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District reports gains in STAR, ACT and special‑education indicators; new curricula and programs planned
Summary
District staff reported gains on assessment measures (10th‑grade STAR reading rose to 44 percent proficient; ACT English and science highest in several years) and said math and English federal special‑education indicators improved; leaders previewed K–12 social‑studies updates, reading interventions, dual‑credit expansions and an upcoming special‑education audit.
District curriculum and student‑services staff presented a teaching‑and‑learning update to the board on June 10 highlighting year‑over‑year assessment gains and several instructional initiatives.
A district presenter reported that special‑education federal identification scores for math and English moved from 0 to 2 points this past year, and she described that shift as significant for students receiving special‑education services. The presenter also highlighted assessment improvements across grades: 10th‑grade STAR reading proficiency increased to 44 percent, and ACT science and English scores reached multi‑year highs for the junior cohort.
Administrators outlined curriculum work including a K–12 social‑studies adoption and a supplementary‑material review process that teachers must use when considering outside materials for classroom use. The district also plans expanded reading interventions at the high school, three new dual‑credit course offerings next year and a Healthcare Academy in partnership with Gundersen and Mid‑State for students seeking career exposure and dual enrollment credit.
Staff said work will continue on PLCs, mentoring, and consistency in intervention and enrichment (IE) times. The district noted a scheduled special‑education audit next school year and said it will conduct an internal IEP audit in advance of DPI's review.
Administrators also said Family Healthful Clinica has expressed interest in partnering to provide on‑site mental‑health services within district facilities, pending further negotiations.
