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Superintendent and principals report progress on gifted program, literacy and school goals across Warren County R‑III
Summary
District leaders reviewed the elementary and secondary gifted program, school-level academic and attendance goals, and a range of student achievements; administrators reported enrollment in discovery/gifted classes and described interventions and community partnerships.
District administrators presented a series of superintendent and principal reports Thursday covering the gifted program, school achievement goals, attendance and student recognition activities.
District Director of Curriculum Dr. Emily Turner described the district—s elementary and secondary discovery (gifted) programs, naming Jared Hendricks as the elementary discovery teacher and Chad Berry as the secondary discovery teacher. Turner reported roughly 705 elementary students and 805 secondary students attend the discovery/gifted program and noted the district includes Holy Rosary students in its classes. She said program goals include streamlining screening and evaluation and expanding professional development for the discovery teachers.
Principals from each building highlighted local accomplishments and goals. Warrior Ridge and Rebecca Boone Elementary principals recognized students with top fourth-grade math and ELA MAP scores and described school goals for reading growth and attendance. Daniel Boone—s principal reported one student achieved a perfect ACT score and a National Merit Scholarship finalist; the building also celebrated students with top MAP results in both ELA and math. School leaders repeatedly cited a focus on relationships, positive-office referrals and community partnerships as central to improved attendance and academic gains.
Black Hawk Middle School reported academic-growth gains tied to collaborative professional learning communities (PLCs) and targeted tier 2/3 interventions, including check-in/check-out and guidance-study classes for students with multiple failing grades. Middle-school staff said math and reading intervention classes produced measurable scaled-score gains for many students.
Warrenton High School—s incoming principal, Shelly Strzokoff, reviewed staff attendance and student fail-rate goals and described programs to improve outcomes, such as pairing students who are failing two or more classes with staff mentors and increasing positive recognition like postcards and staff appreciation programs.
No formal board votes were taken on these reports; administrators answered trustees— questions about program delivery and scheduling.
