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District presents assessment gains and new performance-plan milestones
Summary
District officials reported reading and math gains from winter-to-spring diagnostics, work-based learning expansion and other performance-plan actions; trustees praised teachers and agreed to continue data-driven monitoring.
District staff presented two linked reports on assessment results and progress on the district performance plan at the November board meeting.
Director Jim Gianotti summarized the 2024-25 assessment report, noting a 9-percentage-point increase in a combined reading proficiency metric (from 32% to 41% between winter and spring diagnostics) and a 3-point decrease in the highest-risk tiers. Gianotti cautioned that some diagnostics represented only a semester's window and that changes to statewide assessments complicate direct year-to-year comparisons.
Deputy Superintendent Dr. Stacy Griffin Cooper outlined the district performance plan's eight goals and early implementations: LETRS and science-of-reading onboarding, MAP baselines for grades 9—9, an ACT baseline (with 74% of college-bound students meeting a composite score benchmark), expansion of work-based learning (more than 22,000 reported experiences in quarter one) and the district's target to reduce chronic absenteeism from 36.2% toward a 32.2% goal. Cooper said finalized graduation-rate verification from the state was expected soon and recommended ongoing recalibration as state data become official.
Board members credited teachers and school staff for the improvements and asked staff to return with more granular growth reporting and recalibration plans. Trustees unanimously approved acceptance of the assessment report and the progress review of the district performance plan.
