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Four schools present CSI plans, set ELA, math and attendance targets
Summary
Principals from Chester Upland School of the Arts, Toby Farms, STEM Academy and Chester High presented their comprehensive school improvement plans, emphasizing small‑group instruction, diagnostics (I‑Ready/IXL), restorative practices and attendance targets for June 2026.
Four Chester Upland schools presented their comprehensive school improvement (CSI) plans during the Sept. 25 receivers meeting, outlining targets for reading, math and attendance and describing actions such as small‑group instruction, diagnostic testing and restorative practices.
Chester Upland School of the Arts (principal: Dr. Odom) said its K–2 ELA target is that by June 30, 2026, at least 45 percent of kindergarten–grade‑2 students receiving the enhanced core reading instruction (EPRI) will meet or exceed end‑of‑year benchmark composite scores; grades 3–5 and K–5 math and ELA targets, as well as attendance‑related strategies, were also described. The school emphasized routine trainings, coaching from DCIU and family engagement strategies.
Toby Farms (building leader Sahara Guerrero) reported middle‑school ELA goals and said the school will focus on small‑group instruction, rubrics to ensure fidelity, I‑Ready data to guide pull‑out groups and 48‑hour turnaround for instructional feedback. Guerrero said the school aims for regular attendance of about 57 percent and highlighted PBIS, restorative practices and a “90% club” incentive structure.
STEM Academy (principal Ronald Brown, assistant principal Megan Stroh) described district‑wide small‑group instruction, diagnostics and targets to increase median growth in language arts and math by several percentage points and a 60 percent goal for regular attendance (defined as students attending 90 percent of school days). The school cited partnerships and enrichment activities to support culture, climate and attendance.
Chester High School (principal Frank Clark) outlined ninth‑grade and overall high‑school targets for reading and math (examples: ninth‑grade reading baseline 46% with a 10% target increase) and described interventions including AVID training, bell‑to‑bell engagement expectations and credit recovery options to support graduation rates.
Why it matters: The CSI plans translate district recovery objectives into school‑level measurable targets and interventions; the plans identify near‑term metrics for academic growth and attendance that the district will monitor.
What’s next: Schools will continue implementing small‑group instruction, diagnostic assessments and restorative practices and will report progress as part of recovery‑plan monitoring.
