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.