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RSU 67 education committee reviews spring 2026 test results, Title funding and incentive ideas
Summary
The RSU 67 Education Committee reviewed spring 2026 assessment results showing modest districtwide gains in math and reading, discussed how Title I/II/IV funds support intervention staff and professional development, and explored incentives and parent engagement to boost high-school test participation.
The RSU 67 Education Committee reviewed spring 2026 student assessment results and how federal grant funds are being used to support interventions and professional development.
At the meeting, a staff member presenting the data said the district saw modest gains in median percentiles compared with spring 2025. “In spring of 2026 we have 53% that were at expectations for math,” the presenter said, noting district testing counts rose slightly from 677 students in 2025 to 683 in 2026 and overall median percentile in reading rose from 48 to 51.
Why it matters: committee members said the figures will feed the district’s federal grant goals (math, reading and attendance) and the presenter said those targets must be realistic for forthcoming Title I/II/IV applications and the September performance report. The committee requested copies of last year’s grant application and the district’s comprehensive needs assessment to compare goals and progress.
The presenter summarized which grades are included on state assessments and shared state-category descriptors (well below, below, at, above) so members could see what “at state expectations” means by grade. She flagged several cohort-level changes: a notable jump for one grade-5 cohort (percent at or above state expectations rose from about 51% to 75%), small gains in grade 6, a drop in the percent at/above for grade 7 math despite a slight median-score increase, and a substantial increase for one grade-8 cohort in math (from roughly 36% to 54%). The presenter cautioned that high-school results are harder to compare by cohort because of differences in testing windows and student motivation.
Federal funding and staffing: the presenter described how Title funds are used. “Our Title One funds pay for intervention positions and supplemental support,” she said, adding that “we have five interventionists at Oliver: three that are reading and two that are math.” She said one reading and one math intervention position are paid locally and Title funds also support junior-high tutors and multiple educational technicians. The presenter explained Title II supports building leadership teams and sustained professional development (multi-session programs), while Title IV funds are used for safe and healthy schools, well-rounded education and technology initiatives (but not for infrastructure).
On parental engagement and incentives, committee members discussed low motivation among some high-school students and possible incentives — special events, recognition or class-level goals — to encourage effort on non-graded standardized tests. The presenter noted limits on spending, saying, “One of the things I can't use federal funds for is food,” and suggested combining modest district funding or school budgets for family events while using grant funds for books or materials.
Next steps and follow-up: the presenter said state science results for grades 5, 8 and 11 will be available Aug. 24 and offered to share detailed school-level reports and the testing timeline she plans to distribute to teachers in August. Committee members asked that the presenter share last year’s grant application and the comprehensive needs assessment so they can compare prior goals with current results.
The committee moved and seconded adjournment at about 6:10 p.m.; the chair called the vote in favor and the meeting ended. The presenter said she would share the meeting video and packet after the session.
