Dr. Wayne Walters told the board the district’s near-term target is 42.98% of 3rd graders proficient or advanced on the state math exam by June 2027 (baseline 40.7%), and staff will use three interim K–2 assessments plus the adaptive Classroom Diagnostic Tool (CDT) to monitor progress.

District presenters told the board that DNA pretest data showed 0% proficiency for Black 8th-graders and 7% for 7th-graders, and outlined a mix of mandatory PLCs, expanded Ignite tutoring, STAR data use and other interventions aimed at reaching a 20% proficiency target by February 2027.

Middle school principal reported math proficiency rising from 23% to 46% and declines in students multiple grade levels below; leaders said informational-text comprehension is a targeted gap to address with curriculum adjustments and MyPath homework integration.

District staff presented fall baseline assessment (FastBridge and Renaissance/Mimic) showing high shares of students in ‘high risk’ categories in early grades and notable dips in math proficiency at certain grades; the district outlined PLCs, literacy coaches and targeted interventions as next steps.

District staff presented K–12 performance indicators, highlighted a pilot Enhanced Core Reading Instruction (ECRI) program with measured kindergarten gains, and acknowledged stagnant math proficiency in several cohorts. Board members urged a concentrated K–3 math strategy.

Oklahoma mandates math proficiency screenings for second to fifth graders every school year.

Educators call for improved functional math courses for struggling high school students.

Assembly approves Senate Bills 2036, 2234, 2037, and 2213 in final votes.

District establishes five-year goals for literacy, mathematics, coursework participation, and graduation rates.

Administrators said district ELA performance was above state averages (reported 73.6% in levels 4–5) and highlighted curriculum revisions and K–3 literacy supports. Math shows growth overall (reported about 60–66% proficiency) but weaknesses in modeling and reasoning, particularly the transition from grade 8 to 9, prompting new tutoring and I‑Ready

Superintendent Wayne Walters told the education committee that districtwide third-grade math shows steady growth and several high-performing schools, but Black students, students with IEPs, English learners and economically disadvantaged students remain far behind the district proficiency target of 36.4%.

District aims to enhance first and third grade math proficiency by 25% and 10% respectively.