Principal Vickery presented Roseburg High School’s Strategic Plan (STRAP) alignment and school-specific goals to the Roseburg Public Schools board, reviewing recent assessment results and interventions intended to boost graduation and learning outcomes.

Vickery reported that the school’s Smarter Balanced (SBAC) literacy score rose to 60.6% this year from 41.1% last year, a 19 percentage point increase. He said math proficiency increased to 22.7%, “also an increase of about 4%,” and that the school’s path-to-graduation figure was 84%, a decrease of about one percentage point from the previous reporting period.

Vickery explained the school’s three focal goals: literacy, math, and ninth‑grade on‑track (path to graduation). He said the district has set both overall and subgroup targets: an overall SBAC literacy increase goal of 5% and a 7% target for students receiving special education services; a math goal of 7% overall and 10% for students receiving services; and a ninth‑grade on‑track goal intended to reach 90% on‑track status.

To reach those objectives, Vickery described classroom, assessment and support strategies currently in use, including MAP (Measure of Academic Progress) assessments administered multiple times per year, teacher professional development (including math studio and TDG), schoolwide Student Success Teams, social-emotional learning initiatives, Extended Learning Opportunities (ELO) after‑school supports and small learning communities (SLCs) that coordinate instruction for consistent cohorts of students. He said the Ninth Grade Success Team focuses school resources on ninth graders as a predictor of later graduation outcomes.

Vickery emphasized student ownership of learning: “Students are empowered, curious learners, effective problem solvers, and critical thinkers who achieve their goals,” quoting the RHS Vision for Student Learning included in his presentation.

Board members responded with praise for the ELO and the specified subgroup targets; one board member noted appreciation that the principal had outlined concrete steps to meet the goals rather than only presenting targets.

No formal board action was taken on the presentation. The principal and board characterized the data as part of continuing improvement work and said staff would use the mid‑year data to adjust interventions and supports.