Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Strategic Plan topic
No spam. Unsubscribe anytime.
Astoria SD 1 reviews strategic-plan indicators; staff flag attendance and subgroup gaps
Summary
District staff presented primary and secondary strategic-plan indicators—including third-grade STAR benchmarks and ninth-grade on-track rates—highlighting an 80% target for third-grade reading, a 94'95% ninth-grade on-track estimate, and concern that attendance remains roughly eight percentage points below the state average.
District presenters reviewed the strategic-plan's primary indicators and described how those metrics will be used to link school improvement goals to district priorities.
Staff said the district uses STAR reading assessments for repeatable measurement and reported a third-grade benchmark target of 80% to be considered tier 1. "Our goal really, we'd like to get 100%, obviously, but if we can get anything over 80% total, that's a good thing," the presenter said.
Board members raised questions about subgroup reporting—specifically how English Language Learner (ELL) students and special education (SPED) students are counted. The presenter and staff clarified that ELL status denotes current receipt of ELL services, while demographic labels such as Hispanic are separate and do not necessarily indicate current language-support services.
On ninth-grade on-track, staff offered a provisional figure in the mid-90s and said final graduation-rate data would be available when the state releases final numbers in December; the presenters noted some subgroups were not reported when group sizes fell below state reporting thresholds. Retention and workforce indicators were also reviewed: the district reported last-year staff retention at about 91% versus a district target of 85%.
Attendance and chronic absence were identified as persistent concerns: staff said the district is roughly 7'8 percentage points below the state average and will pursue outreach and school-level attendance plans, including door-knocking and administrator review of intervention strategies. Staff promised to follow up with more detailed reporting on curriculum fidelity for special education and on how the science-of-reading materials are used across classrooms.
