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Leeds Central School reports academic gains but rising chronic absenteeism; school seeks targeted interventions
Summary
Leeds Central School told the RSU 52 board it exceeded academic growth and proficiency goals in reading and math but saw chronic absenteeism rise; staff plan connection-mapping, welcome protocols and targeted interventions funded by a school-improvement grant.
Leeds Central School (LCS) presented a school report to the RSU 52/MSAD 52 board on Sept. 11 showing improved academic growth and proficiency on NWEA measures but an increase in chronic absenteeism.
The school’s presenter reported that reading growth rose from 36 percent of students meeting growth goals in 2023–24 to 55 percent in 2024–25, and that more students met proficiency targets in reading and math. LCS attributed academic gains in part to a new reading program and professional development paid through its School Improvement Grant; the grant budget fell from about $42,000 to $38,000 this year but the presenter said last year’s funds were fully spent on professional development.
At the same time, chronic absenteeism nearly doubled based on PowerSchool reports for the 2024–25 year. The school defines chronic absenteeism as missing 10 percent of school days. Presenters said the total days missed did not change markedly, but student distribution shifted and newly enrolled students, students with IEPs, and highly mobile students showed higher risk. The presenter said 68 students enrolled in both 2023–24 and 2024–25 improved attendance, and 42 students reduced absences by three or more days.
To address attendance, LCS staff described a connection-mapping exercise (staff identify which adults each student has a relationship with) and a new welcome protocol for incoming students. The school aims to reduce chronic absenteeism by 3 percentage points and track absence reasons (illness, medical appointments, transportation) to guide interventions.
Leeds also outlined behavior supports including PBIS (Positive Behavioral Interventions and Supports), restorative practices, and steps to make special-education services more inclusive. LCS reported inclusion-model designation as 1 of 3 schools in the state selected for a five-year inclusion-model program; staff are revising IEPs to reflect more in-class supports and are participating in University of Maine professional development.
The presentation included plans for enrichment clubs, a redesigned library, and volunteer contributions; board members asked several clarifying questions about free/reduced eligibility and IEP rates. No board action was taken; the presenter noted ongoing monitoring and reporting under the school-improvement grant requirements.
