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Board sends back FY27 district performance plan, citing unclear actions and data discrepancies
Summary
Trustees voted to disapprove the FY27 District Performance Plan after identifying mismatched CTE completer figures, insufficiently specific intervention steps for attendance and certificaton shortfalls, and other data and formatting problems; staff will revise and return to the board.
The board reviewed the draft FY27 District Performance Plan submitted using the state's Plan for Learning template. Trustees flagged several issues they said made the plan incomplete: inconsistent CTE completer counts in the district report vs. the plan; problem statements that lacked explicit action steps or measurable interventions (for example, chronic absenteeism entries that identified students but did not clearly state subsequent actions); and a perceived mismatch between root-cause analysis and specific improvement strategies.
Assistant administrators explained the plan draws from multiple state and federal data sources and that some numbers are provisional until final data are available. Trustees asked for clearer specificity about how schools will implement interventions, such as mentorship for CTE pathways, scheduling fixes, and MTSS processes for attendance follow-up. Several trustees argued the template’s structure limited narrative clarity and requested attachments or a companion document showing the operational steps the district will take.
After extended discussion, the board voted to disapprove the draft plan and directed staff to revise it and return with clearer, measurable action steps and reconciled data. Staff said the template is a work in progress with the state and that revised versions will be returned once school- and district-level details are finalized.
Board members emphasized the necessity of actionable next steps in the plan (who is responsible, timelines, and measurable outcomes) before final submission to the state.
