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District assessment snapshots show gains in early grades; board asks principals for targeted attendance plans
Summary
District staff presented mid‑year assessment results showing early‑grade gains on Istation and mixed results in third‑to‑eighth grade MESA assessments; attendance rates varied by school and the board asked principals to report what is working, what is not, and specific plans to improve attendance.
District assessment staff presented a mid‑year review of reading and math assessments and attendance to the Central Consolidated Schools Board on Jan. 21, showing pockets of improvement and ongoing concerns.
Data leads showed kinder through second grade Istation reading and math had measurable shifts toward higher proficiency in several schools, and district‑wide IMSA (MESSA/IMESA) middle‑grade comparisons showed gains at multiple sites while a few schools lagged in mathematics. Assessment staff said principals and leadership teams will use growth indicators to target instruction and pacing; they noted math outcomes appeared linked to when math instruction is scheduled and to adherence to high‑quality instructional materials and pacing guides.
Attendance figures for the first semester were presented: districtwide attendance was below 90 percent for the semester, with elementary rates higher than secondary. Staff said attendance challenges cluster geographically — with lower rates in some communities — and that family work schedules (parents commuting for jobs, older siblings caring for younger children) are among reported causes. The district's attendance teams and ICO support programs were identified as partners for interventions.
Board members asked for a structured, school‑level report at a future meeting: principals should explain what is working at their sites, outline specific challenges and data, describe what is not working, and present the interventions they are using or plan to use to improve attendance and achievement. Superintendent Carlson said principals will bring those reports in the near term and the board scheduled deeper school‑level presentations for upcoming meetings.
Ending: The board asked district data and school leaders to return with school‑level attendance improvement plans, including metrics and specific actions, and directed staff to continue supporting schools with targeted instructional training.
