Prince Edward County Public Schools staff presented preliminary state accountability and accreditation data to the school board (date not specified), showing the elementary and middle schools are likely to be classified “off track” under the new state model while the high school recorded strong cohort results.

Assistant superintendent/administrator and accountability lead (presenter identified as Mr. Foster) reviewed mastery, growth and readiness indicators. He said the elementary school’s combined indicator score totaled 78.98 points against an 80‑point threshold; the middle school’s combined score was 74.75. The high school’s cohort indicators produced a composite described as “distinguished” with a reported figure of 92.03.

Foster explained how the new model differs by level: elementary and middle indices use a single‑year snapshot for mastery and growth metrics, while high‑school accountability is cohort‑based (four‑year windows for passing SOL requirements). He emphasized that high‑school mastery results reflect cumulative cohort passing across multiple years rather than the single test administration day.

Board members asked detailed questions about chronic absenteeism and a district program called in‑person flexible learning (sometimes described as absenteeism recovery). Staff said the program allows students to recover up to 15 days of attendance per year by completing three hours of teacher‑led instruction per recovery day; the district reported the elementary made up 1,146 days from 92 students and the middle school made up 1,250 days from 127 students using the recovery program.

Trustees and staff noted growth concerns at the middle school in both reading and math and discussed that some elementary growth calculations only reflect particular grade cohorts (for example, fourth grade growth is based on students who sat for prior SOLs). Staff cautioned that the numbers presented were preliminary and subject to change when the state releases official data.

The presentation underscored staff requests to continue targeted interventions, review instructional pathways and strengthen outreach to chronically absent students.