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District reports progress on early grades achievement gap work and provides annual bullying/harassment data
Summary
Directors reported on Achievement Gap Reduction (AGR) strategies in K–3 and presented the district’s annual bullying and harassment statistics, showing more reports this year but also a stronger investigative and follow-up process.
District leaders reported end-of-year results for Achievement Gap Reduction (AGR) strategies in kindergarten through third grade and presented the annual bullying and harassment report required by district policy.
Kate Test, director of continuous improvement and assessment, told the board AGR replaces the state’s older SAGE program and allows districts three strategy options — smaller class ratios, instructional coaches, or a tutoring model — to target K–3 students. She said principals submit biannual reports on AGR students and the district is using multiple measures to track proficiency and growth this year; kindergarten through third-grade data showed improvement in several indicators but was complicated by changing assessments tied to Act 20.
On the bullying report, Test said investigations distinguish between general misconduct and incidents that meet the policy definition of bullying, which requires intent, repetition and a power imbalance. The district reported 79 incidents that warranted investigation this year (up from 37 the prior year), and Test presented breakdowns by location, gender and ethnicity. She said a documented follow-up letter is sent to families after each investigation and that the district has improved its tracking tools to aggregate offender and victim data.
Board members asked for the slide deck and further disaggregated data; Test said she would provide additional detail on request and that the district will continue prevention and investigation work across the year.
