Assistant Superintendent Laura Santa Barbara presented the Carmel Central School District's 2023–24 New York State 3–8 assessment participation and proficiency results and the data‑driven steps the district plans to take in response.

Santa Barbara told the board that participation increased in ELA and math compared with the prior year and that four of six grade bands showed gains in ELA proficiency. She cautioned that refusal (opt‑out) rates remain material for some grades — the district's fifth grade refusal rate was described as nearly 30% — and said those opt‑outs can affect how representative year‑to‑year comparisons are. The presentation linked improvements to curriculum choices and professional development, naming CKLA (Core Knowledge Language Arts), the Writing Revolution initiative and Math in Focus as core programs and DIBELS for targeted literacy screening.

The presentation explained the state's TSI (Targeted School Improvement) designation process and the local response: schools identified under TSI draft a School Comprehensive Education Plan (SCEP) and the district creates a District Comprehensive Improvement Plan (DCIP) to support school plans. Santa Barbara outlined changes the district has already implemented, including a 0.5 full‑time bilingual counselor position intended to improve communication and attendance for students and families, expanded teacher training in the science of reading, and a tiered MTSS/RTI structure.

Trustees pressed for subgroup detail, especially the number of students with disabilities and English language learners who took the assessment and whether score increases reflect population changes or true proficiency gains. Santa Barbara said principals and administrators intensified outreach and follow‑up conversations with families about the test's purpose, which led some parents to withdraw refusals and increased participation by about 100 students compared with the previous year. She also committed to presenting a written action plan with measurable goals at the end of October as part of her entry plan.

Following discussion, the board approved the SCEP and DCIP by voice vote. Trustees acknowledged the plans will be accompanied by additional presentations and data requests; several trustees requested comparisons to demographically and opt‑out‑similar districts to refine benchmarking.

The district emphasized that the gains are incremental and cohort‑specific: the presentation highlighted students whose instruction spanned the COVID years and noted those cohorts require targeted writing and literacy supports going forward. Trustees asked for more granular evidence at upcoming meetings, and the superintendent said the October action plan will include measurable goals and benchmarks for K–12 literacy and subgroup progress.

Next steps: the superintendent will present an action plan with measurable goals at the October board meeting; the district will continue outreach to families to reduce refusal rates and will provide further subgroup and participation data on request.