Oak Grove reports APR gains, credits I-Ready and focused RTI scheduling

Oak Grove R‑VI administrators told the board the district’s annual performance report (APR) showed a sizable improvement this year, an increase they attributed to targeted interventions and new curriculum tools.

Administration said the district’s APR — which measures performance and continuous improvement across ELA, math, science and social studies — rose roughly 7.7 percentage points over last year and sits just under the district’s 80 percent goal. An administrator described APR as a “report card” that captures some but not all district strengths and emphasized that parts of the score reflect state reporting timelines and which student assessments are included.

District staff highlighted two major contributors to the rise. First, the second year of the I‑Ready diagnostic and its individualized “learning path” helped teachers identify student-level gaps: students two or more grade levels below showed notable growth after targeted practice. Second, the board-approved math curriculum adoption and pacing adjustments were described as difficult for staff but necessary to align classroom instruction with Missouri learning standards.

Staff also described structural changes to interventions at secondary levels. Middle- and high-school RTI systems were reworked to create smaller, subject-specific intervention groups (often 5–10 students) and to schedule focused days for math and ELA intervention. The board heard that this reconfiguration seeks to avoid overly large pullout rosters and provide more one-on-one reteaching time.

Administrators cautioned that state changes to testing and reporting — including how ACT and other credentials are counted and a planned new grading band called “grade level” — mean some assessments will not show up in APR until later reporting cycles. They told the board that attendance and complete submission of MOSIS/core data remain crucial for maintaining and improving APR scores.

The board was also alerted that the district will begin an ELA curriculum review (the elementary ELA contract has been in place 15 years) and that any adoption will be timed carefully so staff bandwidth — already strained by recent math changes — is considered. The presentation closed with staff encouraging continued focus on fidelity of instruction and data use to guide targeted supports.

What’s next: Administrators said they will continue monitoring I‑Ready and MAP/EOC results and return with deeper grade‑level breakdowns and proposed timelines if the board moves forward with an elementary ELA adoption.