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Osseo reports mixed CACR results and persistent gaps; district outlines targeted interventions
Summary
District leaders reviewed the new Comprehensive Assessment and Civic Readiness (CACR) metrics, showing pockets of improvement and persistent proficiency and graduation gaps for Black, American Indian, multilingual learners and students experiencing homelessness; staff described early-warning systems and targeted supports.
District academic leaders presented the first local rollup under Minnesota’s new Comprehensive Assessment and Civic Readiness (CACR) framework at the Nov. 11 work session, showing areas of progress and continuing gaps that the district plans to address through targeted interventions.
The presentation—led by district academic staff and Michael Walker—recast prior "World’s Best Workforce" goals into the CACR structure and highlighted four measurable aims: reduce integration and achievement gaps, increase the percentage of staff of color, raise graduation rates for American Indian students, and generally improve readiness measures across grades. "Our first goal is, we will provide support for specialized programs to see greater integration gap reduction by 1% each year," Walker said, summarizing a multi-year approach.
Presenters showed that kindergarten and first-grade subtest outcomes on foundational reading skills were above the national average for this year, and that high-school ACT composite and preACT measures are being tracked to inform instruction. At the same time, the district noted significant gaps: for example, a roughly 31-percentage-point gap in four-year graduation rates for students experiencing homelessness and sizable proficiency gaps for Black and American Indian students.
To address the gaps, staff described multiple strategies: an early-warning system that monitors attendance, grades and behavior nightly via a tool called RTI-Store; targeted credit-recovery and alternative-program options for high-school students; expanded professional development and learning walks to improve core instruction; the phased rollout of Xello for college and career planning; and equity-focused "site transformation cycles" that ask each school to name and act on a specific equity challenge.
The presenters also described integration-program funding rules (80% to student services, limited percentages for professional development and admin) and said the district will reconvene a stakeholder committee to prepare a three-year plan that must be submitted to the state by March 15.
Board members asked clarifying questions about how economic disadvantage is measured in the CACR framework and how small subgroup sizes (for example, American Indian students) can skew percentage changes. Staff acknowledged those limitations and said additional context and disaggregated data will accompany future reports.
The presentation closed with an emphasis on site-level interventions and stakeholder engagement; staff will return with more disaggregated data and a stakeholder recruitment plan for the integration funding renewal.
