District administrator Dr. Gaston presented preliminary, not-yet-public state assessment results and growth data for the 2024–25 cycle, telling the board that elementary ELA proficiency is at 36.4% and elementary math at 41.4%. He emphasized that growth measures — how students progress over time — are the district's primary focus and described tools used for that work, including NWEA data, MTSS structures, WIN time small-group instruction and the 95% reading intervention.

Board members pressed for clarity on the district's 5% improvement goal and questioned whether that target was ambitious enough given the gap with state averages. One board member said the district's PSSA ELA performance is "deplorable" and cited an 18% drop in sixth-grade ELA from the prior year. Administrators acknowledged the concern and said they are tracking cohorts and conducting classroom- and teacher-level analysis to identify where curriculum alignment or instructional practice changes are needed.

Administrators described ongoing work to collect microdata and to monitor students more frequently than annual state tests, and they said they will provide a midyear update on progress. The board asked for quantifiable evidence of growth and more transparent reporting so members can compare internal progress-monitoring results with state assessment snapshots.

The board did not change policy at the meeting; members urged continued use of multi-tiered interventions and a deeper review of curriculum alignment and cohort trends.