The Ossining Union Free School District presented a comprehensive "By the Numbers" data briefing to the Board of Education on Dec. 3, detailing participation, performance and accountability status across grade levels and student subgroups.

Kathy Conley, the district's data consultant, announced that the district and all schools are designated LSI (Local Support & Improvement) by the New York State Education Department, which the presenters described as a sign of "good standing" after recent focus on participation and targeted interventions. "We are in completely LSI," Conley said, crediting consistent practices and improved participation.

The data presentation showed gains in assessment participation (Conley reported the district reached roughly a 98% participation rate after prior years in the mid‑80s) and offered two kinds of reports: benchmark/curriculum reports used to guide curricular decisions and individual remediation reports that identify the specific questions and standards students missed. Presenters emphasized the use of Lyric tools to filter by subgroup (ELs, special education, gender) and by standard to inform instruction.

Presenters explained how NWEA (an adaptive, nationally normed assessment) and IRLA (Independent Reading Level Assessment) are used alongside state tests to triangulate growth and achievement. Conley noted that NWEA percentiles correspond strongly with state outcomes: students scoring in the low NWEA bands are much more likely to earn level 1 on state tests, and the district is working to "squeeze the toothpaste"—reduce level 1 percentages and increase proficiency.

At the high school level, the district reviewed graduation-rate measures (4/5/6‑year cohorts), noting improvements in particular subgroups: former multilingual learners had a 93% graduation rate, and other subgroup cohort gains were discussed. Regents and AP outcomes were also reviewed; presenters called attention to new assessments (for example the switch back to Biology from Living Environment and the introduction of Earth and Space Sciences) and the effects these transitions have on year-to-year comparisons.

Board members requested further disaggregated subgroup reports (ELs/dual language outcomes) and asked staff to present focused follow‑up analysis at upcoming meetings. Presenters said remediation reports are available early (August) with wrong/right item data and that final normed scores are generally available by late September after state data cleaning.

What happens next: staff will deliver subgroup breakouts and action plans to the board, continue benchmarking and item analyses, and use remediation reports to inform summer administrative planning and fall instruction.