District staff presented a comprehensive review of academic indicators, assessment tools and district goals, and fielded board questions about methodology, subgroup size and specific grade-level trends.

The presentation, led by Dr. Tannor, summarized the district's use of state and local assessment tools — the Pennsylvania Future Ready Index (PDE), PSSA/Keystone assessments, PVAS (Pennsylvania Value-Added Assessment System), NWEA, and DIBELS — to measure both student achievement and growth. Dr. Tannor explained changes in subgroup definitions (particularly “economic disadvantage”) and cited an increase in rigorous-course participation to 72% for a recent cohort, above the state baseline.

Board members probed several issues: whether increases in rigorous coursework were driven by new dual-enrollment availability, whether a move from pencil-and-paper to digital testing affected elementary scores, and why seventh-grade math growth lagged. Dr. Tannor noted that dual-enrollment and AP course offerings and better access to dual-credit options were significant factors in the uptick for upper-grade rigorous-course participation. He also highlighted the shift to digital testing and some opt-outs at the elementary level as factors that can depress reported scores in a transition year.

The district set four primary goals for its comprehensive plan: raise ELA academic growth for grades 5–8; reach 50% student participation in at least one AP course annually; develop dual-enrollment opportunities for grades 9–12; and address math academic growth for fourth grade measured by PVAS. Superintendent and board members requested further analysis on seventh-grade math and an academic-and-personnel committee update to propose interventions.

The presentation included cohort and subgroup breakdowns (Hispanic students, students with IEPs, economically disadvantaged students) and displayed local benchmark growth (NWEA percentiles, DIBELS progress in K–2). District leaders said they will provide the slide deck and supporting data to board members and make materials available to the public on the district website.

Next steps: administrators will supply additional comparative district data and return to the academic & personnel committee with proposed targeted actions for grades and subgroups that are underperforming or show troubling trends.