The Eau Claire Area Board of Education approved its R2 academic performance monitoring report following a presentation by Executive Director of Teaching and Learning Mandy Van Vliet and a detailed briefing from the district’s special-education lead, Dr. Zhang.

Van Vliet told the board that the district’s index score on the state accountability report was 71.1, a rating the presentation described as "exceeds expectations," and said that steady, systemwide improvements are evident in English language arts and mathematics. She highlighted third-grade literacy and eighth-grade math as areas where the district outperformed state averages and said value-added growth remains above typical statewide benchmarks.

The presentation also noted that the Wisconsin Department of Public Instruction updated cut scores and reporting approaches for the 2024–25 cycle, which complicates single-year comparisons; staff emphasized that next year’s monitoring report will benefit from a more stable multi-year accountability dataset.

Dr. Zhang reviewed data for students with disabilities and multilingual learners (ML/EL), saying both groups are showing growth but not at rates fast enough to close longstanding proficiency gaps. "Our goal is to accelerate their growth so that that trend line for them continues to grow faster than for all students," she said, and outlined a framework of four outcomes and six high-leverage practice pillars to guide improvements, including WIDA-aligned instruction, enhanced progress monitoring, and expanded tiered supports. Dr. Zhang also reported the district manages roughly 1,900 individualized education programs (IEPs).

Board members pressed staff on how the report balances overall indicator changes with subgroup trends. Dr. Bica and others questioned why some indicators are labeled as "reasonable progress" while particular subgroups showed declines; Van Vliet and staff explained the state index combines multiple years of data and that the report now includes a target-group measure designed to track closing gaps over time. Staff repeatedly cautioned that small cell sizes for some subgroups (identified in the report with asterisks) can cause large year-to-year fluctuations.

The presentation identified science as an area that is not yet making reasonable progress, with declines in forward-exam proficiency in some grades and subgroup drops that will be addressed through a science program review and targeted curriculum work. Van Vliet said the district is conducting comprehensive math and science program reviews and investing in coaching and curriculum alignment to sustain gains.

Several commissioners raised practical concerns for implementation, including special-education staffing and retention, the effect of districtwide rollout of standards-based grading, and whether combined indicators (fine arts, world languages and CTE) obscure declines in specific areas. Staff acknowledged those issues and suggested report refinements and additional disaggregations are possible in future monitoring cycles.

Commissioner Farrar moved to approve R2, a motion seconded by Commissioner Biegun; the motion passed by voice vote with no recorded opposition. Chair thanked Van Vliet, Dr. Zhang and district staff for the work.

The board directed continued attention to closing gaps for students with disabilities and multilingual learners, advancing science curriculum work, and refining how the monitoring report displays subgroup data and small-sample caveats. The board will receive updated monitoring material in future meetings and staff said they will use multi-year accountability data to stabilize trend interpretation.

The board’s approval completes the district’s formal monitoring step for R2 at this meeting; staff will circulate slides and supporting materials to the board for further review.