Trustees identify expected outcomes for district

Board sets outcomes/goals for district
Posted on 03/17/2015

Board adopts new “ends” policies for the district


In March 2015, the Nampa Board of Trustees adopted “Ends Policies” for the district. These policies define in writing the Board’s expectations about outcomes expected of the district.


In the fall of 2014, the Board and administration asked patrons for input on outcomes for the district via on online survey and focus groups. Hundreds of parents, students, staff, and community members provided feedback. 


Trustees worked four months to create a Global Policy and four areas support reaching the global outcome including: Academic Achievement, Scholastic Achievement, Student Engagement, and Organizational Development.


Specific goals and measurement tools will be identified for each “ends policy” and the district administration will report progress to the Board.




The purpose of the Nampa School District is that, students of the district will have the knowledge and capabilities they need for successful transition to the next stage of their lives, sufficient to justify the expenditure of available revenues. The Board of Trustees specific expectations shall be defined by policies E-2A – E-2D.


E-2A: Academic Achievement

  • District-wide student achievement will exceed state and national averages on all state and  federally mandated measures of student achievement, including Idaho Reading Indicator (IRI),  Scholastic Aptitude Test (SAT), Preliminary Aptitude Test (PSAT) scores, and Idaho Standards Achievement Test – Smarter Balanced (ISAT-SB) scores;

  • Grade-level cohorts (a group of students followed as they progress through the grades) within the district will make continuous progress over time as well as when compared to their state peers on state assessments;

  • The percent of students scoring “Level 1” on ISAT-SB will decrease annually;

  • The percent of students scoring “Level 4” on ISAT-SB will increase annually;

  • The measured “achievement gap” for historically underachieving groups will annually decrease;

  • The percent of students making a full year’s growth during each school year will increase, as measured by assessments allowing for such a calculation (Measures of Academic Progress (MAP,) Standardized Assessment for Reading (STAR,) IRI and perhaps ISAT-SB);

  • The percent English Language Learners gaining proficiency in English will increase;

  • The number of schools rated four and five stars will increase;

  • The number of schools rated one or two stars will decrease.

E-2B: Scholastic Achievement

  • On-time and extended graduation rates will annually increase and will exceed state averages; Annual dropout rates will annually decrease and will be below state averages;

  • Enrollment and success in dual credit and Advanced Placement courses will increase;

  • The percent of high school and middle school students failing classes will decrease, with a special focus on 9th grade;

  • The number of students offered one or more scholarships, the total number of scholarships offered, and total scholarship award amounts for the graduating class will increase;

  • The percent of Professional-Technical Education (PTE) students attaining industry certification 1and/or becoming capstone completers will increase;

  • The percent of high school graduates continuing their formal education will increase, with a target of 60% or more. Data shall be presented by various paths, including four year colleges, two year colleges, and trade/vocational schools as the data allow.

E-2C: Student Engagement

  • The frequency of, and days lost to, suspensions and expulsions based upon disciplinary infractions will decline;

  • Participation rates in school service and activities will increase;  

  • Daily attendance rates will increase to a target of 97% annual average daily attendance;  

  • The number of tardies will decrease;

  • On time assignment completion will increase;  

  • Other employability skills as we identify and measure them will improve in high school graduates.


E-2D: Organizational Development


  • Stability is improved through the improved retention of teachers and other staff;

  • The percent of classrooms with highly qualified teachers increases;  

  • An increased percentage of the available budget is deployed to teaching, learning and student  support;  

  • Bonds and supplemental levies pass with increased voter support;  

  • Parent and patron involvement and engagement in school increases;  

  • Parent, patron and staff satisfaction with schools increases;  

  • Student satisfaction with schools and their education increase;  

  • Parent and student perceptions of school safety increase;

  • Student enrollment increases relative to other choices, such as charter and private schools.