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Board accepts R2.1C science monitoring report showing district gains with targeted exceptions
Summary
Director Katie Coppener presented the district's R2.1C science monitoring report showing a rise in district science proficiency (50.6% to 54.7%), an 8th-grade jump (45.5% to 57.8%), and subgroup gains; the board voted to accept the report as evidence of reasonable progress with noted exceptions.
The board reviewed the R2.1C monitoring report on science achievement and accepted it as evidence of reasonable organizational progress, with the board noting exceptions in specific grades.
Katie Coppener, director of teaching and learning, told the board the district's science proficiency on state assessments rose from 50.6% to 54.7% while the state average declined to about 50.1%. Coppener highlighted an 8th-grade increase from 45.5% to 57.8% and reported juniors' ACT science scores climbed from 37.8 to 40.6 after the district's shift to a modeling-based science curriculum. She also flagged declines the board will monitor: fourth-grade proficiency fell from 56.1% to 51.3%, and some middle-school internal measures fell below targets.
Coppener emphasized subgroup movement: students with disabilities improved from 16.8% to 17.4% proficient and economically disadvantaged students from 34.8% to 37.1%. She noted district standards-based assessments rose from 87.9% to 89%, exceeding the 80% internal benchmark, and that high-school course completion rates in biology, chemistry, earth science and physics remain above 90%.
Board members asked about assessment congruence (forward exam versus PreACT/ACT), cohort effects, course sequencing and additional indicators of success beyond a single-day state test. Coppener and the superintendent said curriculum review and standards prioritization (phase one in 2026—27) will include teacher input and further data-analysis work. The board moved to accept the monitoring report under the board's results-policy language and the motion carried.
