlighted an overall APR increase from the low 70s to about 79 and identified targeted steps to keep improving.
Administrators said the APR separates "performance" measures (ELA, math, science, social studies) and "continuous improvement" metrics tied to the district's CSIP strategic plan. An unnamed presenter characterized the APR as a "grade card" and told the board the district's growth reflects both curricular changes and improved data practices.
On math, the district described it as the lowest-scoring subject and said it has adopted a new K'12 math curriculum and increased instructional minutes at elementary levels. The district credited early effects to a diagnostic tool, iReady, which it uses K'5 to generate individualized learning paths. The presenter said iReady "targeted right at their holes," noting notable gains among students who began two or more grade levels behind.
Administrators also described a newly structured RTI/intervention schedule at the secondary level. High school RTI time was cited as 33 minutes; the district moved to focus days (two days per week for math and ELA) so intervention groups remain small and targeted. The board discussed fidelity of pacing and the need to identify essential standards to guide reteaching.
On testing and data, board members heard that ACT hosting logistics have centralized exams to larger sites and that changes to national assessments (including a change to how ACT composite scores are reported) mean some data will be backlogged and might not appear in APR results for multiple years. Leaders emphasized attendance as a critical factor influencing APR outcomes and said staff have incentives and outreach to improve student presence.
The board said it aims to continue incremental improvement and monitor implementation of the new math curriculum, RTI scheduling, and the iReady learning paths. No formal action was taken beyond discussion.
The district attributed much of the work to building leaders, instructional coaches and classroom teachers, while acknowledging the change has been difficult for staff during the transition.
