Noble High School principals presented the building's approach to collecting and using multiple data sources — gradebook-by-standard, NWEA, common assessments and SAT results — within a personalized-learning and proficiency-based model.

"We use data to understand where students are, what their strengths are, and where they need support," said Ajay Dufour, Noble High School principal. Dufour and Allison Prinney, vice principal and director of studies, described a system where students' course grades are broken down by graduation standards so teachers and students can see specific strengths and weaknesses. The school uses NWEA reports, disaggregation by skill area, and longitudinal growth charts to set goals and to identify students who need interventions.

The high school reported a significant increase in early-college enrollment and high pass rates: administrators said that students taking college courses through the state program typically pass at a rate above 90% and that participation has grown notably over the past five years. The school also reported increasing Extended Learning Opportunities (ELO) participation and apprenticeship/co‑op placements; administrators said 104 students were participating in ELO programs at the time of the report.

Administrators said the school uses NWEA growth/achievement quadrants to distinguish high-growth/high-achievement students from those who need additional supports, and that they maintain team-level protocols to help teachers access and act on assessment data rather than spend excessive time locating information. The school also tracks AP, SAT and graduation-rate trends and uses those metrics to evaluate program effectiveness and to inform continuous improvement.

Administrators told the board they would continue to provide data and protocols to help the board understand resource needs during budget deliberations.