Wentzville R‑IV reports 90% APR, cites math growth and improved performance
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Summary
The Wentzville R‑IV School Board heard its Annual Performance Report showing an overall APR score of 180 out of 200 (90%), with a 126/140 performance score and 54/60 continuous improvement score; the district flagged attendance and ICAP completion as areas needing attention.
The Wentzville R‑IV School Board heard a presentation of the district’s Annual Performance Report (APR), which the presenter recorded as 180 out of 200 points (90%).
The presenter said the district earned 126 of 140 possible performance points and 54 of 60 continuous improvement points, moving the district into the state “target” designation for academic areas including English language arts and mathematics. "This report demonstrates the key themes and academic performance," the presenter said during the board meeting.
The nut graf: The board was shown year-over-year gains since the APR pilot year in 2022, when the transcript records the district earning 84.2% of points. The presenter said math performance and growth were the largest areas of improvement and noted the district now ranks highly among comparable districts in the county.
Board discussion focused on the components that produce APR points. Staff explained that the district’s CCR (college and career readiness) points have been affected by how secondary assessments (ACT/work keys/ASVAB) are administered; staff said requiring every eligible student to take qualifying CCR tests is one lever for improving that component. The presenter identified two specific deficits that require attention: ICAP completion (recorded as 0 of 4 points) and proportional attendance (50% of the attendance points, described as an 'approaching' designation), and said internal processes are being revamped to address them.
The presentation included comparative context: the presenter stated the district’s APR of 90% versus a cited state average of about 79.5% and noted steady improvement since 2022. Board members asked questions about subgroup performance and staff explained how Hispanic and ELL student group metrics have improved since 2020.
The board did not take formal action on the APR itself during the presentation; staff said they will continue implementation work and report back on targeted improvement strategies.
The next procedural step recorded in the meeting was discussion of separate action items later in the agenda.