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Jefferson and Belknore principals report attendance and early-reading gains, outline summer supports
Summary
Presentations from Jefferson and Belknore (Veil Noire) principals highlighted improved attendance and early-grade reading gains tied to small-group instruction, additional instructional minutes, attendance teams and community partnerships.
Principals at two Normandy Schools Collaborative elementary schools told the board they are seeing measurable improvements in attendance, disciplinary incidents and early-grade reading and math after targeted interventions.
At Jefferson Elementary, Principal Dr. Leeson said the school reached a district goal of “90/90” — 90% of students in class 90% of the time — and reported significant declines in disciplinary infractions. He credited improved parent communication, positive incentives, hands-on lessons and early supports from social workers and partner agencies. Dr. Leeson described reading and math growth on I-Ready measures: for example, a mid-year improvement in reading “mid or above grade level” from 0% last year to 12% this year and gains in early-on grade-level measures.
Belknore (presented as Veil Noire in the meeting) Principal Dr. West reported an attendance rise from 53% to 85% year over year — a 32 percentage-point increase — and a drop in disciplinary infractions (from 11 to 2 during the same reporting period). West said the school uses an attendance response team, PBIS assemblies, mentor programs and added 30 minutes of instruction for targeted students. Small-group instruction and consistent teacher collaboration were singled out by both principals as the most effective classroom practices producing gains.
Nut graf: Both principals linked gains to a combination of consistent, data-driven instruction (small groups and targeted practice), stronger parent engagement and wraparound services provided through partnerships such as Beyond Housing and community mentor programs.
Board members asked about tutoring and summer supports. Jefferson and Belknore administrators said tutoring is available but participation varies; principals cited transportation and scheduling as barriers and described in-school strategies (pull-out small-group blocks and using additional staff during the day) to reach students. Jefferson uses IXL and AMI packages for summer or weather-disruption practice; Belknore said it will expand after-school and mentor opportunities to reduce summer learning loss.
Ending: Board members encouraged principals to return with specific summer-support needs and to coordinate requests with the superintendent ahead of the district’s budget workshops.
