District presents state assessment results and flags potential state funding shortfalls

District assessment staff presented summative results from the Oregon State Assessment System (OSAS) and noted participation and achievement trends the board should monitor, while the superintendent outlined possible statewide budget reductions and advocacy options.

Brooke, presenting assessment results, explained that OSAS measures achievement in English language arts and math for grades 3–8 and grade 11 (science assessed but not used for accountability). She emphasized that participation matters for accountability—the state uses a three‑year average and a 94.5% participation target that affects whether non‑tested students are counted as not met. Participation drops in higher grade bands, and low participation can lower achievement rates and trigger targeted support designations.

Brooke displayed school‑level charts showing passing rates (levels 3–4) and identified some schools and student cohorts (notably students with disabilities and certain multilingual learner cohorts) as areas needing focused effort. She offered to return with growth/change analysis in addition to achievement measures.

Superintendent Richardson reported on two operational challenges: persistent high‑needs student behavior that requires more staff than currently budgeted, and community reports of ICE activity near schools. Richardson said there have been no confirmed ICE entries into school buildings but acknowledged anxiety in the community and ongoing efforts to verify reports and communicate accurately.

Richardson also summarized state fiscal uncertainty: the Legislative Fiscal Office asked agencies to model a potential 5% reduction; the November 19 revenue forecast will shape whether cuts are realized. He said he will advocate for tapping the Education Stability Fund if cuts materialize and encouraged board preparatory discussions about potential mid‑biennium impacts.