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Oshkosh school board presses for clearer KPIs after midyear I‑Ready data briefing
Summary
Administrators told the board midyear I‑Ready results indicate mixed growth and stressed goal‑setting, coaching, and classroom‑level strategies; trustees pressed for clearer, stable KPIs tied to math and reading and discussed how to align I‑Ready and Forward exam expectations.
Administrators briefed the board on I‑Ready midyear assessments for math and reading on Feb. 25, saying the report shows where students are relative to end‑of‑year benchmarks and urging continued, classroom‑level action to sustain growth through the spring.
Assistant superintendent Dr. Coleman framed the midyear report as an instructional diagnostic: “What we’re looking at in that report is the benchmarks for where students would be at the end of the year,” he said, adding the midyear I‑Ready charts show progress toward the 50% midyear mark and that the district is “committed to keeping our foot on the gas” so promising midyear growth translates into year‑end results.
Board members pressed for clarity about how I‑Ready midyear measures correlate with the state Forward exam and whether the district should treat I‑Ready as a board KPI. One trustee argued the two are highly correlated: “There is a very definitive correlation,” the trustee said, urging continued use of I‑Ready as a formative tool to guide instruction. Administrators agreed there is correlation but cautioned benchmark differences and urged the board to consider which measures it will use for accountability.
Administrators described several concrete changes this year: systemwide student goal sheets beginning in middle school, targeted student‑centered coaching cycles, more intentional embedded coaching and real‑time feedback to teachers, and use of aligned observation rubrics to measure implementation. An instructional leader said those approaches have produced promising midyear growth for students furthest behind (citing district median progress toward typical growth at about 56% and higher percentages for certain subgroups in the presentation).
Trustees pushed for a short timeline to set district KPIs, with several members urging that math and reading be explicit priorities. Dr. Davis said the board must settle on consistent metrics and “get consensus from the Board about what metrics that we're using” because those measures will drive teacher evaluations and district strategy.
The board did not set new numeric KPIs at the meeting but directed staff to return with a prioritized menu of candidate KPIs and further analysis ahead of the district’s planned community engagement and June decision window.
