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District reports stronger early attendance, positive SLI survey results and updates on English‑learner services
Summary
Board heard reports that nine of 11 schools met a 95% attendance goal for month one, SLI trainings scored highly in staff surveys, and district staff summarized identification and services for English learners.
Franklin County Schools staff reported on Sept. 8 that early‑year attendance is higher than last year, professional learning sessions received strong ratings, and English‑learner (EL) services remain a growing focus.
District attendance reporting showed nine of 11 schools reached the board’s 95% attendance target for month one; six schools exceeded that goal and one secondary campus—Elkhorn Middle School—was singled out for strong secondary attendance. The districtwide average for the month exceeded last year’s comparable day.
Instructional and curriculum staff shared results from the district’s Summer Learning Institute (SLI). The district reported more than 2,000 survey responses from SLI participants; the training quality averaged 4.72 out of 5 and relevance to needs averaged 4.66 out of 5. Staff presenters included classroom teachers and administrators; the district said staff appreciated having choice in sessions even where part of the day was mandated.
Staff also presented English‑learner identification and services information. Chuck Lewis reviewed the EL screening process: families complete a five‑question home language survey as the initial trigger; students identified then take the WIDA screener to determine eligibility for EL services and a Primary Service Plan (PSP). District figures presented in the meeting show 486 students who spoke a language other than English; about 383 of those students qualified for EL services at the end of the prior school year. District staff said the system serves students who speak more than 20 languages, with Spanish the largest group.
Officials described service models that include push‑in supports, pull‑out instruction and monitored status for students who previously received direct EL instruction. Staff also noted district efforts to provide translation support and technology aids; several schools have purchased digital translation pens and staff noted students can use Chromebook translation apps to type in their home language and display English translations.
Board members asked questions about program staffing, peer tutoring and how the district supports families; staff said schools use counselors and scheduling strategies and are exploring peer‑support and cross‑site instructional options. No formal action was taken; the items were presented as informational reports and will inform ongoing planning and staffing.
